1. Outline
II.Introduction
III.Research design
IV.Article focus
V.Data collections
VI.Purpose of study
VII.Designing learning experiences
VIII.Criteria of effective teaching
IX.Emergence: social media as a classroom environment
X.Chaos in teaching environment
XI.Analysis: formal and informal learning
XII.Discussion
XIII.Conclusion
Casey and Evans article
presented by Ronald Yaroserai

2.  The connection between young people, social networks, and education.
 The relationships amongst peers affect their motivations, interests,
attention, and involvement.
 By incorporating social media into the lives of students in the classroom,
teachers also incorporate the new literacies that are becoming part of
student’s out-of-school lives (Alvarez, 2001; Fletcher, 2007; Glover &
Oliver, 2008; Hahn, 2008).
 However, how these new ICTs should be used in the classroom is still a
topic of debate.
 The theories of connections, emergence, chaos, complexity, and fractals.
Casey and Evans article
presented by Ronald Yaroserai

3.  This action research investigates the use of online
social media as learning environment for adolescents
between 13 and 16 years old throughout semester 2,
2010.
 The school is located in Gelong, victoria in Australia.
 Online tools and environments were used in a all of
the research's classes to deliver the classroom
curriculum.
 One main Ning social network was used as a base
camp to communicate, publish, and link to the other
online environments.
Casey and Evans article
presented by Ronald Yaroserai

4.  Teacher planning documents,
 teacher’s field notes,
 teacher reflections,
 student work, and
 summary notes.
Casey and Evans article
presented by Ronald Yaroserai

5.  This analysis was based on identifying what was
useful for educators or not, rather than on what was
“right” or “wrong” (Szempli and Stupnicka 2003, p.1)
 The terms chaos or chaotic, meaning that the
changes in time are without pattern or control and
hence are unpredictable and uncontrollable.
 Chaos and complexity are perspectives in new
science and postmodern inquiry that may implicate
significant changes in how we understand and
approach curriculum (Fleener, 2005).
Casey and Evans article
presented by Ronald Yaroserai

6.  What scaffolding is needed to help students cope
with the complexities of such an environment?
 The process of observing, identifying issues, raising
questions, developing ideas, monitoring, evaluating,
and changing what and how things were done
constant and became part of teaching life.
 The framework supported the flexibility that was
needed in the curriculum delivery and allowed the
researcher to think through other models of delivery,
which assisted in helping her move away from the
“instructional order” of the traditional classroom.
Casey and Evans article
presented by Ronald Yaroserai

7.  The Ning offered students a great range of
opportunities to form their own groups and
discussion forums and become involved in
those made by others.
 The Ning provided students with a “life-like”
curriculum (Beane 2006, p.10)
 Moving away from the “instructional order” of
the traditional classroom as the semester
progressed.
Casey and Evans article
presented by Ronald Yaroserai

8.  First premise: students learn what they do, and
what they are learning is what you see them
doing.
 Response: after two weeks, student became
competent in the collaborative methods of
studying on using Ning online.
 Second premise: social relationships determine
learning.
 Response: a range of informal learning could be
found.
Casey and Evans article
presented by Ronald Yaroserai

9.  Third premise: taking the time and providing the resources
needed to design effective learning activities means
covering much less of the formal curriculum.
 Response: extra time was not available for activities due to
school timetable constrains.
 Fourth premise: effective activities are managed by the
students themselves.
 Response: projects the teacher gave to students involved
teaching their peers or younger students.
 It focuses on problem solving, brings student some
knowledge, understanding of the content and procedures.
Casey and Evans article
presented by Ronald Yaroserai

10.  Students often preferred “lurking” rather than
actively participating.
 Others openly used the environment to
promote their own ideas and interests,
increase their popularity, or present
themselves as knowledgeable.
 Some students used to express their
frustration and feelings
Casey and Evans’s article
presented by Ronald Yaroserai

11.  The principle of self-renewal and self-
organization are essential foundations of chaos
theory, adhering to the idea of order through
fluctuation (Murphy1995, p. 28) .
 Reflecting on the disorder that occurred, the
teachers could see the possibilities of using
disorder as a teachable moment.
 Understanding the implications of disorder in
relation of curriculum and learning allowed a
teacher to reassess what was needed before
taking control of future issues / activities.
Casey and Evans article
presented by Ronald Yaroserai

12.  Students can be free express themselves through
online interaction even they are anonymous.
 Connectivism develop knowledge through formal
and informal interactions.
 Teachers approach student’s question randomly
on school context.
 Online discussions and interactions were an
important feature in providing students with
constructive feedback for improvement prior to
peer and self-assessment.
Casey and Evans article
presented by Ronald Yaroserai

13.  There are a number of interactions/ replies different
student gained
 Some appreciation for students who shared
information.
 A range of individual peer assessments with
feedback.
 A certain patterns of behavior seem to be fixed, with
some that are periodic and others that are chaotic
occurring in a class among teachers, students,
subject material, and the classroom environment
(Smitherman2005, p. 158).
Casey and Evans article
presented by Ronald Yaroserai

14.  Enabling students to work online allowed
them to access the classroom anytime they
wished.
 The researcher believes that making good use
of new technologies increases demands on
teachers, as argued by Bertram (2002, p. 17)
Casey and Evans article
presented by Ronald Yaroserai

15.  What is the essence of online social networks
for students?
 How teachers can handle the chaos and
complexity of online social network in the
classroom?
 How the online social networks can be
developed in education system?
Casey and Evans article
presented by Ronald Yaroserai

16.  Connections to fractal patterns and chaos theory are very real in
the online classroom, where interaction can be used as a vehicle
for learning, and students’ awareness of their own
communications encourages them to be active participants in the
learning process.
 Smitherman (2005, p. 168) argues that learning occurs in
nonlinear patterns: emergent, divergent, and convergent.
 It was clear that in this study that participants were able to take
control of many aspects of learning, including supporting and
assessing their peers.
 Teacher cannot take this approach in fear of chaos and disorder;
they must find innovative ways to construct disorder and flow
with chaos and builds resilience to the traditional training that
instinctively drives them to take control.
Casey and Evans article
presented by Ronald Yaroserai