{"id":205,"date":"2020-09-03T15:36:33","date_gmt":"2020-09-03T12:36:33","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-65\/"},"modified":"2020-09-03T15:36:33","modified_gmt":"2020-09-03T12:36:33","slug":"__unknown__-65","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-65\/","title":{"raw":"8.6 Sosyal medya","rendered":"8.6 Sosyal medya"},"content":{"raw":"\n

\"OEBPS\/images\/image0104.png\"<\/p>\n\u015eekil 8.6.1 2010'daki sosyal medya yelpazesi\nG\u00f6rsel: \u00a9 Abhijit Kadle, Upside Learning, 2010<\/i><\/span><\/span>\n

Her ne kadar sosyal medya temel olarak \u0130nternet tabanl\u0131 ve dolay\u0131s\u0131yla bir bilgi i\u015flem alt kategorisi olsa da sosyal medyay\u0131 ayr\u0131 bir ara\u00e7 olarak ele almay\u0131 hakl\u0131 \u00e7\u0131karmak i\u00e7in e\u011fitsel sosyal medya kullan\u0131m\u0131 ile bilgisayar tabanl\u0131 \u00f6\u011frenme veya \u00e7evrim i\u00e7i i\u015fbirlik\u00e7i \u00f6\u011frenme aras\u0131nda \u00f6nemli farkl\u0131l\u0131klar vard\u0131r; hepsi bili\u015fimin di\u011fer t\u00fcrlerine ba\u011fl\u0131 ve i\u00e7 i\u00e7e ge\u00e7mi\u015f olsa da. Buradaki temel farkl\u0131l\u0131k, sosyal medyan\u0131n \u00f6\u011frencilere sundu\u011fu `\u00f6\u011frenme \u00fczerinde kontrol sahibi olma\u2019 \u00f6zelli\u011fidir.<\/span><\/p>\n\n

8.6.1 Sosyal medya nedir?<\/h2>\n

2005 y\u0131l\u0131 civar\u0131nda, bir dizi yeni web arac\u0131 \u00f6nce genel g\u00fcnl\u00fck kullan\u0131m i\u00e7inde sonras\u0131nda da e\u011fitim ama\u00e7l\u0131 kullan\u0131m i\u00e7inde yerini ald\u0131. Eskinin \u2018merkezden \u00e7evreye\u2019 bir yakla\u015f\u0131m izleyen kurumsal web sayfalar\u0131ndan \u00e7ok farkl\u0131 bir k\u00fclt\u00fcr\u00fc yans\u0131tan bu ara\u00e7lara, genel olarak sosyal medya ad\u0131 verildi. Bu web ara\u00e7lar\u0131n\u0131n baz\u0131lar\u0131n\u0131 ve kullan\u0131m \u00f6zelliklerini a\u015fa\u011f\u0131daki tabloda g\u00f6rebilirsiniz.<\/span><\/p>\n

Baz\u0131 ara\u00e7lar ve kullan\u0131mlar\u0131 a\u015fa\u011f\u0131da verilmi\u015ftir (daha bir\u00e7ok olas\u0131 \u00f6rnek vard\u0131r: Bir e\u011fitim uygulamas\u0131 i\u00e7in her bir \u00f6rne\u011fe t\u0131klay\u0131n):<\/span><\/p>\n

\n\n<\/p>\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n
Arac\u0131n t\u00fcr\u00fc<\/span><\/span><\/span><\/b><\/td>\n\u00d6rnek<\/span><\/span><\/span><\/b><\/td>\nUygulama<\/span><\/span><\/span><\/b><\/td>\n<\/tr>\n
Blog<\/b><\/span><\/span><\/td>\nStephen\u2019s Web<\/span><\/span><\/a>\n\n\u00c7evrim i\u00e7i \u00d6\u011frenme ve Uzaktan E\u011fitim Kaynaklar\u0131<\/span><\/span><\/a><\/td>\nBir ki\u015finin web \u00fczerinde d\u00fczenli yaz\u0131lar yazmas\u0131n\u0131 sa\u011flar (g\u00fcnl\u00fck veya d\u00fc\u015f\u00fcnce yaz\u0131lar\u0131 gibi)<\/span><\/span><\/td>\n<\/tr>\n
Wiki<\/b><\/span><\/span><\/td>\nWikipedia<\/span><\/span><\/a>\n

UBC Math Exam Resources<\/a><\/span><\/p>\n<\/td>\n

\u0130nsanlar\u0131n bir bilgi havuzu olu\u015fturmas\u0131na veya katk\u0131da bulunmas\u0131na olanak sa\u011flayan \u201ca\u00e7\u0131k\u201d bir toplu yay\u0131n<\/span><\/span><\/td>\n<\/tr>\n
Sosyal a\u011flar<\/b><\/span><\/span><\/td>\nFaceBook<\/span><\/span><\/a>\n

LinkedIn<\/a><\/span><\/p>\n<\/td>\n

\u0130nsanlar\u0131n arkada\u015flar\u0131yla ve birlikte \u00e7al\u0131\u015ft\u0131klar\u0131, okuduklar\u0131 veya etkile\u015fim kurduklar\u0131 di\u011fer ki\u015filerle ba\u011flant\u0131 kurmalar\u0131n\u0131 sa\u011flayan sosyal ara\u00e7<\/span><\/span><\/td>\n<\/tr>\n
\u00c7oklu ortam ar\u015fivleri<\/b><\/span><\/span><\/td>\nPodcasts<\/span><\/span><\/a>\n\nYou-Tube<\/span><\/span><\/a>\n\nFlikr<\/span><\/span><\/a>\n\ne-portfolyo <\/span><\/span><\/a>\n

MIT A\u00e7\u0131k Ders Malzemeleri<\/a><\/span><\/p>\n<\/td>\n

Kullan\u0131c\u0131lar\u0131n ses kay\u0131tlar\u0131, foto\u011fraf ve videolara eri\u015febildikleri, depolayabildikleri, indirebildikleri ve payla\u015fabildikleri ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n
\u00c7ok oyunculu oyunlar<\/b><\/span><\/span><\/td>\nRainbowSix Siege<\/span><\/span><\/a>\n\nDragonfly<\/span><\/span><\/a>\n

\u0130tici Sorunlar<\/a><\/span><\/p>\n<\/td>\n

Oyuncular\u0131n birbirleriyle veya bilgisayar\u0131n temsil etti\u011fi \u00fc\u00e7\u00fcnc\u00fc ki\u015filerle genellikle ger\u00e7ek zamanl\u0131 olarak yar\u0131\u015fmas\u0131na olanak sa\u011flayan ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n
Mobil \u00f6\u011frenme<\/b><\/span><\/span><\/td>\n\n

Cep telefonlar\u0131 ve uygulamalar, \u00f6rn. Soil TopARgraphy<\/a> <\/span><\/p>\n<\/td>\n

Kullan\u0131c\u0131lar\u0131n \u00e7oklu bilgi kaynaklar\u0131na (ses, metin, video gibi) istedikleri zaman istedikleri yerden eri\u015fmelerine olanak sa\u011flayan ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u015eekil 8.6.2 Sosyal medya \u00f6rnekleri (Bates, 2011, s.25 den uyarlanm\u0131\u015f\u0131r.)<\/span><\/em><\/p>\n

Sosyal medyan\u0131n temel \u00f6zelli\u011fi, kullan\u0131c\u0131lar\u0131n a\u00e7\u0131k ve kullan\u0131c\u0131 dostu bir ortamda bilgiye eri\u015fmesine, bilgiyi yap\u0131land\u0131rmas\u0131na, da\u011f\u0131tmas\u0131na ve payla\u015fmas\u0131na izin vermesidir. Genellikle tek maliyet, kullan\u0131c\u0131n\u0131n zaman\u0131d\u0131r. Genellikle bir eyalet veya h\u00fck\u00fbmet (iftira veya pornografi gibi) taraf\u0131ndan uygulanan d\u0131\u015f\u0131nda i\u00e7erik \u00fczerinde \u00e7ok s\u0131n\u0131rl\u0131 kontrol vard\u0131r. Bu ara\u00e7lar\u0131n \u00f6zelliklerinden biri, son kullan\u0131c\u0131n\u0131n (kat\u0131l\u0131mc\u0131 veya m\u00fc\u015fteri) verilere kendi kendine eri\u015fmesi ve verileri y\u00f6netmesi (\u00f6rne\u011fin, \u00e7evrim i\u00e7i bankac\u0131l\u0131k) ve ki\u015fisel a\u011flar olu\u015fturmas\u0131 (\u00f6rne\u011fin Facebook arac\u0131l\u0131\u011f\u0131yla) i\u00e7in g\u00fc\u00e7 sa\u011flamas\u0131d\u0131r. Bu nedenlerden \u00f6t\u00fcr\u00fc, baz\u0131lar\u0131 sosyal medyaya web'in \"demokratikle\u015fmesi\" ad\u0131n\u0131 vermi\u015f, ayn\u0131 zamanda sosyal medyan\u0131n art\u0131k <\/span> reklam\u0131 yoluyla yo\u011fun bir \u015fekilde ticarile\u015fti\u011fini iddia edebilir.<\/span><\/p>\n

Sosyal medya ara\u00e7lar\u0131 genellikle son derece basit yaz\u0131l\u0131mlar \u00fczerinde \u00e7al\u0131\u015f\u0131rlar ve nispeten birka\u00e7 sat\u0131r koddan ibarettirler. Sonu\u00e7 olarak yeni ara\u00e7lar ve uygulamalar s\u00fcrekli ortaya \u00e7\u0131kmaktad\u0131r ve kullan\u0131mlar\u0131 ya \u00fccretsiz ya da \u00e7ok d\u00fc\u015f\u00fck maliyetlidir. Sosyal medyan\u0131n e\u011fitimde kullan\u0131m\u0131na ili\u015fkin daha geni\u015f bir inceleme i\u00e7in bkz. Lee & McCoughlin (2011).<\/span><\/p>\n\n

8.6.2 Sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zellikleri<\/h2>\n

\u00d6nceki k\u0131s\u0131mlarda bahsetti\u011fimiz \u2018kolayl\u0131k\u2019 veya \u2018sa\u011flarl\u0131k\u2019 kavram\u0131na, sosyal medya tart\u0131\u015fmalar\u0131nda s\u0131k\u00e7a rastlar\u0131z. McLoughlin ve Lee (2011), yerine Web 2.0 terimini kulland\u0131klar\u0131 sosyal medyan\u0131n sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar\u0131 a\u015fa\u011f\u0131daki \u015fekilde s\u0131ralar:<\/span><\/p>\n\n

    \n \t
  • ba\u011flant\u0131 ve sosyal ili\u015fki;<\/span><\/li>\n \t
  • i\u015f birli\u011fine dayal\u0131 bilgi ke\u015ffi ve payla\u015f\u0131m\u0131;<\/span><\/li>\n \t
  • i\u00e7erik olu\u015fturma;<\/span><\/li>\n \t
  • bilgi ve enformasyon toplama ve i\u00e7erik de\u011fi\u015fikli\u011fi.<\/span><\/li>\n<\/ul>\n

    Bu genel \u00f6zelliklere ek olarak sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinden de bahsetmek gerekir.<\/span><\/p>\n\n

    8.6.3 Sunum \u00f6zellikleri<\/h2>\n

    Sosyal medya:<\/span><\/p>\n\n

      \n \t
    • kendili\u011finden bir araya gelen \u00f6\u011frenen gruplar\u0131 aras\u0131nda \u00e7oklu ortama dayal\u0131 ileti\u015fim olana\u011f\u0131 sa\u011flar;<\/span><\/li>\n \t
    • uygun bir internet ba\u011flant\u0131s\u0131 oldu\u011fu s\u00fcrece zengin, \u00e7oklu ortam tabanl\u0131 i\u00e7eri\u011fe zaman ve mek\u00e2n s\u0131n\u0131rlamas\u0131 olmadan eri\u015fim sa\u011flar;<\/span><\/li>\n \t
    • \u00f6\u011frenenlerin kendilerinin \u00e7oklu ortam materyalleri \u00fcretmelerine olanak sa\u011flar;<\/span><\/li>\n \t
    • \u2018kapal\u0131\u2019 dersler ve kurumsal s\u0131n\u0131rlar\u0131n d\u0131\u015f\u0131nda da \u00f6\u011frenmeye f\u0131rsat verir.<\/span><\/li>\n<\/ul>\n

      8.6.4 Beceri geli\u015fimi<\/h2>\n

      Bir e\u011fitim \u00e7er\u00e7evesi i\u00e7inde iyi tasarlanm\u0131\u015f sosyal medya kullan\u0131m\u0131, a\u015fa\u011f\u0131daki becerilerin geli\u015fimine katk\u0131 sa\u011flar (\u00f6rnekleri g\u00f6rmek i\u00e7in her birine t\u0131klay\u0131n):<\/span><\/p>\n\n

        \n \t
      • dijital okuryazarl\u0131k: <\/span> bu web sitesi British Columbia \u00dcniversitesi K\u00fct\u00fcphanesi taraf\u0131ndan \u00f6\u011frencilerin dijital kimliklerini y\u00f6netebilmeleri i\u00e7in tasarlanm\u0131\u015ft\u0131r<\/span><\/span>;<\/span><\/li>\n \t
      • ba\u011f\u0131ms\u0131z ve \u00f6z-y\u00f6nelimli \u00f6\u011frenme: <\/span> bu, UBC matematik lisans\u00fcst\u00fc \u00f6\u011frencileri taraf\u0131ndan lisans \u00f6\u011frencilerine s\u0131navlar\u0131nda yard\u0131m sa\u011flamak i\u00e7in olu\u015fturulmu\u015f bir Wiki sayfas\u0131d\u0131r;<\/span><\/span><\/li>\n \t
      • i\u015f birli\u011fi \/ i\u015fbirlikli \u00f6\u011frenme\/tak\u0131m \u00e7al\u0131\u015fmas\u0131; <\/span> bu UBC'de \u00fc\u00e7\u00fcnc\u00fc s\u0131n\u0131f lisans dersi ile Latin Amerika edebiyat\u0131 \u00fczerine Wikipedia giri\u015fleri olu\u015fturmak i\u00e7in bir s\u0131n\u0131f projesiydi;<\/span><\/span><\/li>\n \t
      • uluslararas\u0131la\u015fma\/k\u00fcresel vatanda\u015f yeti\u015ftirme;<\/span><\/li>\n \t
      • sosyal a\u011f kurma ve di\u011fer ki\u015filer aras\u0131 beceriler;<\/span><\/li>\n \t
      • bilgi y\u00f6netimi <\/span>; UBC'deki \u00f6\u011frenciler, ortaya \u00e7\u0131kan teknolojileri ara\u015ft\u0131rmak ve teknoloji etraf\u0131nda olas\u0131 bir e\u011fitim i\u015fletmesi kurmak i\u00e7in sosyal medyay\u0131 kullan\u0131yor<\/span><\/span><\/li>\n \t
      • belli ba\u011flamlar i\u00e7inde karar verme (\u00f6rne\u011fin acil durum y\u00f6netimi, kanun yapt\u0131r\u0131m\u0131 gibi).<\/span><\/li>\n<\/ul>\n

        8.6.5 Sosyal medyan\u0131n g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/h2>\n

        Sosyal medyan\u0131n baz\u0131 avantajlar\u0131n\u0131 \u015f\u00f6yle s\u0131ralayabiliriz:<\/span><\/p>\n\n

          \n \t
        • dijital \u00e7a\u011f\u0131n gerektirdi\u011fi anahtar becerilerin baz\u0131lar\u0131n\u0131n geli\u015ftirilmesinde son derece faydal\u0131 olabilir;<\/span><\/li>\n \t
        • \u00f6\u011fretmenlerin durum \u00e7al\u0131\u015fmas\u0131 veya projeye dayal\u0131 \u00e7evrim i\u00e7i grup \u00e7al\u0131\u015fmalar\u0131 olu\u015fturmas\u0131na ve \u00f6\u011frencilerin mobil cihazlar\u0131 \u00fczerinden sosyal medyay\u0131 kullanarak sahadan veri toplayabilmesine olanak sa\u011flar;<\/span><\/li>\n \t
        • \u00f6\u011frenciler, bireysel veya grup olarak medya a\u00e7\u0131s\u0131ndan zengin \u00f6devler olu\u015fturup g\u00f6nderebilirler;<\/span><\/li>\n \t
        • \u00f6\u011frenciler de\u011ferlendirilen \u00f6devleri kendi ki\u015fisel \u00f6\u011frenme ortamlar\u0131na veya e-portfolyolar\u0131na y\u00fckleyip daha sonra lisans\u00fcst\u00fc \u00e7al\u0131\u015fma veya i\u015f ba\u015fvurular\u0131nda kullanabilirler;<\/span><\/li>\n \t
        • Tema 5 B\u00f6l\u00fcm.3.2\u2019de bahsi ge\u00e7en ba\u011flant\u0131c\u0131 KA\u00c7D\u2019lerde g\u00f6rd\u00fc\u011f\u00fcm\u00fcz gibi \u00f6\u011frenciler kendi \u00f6\u011frenme s\u00fcre\u00e7leri \u00fczerinde daha fazla kontrol sahibi olurlar;<\/span><\/li>\n \t
        • blog ve wiki kullan\u0131m\u0131yla dersler ve \u00f6\u011frenme d\u0131\u015f d\u00fcnyaya a\u00e7\u0131l\u0131r, \u00f6\u011frenmeye daha zengin ve geni\u015f bir perspektiften bakma olana\u011f\u0131 sa\u011flan\u0131r.<\/span><\/li>\n<\/ul>\n

          Bununla birlikte \u00e7o\u011fu \u00f6\u011frenci en az\u0131ndan ba\u015flang\u0131\u00e7ta ba\u011f\u0131ms\u0131z bir \u00f6\u011frenen de\u011fildir (Candy, 1991). Bir \u00f6\u011frenme g\u00f6reviyle kar\u015f\u0131 kar\u015f\u0131ya kalan bir\u00e7ok \u00f6\u011frenci, ba\u011f\u0131ms\u0131z olarak \u00e7al\u0131\u015facak \u00f6zg\u00fcvene veya beceriye en ba\u015fta sahip olmaz (Moore & Thompson, 1990). Bunun i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir deste\u011fe, kendileri i\u00e7in se\u00e7ilmi\u015f bir i\u00e7eri\u011fe ve onaylanmaya ihtiya\u00e7 duyarlar. \u00d6\u011frencilere kendi \u00f6\u011frenme s\u00fcre\u00e7leri \u00fczerinde daha fazla kontrol olana\u011f\u0131 veren yeni ara\u00e7lar\u0131n geli\u015fimi, onlar\u0131n yap\u0131land\u0131r\u0131lm\u0131\u015f bir e\u011fitim deneyimine duyduklar\u0131 ihtiyac\u0131 de\u011fi\u015ftirmeyecektir. Elbette ki \u00f6\u011frencilere ba\u011f\u0131ms\u0131z \u00f6\u011frenme becerileri \u00f6\u011fretilebilir (Moore, 1973; Marshall & Rowland, 1993). Sosyal medya nas\u0131l daha etkin \u00f6\u011frenilece\u011fini \u00f6\u011frenmemizi sa\u011flayabilir ancak \u00e7o\u011fu zaman en az\u0131ndan ba\u015flang\u0131\u00e7ta yap\u0131land\u0131r\u0131lm\u0131\u015f ortamlarda...<\/span><\/p>\n

          Sosyal medyan\u0131n kullan\u0131m\u0131, nitelik sorusunu da ka\u00e7\u0131n\u0131lmaz olarak beraberinde getirmektedir. \u0130nternette serbest\u00e7e dola\u015fmalar\u0131n\u0131 te\u015fvik etti\u011fimiz \u00f6\u011frenciler, do\u011fru ve g\u00fcvenilir bilgiyi yanl\u0131\u015f, tarafl\u0131 veya do\u011frulu\u011fu ispatlanmam\u0131\u015f bilgiden nas\u0131l ay\u0131rabilir? Herkesin her konu hakk\u0131nda fikri oldu\u011fu bir ortamda, uzmanl\u0131\u011f\u0131n ve uzman\u0131n bilgisinin de\u011feri nedir? Andrew Keen\u2019in (2007) de s\u00f6yledi\u011fi gibi \u2018uzmanlar\u0131n tiranl\u0131\u011f\u0131n\u0131 aptallar\u0131n tiranl\u0131\u011f\u0131yla de\u011fi\u015ftiriyoruz\u2019. B\u00fct\u00fcn bilgiler e\u015fit de\u011fildir, b\u00fct\u00fcn fikirler de.<\/span><\/p>\n

          Bunlar dijital d\u00fcnyan\u0131n getirdi\u011fi zorluklar... Bununla birlikte sosyal medya, sorunun oldu\u011fu kadar \u00e7\u00f6z\u00fcm\u00fcn de bir par\u00e7as\u0131 olabilir. \u00d6\u011fretmenler sosyal medyay\u0131 bilin\u00e7li bir \u015fekilde kullanarak bilgi y\u00f6netimini, do\u011fru ve g\u00fcvenilir sosyal medya kullan\u0131m\u0131n\u0131 te\u015fvik edebilirler; ancak bu bilgi ve becerilerin sosyal medya kullan\u0131larak geli\u015ftirilmesi i\u00e7in \u00f6\u011fretmen deste\u011finin oldu\u011fu bir \u00f6\u011frenme ortam\u0131na ihtiya\u00e7 vard\u0131r. \u00c7o\u011fu \u00f6\u011frenci, \u00f6\u011frenme s\u00fcre\u00e7lerinde bir rehber ve yap\u0131land\u0131r\u0131lm\u0131\u015f bir sistem ararlar. Bu rehberli\u011fi ve ortam\u0131 temin etmek ise \u00f6\u011fretmenlerin g\u00f6revidir. Bu nedenle, \u00f6\u011fretmenin ter\u00f6r estirdi\u011fi ve \u00f6\u011frencilerin k\u0131l\u0131n\u0131 k\u0131p\u0131rdatamad\u0131\u011f\u0131 \u00f6\u011frenme ortamlar\u0131yla Sineklerin Tanr\u0131s\u0131 roman\u0131nda (Golding, 1954) oldu\u011fu gibi \u0131ss\u0131z bir adada serbest\u00e7e dola\u015fan \u00f6\u011frencilerin anar\u015fiye yol a\u00e7t\u0131\u011f\u0131 \u00f6\u011frenme ortamlar\u0131 aras\u0131nda bir orta yol bulmam\u0131z gerekiyor. Sosyal medya b\u00f6yle bir ortama izin verir ancak sadece \u00f6\u011fretmenler olarak se\u00e7imlerimize ve teknolojiyi kullanmam\u0131za rehberlik edecek a\u00e7\u0131k bir pedagojiye veya e\u011fitim felsefesine sahipsek..<\/span><\/p>\n

          Sosyal medya ile ilgili daha fazla bilgi i\u00e7in bkz B\u00f6l\u00fcm 9.8.<\/span><\/p>\n\n

          Kaynak\u00e7a<\/h2>\n

          Bates, T. (2011) \u2018Understanding Web 2.0 and Its Implications for e-Learning\u2019 in Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

          Candy, P. (1991) Self-direction for lifelong learning<\/i><\/em> San Francisco: Jossey-Bass<\/span><\/span><\/p>\n

          Golding, W. (1954) The Lord of the Flies<\/i><\/em> London: Faber and Faber<\/span><\/span><\/p>\n

          Keen, A. (2007) The Cult of the Amateur: How Today\u2019s Internet is Killing our Culture<\/i><\/em> New York\/London: Doubleday<\/span><\/span><\/p>\n

          Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

          Marshall, L. and Rowland, F. (1993) A Guide to learning independently<\/i><\/em> Buckingham UK: Open University Press<\/span><\/span><\/p>\n

          McCoughlin, C. and Lee, M. (2011) \u2018Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching\u2019, in Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

          Moore,M. (1973) Toward a Theory of Independent Learning and Teaching, Journal of Higher Education<\/i><\/em>, Volume 44, No. 9<\/span><\/p>\n

          Moore, M. and Thompson, M. (1990) The Effects of Distance Education: A Summary of the Literature<\/i><\/em> University Park, PA: American Center for Distance Education, Pennsylvania State University<\/span><\/span><\/p>\n\n

          \n

          Etkinlik 8.6 Sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinin belirlenmesi<\/p>\n\n<\/header>\n

          \n

          1. Verdi\u011finiz derslerden birini d\u00fc\u015f\u00fcn\u00fcn. Sosyal medyay\u0131 bu dersinizde nas\u0131l kullanabilirsiniz? \u00d6zellikle de:<\/span><\/p>\n\n

            \n \t
          • sosyal medya kullan\u0131m\u0131, hangi yeni \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n geli\u015fimine yard\u0131mc\u0131 olabilir?<\/span><\/li>\n \t
          • sosyal medyay\u0131 derse oldu\u011fu gibi eklemek mi daha iyi olacakt\u0131r yoksa dersi sosyal medya etraf\u0131nda yeniden tasarlamak m\u0131?<\/span><\/li>\n<\/ul>\n

            2. Yukar\u0131da sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinin k\u0131sa bir listesini verdim. Bu b\u00f6l\u00fcm\u00fcn di\u011fer k\u0131s\u0131mlar\u0131nda ele almad\u0131\u011f\u0131m\u0131z ba\u015fka \u00f6zellikler akl\u0131n\u0131za geliyor mu?<\/span><\/p>\n

            3. Bu b\u00f6l\u00fcm, \u00f6\u011frencilerinizin kendi cihazlar\u0131n\u0131 (mobil telefon, tablet, diz\u00fcst\u00fc bilgisayar gibi) s\u0131n\u0131fta kullanmalar\u0131yla ilgili g\u00f6r\u00fc\u015flerinizi nas\u0131l etkiledi?<\/span><\/p>\n4. Sosyal medyan\u0131n e\u011fitimde kullan\u0131m\u0131na h\u00e2la \u015f\u00fcpheyle mi yakla\u015f\u0131yorsunuz? Olumsuz taraflar\u0131 sizce ne olabilir?<\/span>\n

            Bu sorular\u0131n baz\u0131lar\u0131 ve e\u011fitimdeki sosyal medya hakk\u0131nda daha genel hususlar ve geri bildirim i\u00e7in a\u015fa\u011f\u0131daki podcast'i t\u0131klay\u0131n.<\/span><\/p>\n

            Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=213<\/span><\/p>\n\n<\/div>\n<\/div>\n","rendered":"

            \"OEBPS\/images\/image0104.png\"<\/p>\n

            \u015eekil 8.6.1 2010’daki sosyal medya yelpazesi
            \nG\u00f6rsel: \u00a9 Abhijit Kadle, Upside Learning, 2010<\/i><\/span><\/span><\/p>\n

            Her ne kadar sosyal medya temel olarak \u0130nternet tabanl\u0131 ve dolay\u0131s\u0131yla bir bilgi i\u015flem alt kategorisi olsa da sosyal medyay\u0131 ayr\u0131 bir ara\u00e7 olarak ele almay\u0131 hakl\u0131 \u00e7\u0131karmak i\u00e7in e\u011fitsel sosyal medya kullan\u0131m\u0131 ile bilgisayar tabanl\u0131 \u00f6\u011frenme veya \u00e7evrim i\u00e7i i\u015fbirlik\u00e7i \u00f6\u011frenme aras\u0131nda \u00f6nemli farkl\u0131l\u0131klar vard\u0131r; hepsi bili\u015fimin di\u011fer t\u00fcrlerine ba\u011fl\u0131 ve i\u00e7 i\u00e7e ge\u00e7mi\u015f olsa da. Buradaki temel farkl\u0131l\u0131k, sosyal medyan\u0131n \u00f6\u011frencilere sundu\u011fu `\u00f6\u011frenme \u00fczerinde kontrol sahibi olma\u2019 \u00f6zelli\u011fidir.<\/span><\/p>\n

            8.6.1 Sosyal medya nedir?<\/h2>\n

            2005 y\u0131l\u0131 civar\u0131nda, bir dizi yeni web arac\u0131 \u00f6nce genel g\u00fcnl\u00fck kullan\u0131m i\u00e7inde sonras\u0131nda da e\u011fitim ama\u00e7l\u0131 kullan\u0131m i\u00e7inde yerini ald\u0131. Eskinin \u2018merkezden \u00e7evreye\u2019 bir yakla\u015f\u0131m izleyen kurumsal web sayfalar\u0131ndan \u00e7ok farkl\u0131 bir k\u00fclt\u00fcr\u00fc yans\u0131tan bu ara\u00e7lara, genel olarak sosyal medya ad\u0131 verildi. Bu web ara\u00e7lar\u0131n\u0131n baz\u0131lar\u0131n\u0131 ve kullan\u0131m \u00f6zelliklerini a\u015fa\u011f\u0131daki tabloda g\u00f6rebilirsiniz.<\/span><\/p>\n

            Baz\u0131 ara\u00e7lar ve kullan\u0131mlar\u0131 a\u015fa\u011f\u0131da verilmi\u015ftir (daha bir\u00e7ok olas\u0131 \u00f6rnek vard\u0131r: Bir e\u011fitim uygulamas\u0131 i\u00e7in her bir \u00f6rne\u011fe t\u0131klay\u0131n):<\/span><\/p>\n

            \n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n
            Arac\u0131n t\u00fcr\u00fc<\/span><\/span><\/span><\/b><\/td>\n\u00d6rnek<\/span><\/span><\/span><\/b><\/td>\nUygulama<\/span><\/span><\/span><\/b><\/td>\n<\/tr>\n
            Blog<\/b><\/span><\/span><\/td>\nStephen\u2019s Web<\/span><\/span><\/a><\/p>\n

            \u00c7evrim i\u00e7i \u00d6\u011frenme ve Uzaktan E\u011fitim Kaynaklar\u0131<\/span><\/span><\/a><\/td>\n

            		Bir ki\u015finin web \u00fczerinde d\u00fczenli yaz\u0131lar yazmas\u0131n\u0131 sa\u011flar (g\u00fcnl\u00fck veya d\u00fc\u015f\u00fcnce yaz\u0131lar\u0131 gibi)<\/span><\/span><\/td>\n<\/tr>\n
            Wiki<\/b><\/span><\/span><\/td>\nWikipedia<\/span><\/span><\/a><\/p>\n

            UBC Math Exam Resources<\/a><\/span><\/p>\n<\/td>\n

            		\u0130nsanlar\u0131n bir bilgi havuzu olu\u015fturmas\u0131na veya katk\u0131da bulunmas\u0131na olanak sa\u011flayan \u201ca\u00e7\u0131k\u201d bir toplu yay\u0131n<\/span><\/span><\/td>\n<\/tr>\n
            Sosyal a\u011flar<\/b><\/span><\/span><\/td>\nFaceBook<\/span><\/span><\/a><\/p>\n

            LinkedIn<\/a><\/span><\/p>\n<\/td>\n

            		\u0130nsanlar\u0131n arkada\u015flar\u0131yla ve birlikte \u00e7al\u0131\u015ft\u0131klar\u0131, okuduklar\u0131 veya etkile\u015fim kurduklar\u0131 di\u011fer ki\u015filerle ba\u011flant\u0131 kurmalar\u0131n\u0131 sa\u011flayan sosyal ara\u00e7<\/span><\/span><\/td>\n<\/tr>\n
            \u00c7oklu ortam ar\u015fivleri<\/b><\/span><\/span><\/td>\nPodcasts<\/span><\/span><\/a><\/p>\n

            You-Tube<\/span><\/span><\/a><\/p>\n

            Flikr<\/span><\/span><\/a><\/p>\n

            e-portfolyo <\/span><\/span><\/a><\/p>\n

            MIT A\u00e7\u0131k Ders Malzemeleri<\/a><\/span><\/p>\n<\/td>\n

            		Kullan\u0131c\u0131lar\u0131n ses kay\u0131tlar\u0131, foto\u011fraf ve videolara eri\u015febildikleri, depolayabildikleri, indirebildikleri ve payla\u015fabildikleri ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n
            \u00c7ok oyunculu oyunlar<\/b><\/span><\/span><\/td>\nRainbowSix Siege<\/span><\/span><\/a><\/p>\n

            Dragonfly<\/span><\/span><\/a><\/p>\n

            \u0130tici Sorunlar<\/a><\/span><\/p>\n<\/td>\n

            		Oyuncular\u0131n birbirleriyle veya bilgisayar\u0131n temsil etti\u011fi \u00fc\u00e7\u00fcnc\u00fc ki\u015filerle genellikle ger\u00e7ek zamanl\u0131 olarak yar\u0131\u015fmas\u0131na olanak sa\u011flayan ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n
            Mobil \u00f6\u011frenme<\/b><\/span><\/span><\/td>\n\n

            Cep telefonlar\u0131 ve uygulamalar, \u00f6rn. Soil TopARgraphy<\/a> <\/span><\/p>\n<\/td>\n

            		Kullan\u0131c\u0131lar\u0131n \u00e7oklu bilgi kaynaklar\u0131na (ses, metin, video gibi) istedikleri zaman istedikleri yerden eri\u015fmelerine olanak sa\u011flayan ara\u00e7lar<\/span><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

            \u015eekil 8.6.2 Sosyal medya \u00f6rnekleri (Bates, 2011, s.25 den uyarlanm\u0131\u015f\u0131r.)<\/span><\/em><\/p>\n

            Sosyal medyan\u0131n temel \u00f6zelli\u011fi, kullan\u0131c\u0131lar\u0131n a\u00e7\u0131k ve kullan\u0131c\u0131 dostu bir ortamda bilgiye eri\u015fmesine, bilgiyi yap\u0131land\u0131rmas\u0131na, da\u011f\u0131tmas\u0131na ve payla\u015fmas\u0131na izin vermesidir. Genellikle tek maliyet, kullan\u0131c\u0131n\u0131n zaman\u0131d\u0131r. Genellikle bir eyalet veya h\u00fck\u00fbmet (iftira veya pornografi gibi) taraf\u0131ndan uygulanan d\u0131\u015f\u0131nda i\u00e7erik \u00fczerinde \u00e7ok s\u0131n\u0131rl\u0131 kontrol vard\u0131r. Bu ara\u00e7lar\u0131n \u00f6zelliklerinden biri, son kullan\u0131c\u0131n\u0131n (kat\u0131l\u0131mc\u0131 veya m\u00fc\u015fteri) verilere kendi kendine eri\u015fmesi ve verileri y\u00f6netmesi (\u00f6rne\u011fin, \u00e7evrim i\u00e7i bankac\u0131l\u0131k) ve ki\u015fisel a\u011flar olu\u015fturmas\u0131 (\u00f6rne\u011fin Facebook arac\u0131l\u0131\u011f\u0131yla) i\u00e7in g\u00fc\u00e7 sa\u011flamas\u0131d\u0131r. Bu nedenlerden \u00f6t\u00fcr\u00fc, baz\u0131lar\u0131 sosyal medyaya web’in “demokratikle\u015fmesi” ad\u0131n\u0131 vermi\u015f, ayn\u0131 zamanda sosyal medyan\u0131n art\u0131k <\/span> reklam\u0131 yoluyla yo\u011fun bir \u015fekilde ticarile\u015fti\u011fini iddia edebilir.<\/span><\/p>\n

            Sosyal medya ara\u00e7lar\u0131 genellikle son derece basit yaz\u0131l\u0131mlar \u00fczerinde \u00e7al\u0131\u015f\u0131rlar ve nispeten birka\u00e7 sat\u0131r koddan ibarettirler. Sonu\u00e7 olarak yeni ara\u00e7lar ve uygulamalar s\u00fcrekli ortaya \u00e7\u0131kmaktad\u0131r ve kullan\u0131mlar\u0131 ya \u00fccretsiz ya da \u00e7ok d\u00fc\u015f\u00fck maliyetlidir. Sosyal medyan\u0131n e\u011fitimde kullan\u0131m\u0131na ili\u015fkin daha geni\u015f bir inceleme i\u00e7in bkz. Lee & McCoughlin (2011).<\/span><\/p>\n

            8.6.2 Sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zellikleri<\/h2>\n

            \u00d6nceki k\u0131s\u0131mlarda bahsetti\u011fimiz \u2018kolayl\u0131k\u2019 veya \u2018sa\u011flarl\u0131k\u2019 kavram\u0131na, sosyal medya tart\u0131\u015fmalar\u0131nda s\u0131k\u00e7a rastlar\u0131z. McLoughlin ve Lee (2011), yerine Web 2.0 terimini kulland\u0131klar\u0131 sosyal medyan\u0131n sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar\u0131 a\u015fa\u011f\u0131daki \u015fekilde s\u0131ralar:<\/span><\/p>\n

              \n
            • ba\u011flant\u0131 ve sosyal ili\u015fki;<\/span><\/li>\n
            • i\u015f birli\u011fine dayal\u0131 bilgi ke\u015ffi ve payla\u015f\u0131m\u0131;<\/span><\/li>\n
            • i\u00e7erik olu\u015fturma;<\/span><\/li>\n
            • bilgi ve enformasyon toplama ve i\u00e7erik de\u011fi\u015fikli\u011fi.<\/span><\/li>\n<\/ul>\n

              Bu genel \u00f6zelliklere ek olarak sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinden de bahsetmek gerekir.<\/span><\/p>\n

              8.6.3 Sunum \u00f6zellikleri<\/h2>\n

              Sosyal medya:<\/span><\/p>\n

                \n
              • kendili\u011finden bir araya gelen \u00f6\u011frenen gruplar\u0131 aras\u0131nda \u00e7oklu ortama dayal\u0131 ileti\u015fim olana\u011f\u0131 sa\u011flar;<\/span><\/li>\n
              • uygun bir internet ba\u011flant\u0131s\u0131 oldu\u011fu s\u00fcrece zengin, \u00e7oklu ortam tabanl\u0131 i\u00e7eri\u011fe zaman ve mek\u00e2n s\u0131n\u0131rlamas\u0131 olmadan eri\u015fim sa\u011flar;<\/span><\/li>\n
              • \u00f6\u011frenenlerin kendilerinin \u00e7oklu ortam materyalleri \u00fcretmelerine olanak sa\u011flar;<\/span><\/li>\n
              • \u2018kapal\u0131\u2019 dersler ve kurumsal s\u0131n\u0131rlar\u0131n d\u0131\u015f\u0131nda da \u00f6\u011frenmeye f\u0131rsat verir.<\/span><\/li>\n<\/ul>\n

                8.6.4 Beceri geli\u015fimi<\/h2>\n

                Bir e\u011fitim \u00e7er\u00e7evesi i\u00e7inde iyi tasarlanm\u0131\u015f sosyal medya kullan\u0131m\u0131, a\u015fa\u011f\u0131daki becerilerin geli\u015fimine katk\u0131 sa\u011flar (\u00f6rnekleri g\u00f6rmek i\u00e7in her birine t\u0131klay\u0131n):<\/span><\/p>\n

                  \n
                • dijital okuryazarl\u0131k: <\/span> bu web sitesi British Columbia \u00dcniversitesi K\u00fct\u00fcphanesi taraf\u0131ndan \u00f6\u011frencilerin dijital kimliklerini y\u00f6netebilmeleri i\u00e7in tasarlanm\u0131\u015ft\u0131r<\/span><\/span>;<\/span><\/li>\n
                • ba\u011f\u0131ms\u0131z ve \u00f6z-y\u00f6nelimli \u00f6\u011frenme: <\/span> bu, UBC matematik lisans\u00fcst\u00fc \u00f6\u011frencileri taraf\u0131ndan lisans \u00f6\u011frencilerine s\u0131navlar\u0131nda yard\u0131m sa\u011flamak i\u00e7in olu\u015fturulmu\u015f bir Wiki sayfas\u0131d\u0131r;<\/span><\/span><\/li>\n
                • i\u015f birli\u011fi \/ i\u015fbirlikli \u00f6\u011frenme\/tak\u0131m \u00e7al\u0131\u015fmas\u0131; <\/span> bu UBC’de \u00fc\u00e7\u00fcnc\u00fc s\u0131n\u0131f lisans dersi ile Latin Amerika edebiyat\u0131 \u00fczerine Wikipedia giri\u015fleri olu\u015fturmak i\u00e7in bir s\u0131n\u0131f projesiydi;<\/span><\/span><\/li>\n
                • uluslararas\u0131la\u015fma\/k\u00fcresel vatanda\u015f yeti\u015ftirme;<\/span><\/li>\n
                • sosyal a\u011f kurma ve di\u011fer ki\u015filer aras\u0131 beceriler;<\/span><\/li>\n
                • bilgi y\u00f6netimi <\/span>; UBC’deki \u00f6\u011frenciler, ortaya \u00e7\u0131kan teknolojileri ara\u015ft\u0131rmak ve teknoloji etraf\u0131nda olas\u0131 bir e\u011fitim i\u015fletmesi kurmak i\u00e7in sosyal medyay\u0131 kullan\u0131yor<\/span><\/span><\/li>\n
                • belli ba\u011flamlar i\u00e7inde karar verme (\u00f6rne\u011fin acil durum y\u00f6netimi, kanun yapt\u0131r\u0131m\u0131 gibi).<\/span><\/li>\n<\/ul>\n

                  8.6.5 Sosyal medyan\u0131n g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/h2>\n

                  Sosyal medyan\u0131n baz\u0131 avantajlar\u0131n\u0131 \u015f\u00f6yle s\u0131ralayabiliriz:<\/span><\/p>\n

                    \n
                  • dijital \u00e7a\u011f\u0131n gerektirdi\u011fi anahtar becerilerin baz\u0131lar\u0131n\u0131n geli\u015ftirilmesinde son derece faydal\u0131 olabilir;<\/span><\/li>\n
                  • \u00f6\u011fretmenlerin durum \u00e7al\u0131\u015fmas\u0131 veya projeye dayal\u0131 \u00e7evrim i\u00e7i grup \u00e7al\u0131\u015fmalar\u0131 olu\u015fturmas\u0131na ve \u00f6\u011frencilerin mobil cihazlar\u0131 \u00fczerinden sosyal medyay\u0131 kullanarak sahadan veri toplayabilmesine olanak sa\u011flar;<\/span><\/li>\n
                  • \u00f6\u011frenciler, bireysel veya grup olarak medya a\u00e7\u0131s\u0131ndan zengin \u00f6devler olu\u015fturup g\u00f6nderebilirler;<\/span><\/li>\n
                  • \u00f6\u011frenciler de\u011ferlendirilen \u00f6devleri kendi ki\u015fisel \u00f6\u011frenme ortamlar\u0131na veya e-portfolyolar\u0131na y\u00fckleyip daha sonra lisans\u00fcst\u00fc \u00e7al\u0131\u015fma veya i\u015f ba\u015fvurular\u0131nda kullanabilirler;<\/span><\/li>\n
                  • Tema 5 B\u00f6l\u00fcm.3.2\u2019de bahsi ge\u00e7en ba\u011flant\u0131c\u0131 KA\u00c7D\u2019lerde g\u00f6rd\u00fc\u011f\u00fcm\u00fcz gibi \u00f6\u011frenciler kendi \u00f6\u011frenme s\u00fcre\u00e7leri \u00fczerinde daha fazla kontrol sahibi olurlar;<\/span><\/li>\n
                  • blog ve wiki kullan\u0131m\u0131yla dersler ve \u00f6\u011frenme d\u0131\u015f d\u00fcnyaya a\u00e7\u0131l\u0131r, \u00f6\u011frenmeye daha zengin ve geni\u015f bir perspektiften bakma olana\u011f\u0131 sa\u011flan\u0131r.<\/span><\/li>\n<\/ul>\n

                    Bununla birlikte \u00e7o\u011fu \u00f6\u011frenci en az\u0131ndan ba\u015flang\u0131\u00e7ta ba\u011f\u0131ms\u0131z bir \u00f6\u011frenen de\u011fildir (Candy, 1991). Bir \u00f6\u011frenme g\u00f6reviyle kar\u015f\u0131 kar\u015f\u0131ya kalan bir\u00e7ok \u00f6\u011frenci, ba\u011f\u0131ms\u0131z olarak \u00e7al\u0131\u015facak \u00f6zg\u00fcvene veya beceriye en ba\u015fta sahip olmaz (Moore & Thompson, 1990). Bunun i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir deste\u011fe, kendileri i\u00e7in se\u00e7ilmi\u015f bir i\u00e7eri\u011fe ve onaylanmaya ihtiya\u00e7 duyarlar. \u00d6\u011frencilere kendi \u00f6\u011frenme s\u00fcre\u00e7leri \u00fczerinde daha fazla kontrol olana\u011f\u0131 veren yeni ara\u00e7lar\u0131n geli\u015fimi, onlar\u0131n yap\u0131land\u0131r\u0131lm\u0131\u015f bir e\u011fitim deneyimine duyduklar\u0131 ihtiyac\u0131 de\u011fi\u015ftirmeyecektir. Elbette ki \u00f6\u011frencilere ba\u011f\u0131ms\u0131z \u00f6\u011frenme becerileri \u00f6\u011fretilebilir (Moore, 1973; Marshall & Rowland, 1993). Sosyal medya nas\u0131l daha etkin \u00f6\u011frenilece\u011fini \u00f6\u011frenmemizi sa\u011flayabilir ancak \u00e7o\u011fu zaman en az\u0131ndan ba\u015flang\u0131\u00e7ta yap\u0131land\u0131r\u0131lm\u0131\u015f ortamlarda…<\/span><\/p>\n

                    Sosyal medyan\u0131n kullan\u0131m\u0131, nitelik sorusunu da ka\u00e7\u0131n\u0131lmaz olarak beraberinde getirmektedir. \u0130nternette serbest\u00e7e dola\u015fmalar\u0131n\u0131 te\u015fvik etti\u011fimiz \u00f6\u011frenciler, do\u011fru ve g\u00fcvenilir bilgiyi yanl\u0131\u015f, tarafl\u0131 veya do\u011frulu\u011fu ispatlanmam\u0131\u015f bilgiden nas\u0131l ay\u0131rabilir? Herkesin her konu hakk\u0131nda fikri oldu\u011fu bir ortamda, uzmanl\u0131\u011f\u0131n ve uzman\u0131n bilgisinin de\u011feri nedir? Andrew Keen\u2019in (2007) de s\u00f6yledi\u011fi gibi \u2018uzmanlar\u0131n tiranl\u0131\u011f\u0131n\u0131 aptallar\u0131n tiranl\u0131\u011f\u0131yla de\u011fi\u015ftiriyoruz\u2019. B\u00fct\u00fcn bilgiler e\u015fit de\u011fildir, b\u00fct\u00fcn fikirler de.<\/span><\/p>\n

                    Bunlar dijital d\u00fcnyan\u0131n getirdi\u011fi zorluklar… Bununla birlikte sosyal medya, sorunun oldu\u011fu kadar \u00e7\u00f6z\u00fcm\u00fcn de bir par\u00e7as\u0131 olabilir. \u00d6\u011fretmenler sosyal medyay\u0131 bilin\u00e7li bir \u015fekilde kullanarak bilgi y\u00f6netimini, do\u011fru ve g\u00fcvenilir sosyal medya kullan\u0131m\u0131n\u0131 te\u015fvik edebilirler; ancak bu bilgi ve becerilerin sosyal medya kullan\u0131larak geli\u015ftirilmesi i\u00e7in \u00f6\u011fretmen deste\u011finin oldu\u011fu bir \u00f6\u011frenme ortam\u0131na ihtiya\u00e7 vard\u0131r. \u00c7o\u011fu \u00f6\u011frenci, \u00f6\u011frenme s\u00fcre\u00e7lerinde bir rehber ve yap\u0131land\u0131r\u0131lm\u0131\u015f bir sistem ararlar. Bu rehberli\u011fi ve ortam\u0131 temin etmek ise \u00f6\u011fretmenlerin g\u00f6revidir. Bu nedenle, \u00f6\u011fretmenin ter\u00f6r estirdi\u011fi ve \u00f6\u011frencilerin k\u0131l\u0131n\u0131 k\u0131p\u0131rdatamad\u0131\u011f\u0131 \u00f6\u011frenme ortamlar\u0131yla Sineklerin Tanr\u0131s\u0131 roman\u0131nda (Golding, 1954) oldu\u011fu gibi \u0131ss\u0131z bir adada serbest\u00e7e dola\u015fan \u00f6\u011frencilerin anar\u015fiye yol a\u00e7t\u0131\u011f\u0131 \u00f6\u011frenme ortamlar\u0131 aras\u0131nda bir orta yol bulmam\u0131z gerekiyor. Sosyal medya b\u00f6yle bir ortama izin verir ancak sadece \u00f6\u011fretmenler olarak se\u00e7imlerimize ve teknolojiyi kullanmam\u0131za rehberlik edecek a\u00e7\u0131k bir pedagojiye veya e\u011fitim felsefesine sahipsek..<\/span><\/p>\n

                    Sosyal medya ile ilgili daha fazla bilgi i\u00e7in bkz B\u00f6l\u00fcm 9.8.<\/span><\/p>\n

                    Kaynak\u00e7a<\/h2>\n

                    Bates, T. (2011) \u2018Understanding Web 2.0 and Its Implications for e-Learning\u2019 in Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

                    Candy, P. (1991) Self-direction for lifelong learning<\/i><\/em> San Francisco: Jossey-Bass<\/span><\/span><\/p>\n

                    Golding, W. (1954) The Lord of the Flies<\/i><\/em> London: Faber and Faber<\/span><\/span><\/p>\n

                    Keen, A. (2007) The Cult of the Amateur: How Today\u2019s Internet is Killing our Culture<\/i><\/em> New York\/London: Doubleday<\/span><\/span><\/p>\n

                    Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

                    Marshall, L. and Rowland, F. (1993) A Guide to learning independently<\/i><\/em> Buckingham UK: Open University Press<\/span><\/span><\/p>\n

                    McCoughlin, C. and Lee, M. (2011) \u2018Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching\u2019, in Lee, M. and McCoughlin, C. (eds.) Web 2.0-Based E-Learning<\/i><\/em> Hershey NY: Information Science Reference<\/span><\/span><\/p>\n

                    Moore,M. (1973) Toward a Theory of Independent Learning and Teaching, Journal of Higher Education<\/i><\/em>, Volume 44, No. 9<\/span><\/p>\n

                    Moore, M. and Thompson, M. (1990) The Effects of Distance Education: A Summary of the Literature<\/i><\/em> University Park, PA: American Center for Distance Education, Pennsylvania State University<\/span><\/span><\/p>\n

                    \n
                    \n

                    Etkinlik 8.6 Sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinin belirlenmesi<\/p>\n<\/header>\n

                    \n

                    1. Verdi\u011finiz derslerden birini d\u00fc\u015f\u00fcn\u00fcn. Sosyal medyay\u0131 bu dersinizde nas\u0131l kullanabilirsiniz? \u00d6zellikle de:<\/span><\/p>\n

                      \n
                    • sosyal medya kullan\u0131m\u0131, hangi yeni \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n geli\u015fimine yard\u0131mc\u0131 olabilir?<\/span><\/li>\n
                    • sosyal medyay\u0131 derse oldu\u011fu gibi eklemek mi daha iyi olacakt\u0131r yoksa dersi sosyal medya etraf\u0131nda yeniden tasarlamak m\u0131?<\/span><\/li>\n<\/ul>\n

                      2. Yukar\u0131da sosyal medyan\u0131n kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerinin k\u0131sa bir listesini verdim. Bu b\u00f6l\u00fcm\u00fcn di\u011fer k\u0131s\u0131mlar\u0131nda ele almad\u0131\u011f\u0131m\u0131z ba\u015fka \u00f6zellikler akl\u0131n\u0131za geliyor mu?<\/span><\/p>\n

                      3. Bu b\u00f6l\u00fcm, \u00f6\u011frencilerinizin kendi cihazlar\u0131n\u0131 (mobil telefon, tablet, diz\u00fcst\u00fc bilgisayar gibi) s\u0131n\u0131fta kullanmalar\u0131yla ilgili g\u00f6r\u00fc\u015flerinizi nas\u0131l etkiledi?<\/span><\/p>\n

                      4. Sosyal medyan\u0131n e\u011fitimde kullan\u0131m\u0131na h\u00e2la \u015f\u00fcpheyle mi yakla\u015f\u0131yorsunuz? Olumsuz taraflar\u0131 sizce ne olabilir?<\/span><\/p>\n

                      Bu sorular\u0131n baz\u0131lar\u0131 ve e\u011fitimdeki sosyal medya hakk\u0131nda daha genel hususlar ve geri bildirim i\u00e7in a\u015fa\u011f\u0131daki podcast’i t\u0131klay\u0131n.<\/span><\/p>\n

                      Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=213<\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-205","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":189,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/205","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/205\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/189"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/205\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=205"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=205"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=205"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=205"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}