Like Learning: An Information Architectural analysis of compulsory school educational practices on Facebook
Author
Andersen, Iben Meldgaard
Term
4. Term
Education
Publication year
2014
Submitted on
2014-06-02
Pages
67
Abstract
Sociale medier bruges i stigende grad til undervisning, og nogle skoler anvender Facebook i hverdagen. Denne afhandling undersøger denne praksis gennem to faglige briller: informationsarkitektur (hvordan systemfunktioner organiseres, så de støtter brug) og persuasive teknologier (design, der motiverer bestemte handlinger). Set fra informationsarkitektur afslører analysen funktioner som personalisering, interaktion og brugergenererede tags (mærkninger). Set fra et perspektiv på persuasive teknologier belyser vi processer, der kan styrke kommunikationen mellem elever og lærere, herunder simuleringer af fysiske miljøer og forskellige niveauer af private og offentlige rum. Vi præsenterer og diskuterer også pædagogiske og psykologiske aspekter ved at bruge Facebook i relation til persuasive teknologier. For at vurdere, hvordan disse indsigter kan anvendes i den obligatoriske skolegang, gennemførte vi kvalitative workshops med lærere og elever. Formålet var at afdække brugernes tavse viden og sammenholde elevers og læreres opfattelser af centrale funktioner i sociale medier. Workshopresultaterne og analysen blev sammenlignet med eksisterende forskning om sociale medier på forskellige uddannelsesniveauer. På den baggrund fremlægger vi ti konkrete forslag til designet af fremtidige online undervisningsplatforme.
Social media is increasingly used for education, and some schools use Facebook in everyday teaching. This thesis examines this practice through two lenses: Information Architecture (how a system’s features are organized to support use) and Persuasive Technology (design that encourages certain behaviors). From an information architecture perspective, the analysis highlights features such as personalization, interaction, and user-generated tagging. From a persuasive technology perspective, we identify processes that can strengthen communication between pupils and teachers, including simulations of physical environments and different levels of private and public spaces. We also present and discuss pedagogical and psychological aspects of using Facebook in relation to persuasive technology. To assess how these insights apply to compulsory education, we conducted qualitative workshops with teachers and pupils. The workshops aimed to surface users’ tacit knowledge and compare pupils’ and teachers’ perceptions of key social media features. Findings from the workshops and analyses were compared with existing research across educational levels. Based on this, we present ten concrete suggestions for designing future online educational platforms.
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