Our strategy towards #MAICED
Looking back at our main communication strategy plan (link to plan) made before CP, we are making a sort of new plan for our strategy towards #MAICED. As the internet is seen as a means of communication (Castells, 2003), we would continue using twitter and facebook as main resources to form some relationships that form the networking and communities in a way that can create dialogue, interest and awareness towards #MAICED, also promoting our other study fellows contributions to these.
We choose to continue our use of the social medias twitter and facebook, because of the effect we have gained and observed during the days of CP
And as Dalsgaard says:”… dialogue engages the individual and enables him/her to participate and influence communication.”(Dalsgaard 2009)
According to Jenkins et al, there are two models for the participants, which both start from the assumption that participants feel greater investment in institutions and networked culture:
- We are resistant to something, that is, we are organized in opposition to a dominant power.
- We participate in something, that is , participation is organized in and through social collectivities and connectivities. (Jenkins et al 2013)
Therefore with our aim to enter meaningful relationships with networks and communities, whom we want to reach to make meaningful dialogue with, we then must be more engaged in our way of using Twitter and facebook.
Our (new) strategy:
Our Twitter and facebook plan toward #MAICED:
- promoting our ICT educational design – brand communities (Jenkin et al. 1013)
- inviting individuals with common interest to answer questions
- enter dialogues and networks (Dalsgaard 2009)
- using the hashtags #TahrirAtTalim #Maiced #ITDD14 #IWDK
Participants in the digital age is a complicated matter. Issues like who owns the platforms through which communication occurs and how their agendas shape how those tools can be deployed. Let’s say we got the message through, still we can’t tell if anyone is listening. (Jenkins et al 2013)
It is also important to consider the spreadability of our communication strategy, and try to make it:
- available when and where audiences want it.
- easy reuseable in variety of ways
- relevant to multiple audiences
- part of steady stream of material
Therefore to reach more people, we should understand the patterns that make people want our idea and our ICT based educational design. We should learn how to make interest about them and our movement. Everyone is a potential sender on the internet and we have the opportunity to make contacts, across time and space. (inspired by Meyrowitz 1994)
And most importantly, to create something people want to spread, we should understand what makes the people/ the audience motivated. “.. After all, humans rarely engage in meaningless activities”. (Jenkins et al 2013)
Regarding our 8.graders TahrirAtTalim is examining how to empower them in their formal school setting. How can we help them help themselves?
Getting the data:
The goal of our work with the 8. graders is through the design process to get to know the students and to be able to develop an ICT didactic design grounded in their lives and challenges.
Trying to get to know the 8. graders we wanted to make a survey to get to know their habits of using the internet. Preparing for that we asked Mettes Facebook friends (the ones born in and around 2000 was tagged) to tell us where to start when asking for use of social media. In the process we even bribed a class of 8. graders in Jylland with foam kisses and it worked. Hurrah for personal relations making bribery as strategy possible!
Apart from this one online observation of their lives, we had no luck in engaging the students online. The students were very forthcoming, friendly and informative as soon as we talked with them face to face. Apart from the interviews, we observed the students using photos and video recordings.
Observing and asking the students, we found out most of them have laptops and smartphones of their own. And our data pointed to a challenge in using these tools in the classroom:
The challenge we saw was students not being able to use their devices because of lack of knowledge of how to use the apps and programs used by the teacher.
The observations gave birth to a design teaching the students to make instructional videos. In these videos they show what they have found out (and what they are going to learn during the video-lessons) in regard to 3 specific apps and one cross-media functionality used in their math-lessons. We are going to make the course “flipped”, using and producing for youtube. The end product, made by the students, is to be distributed by the youtube-channel of the school for everybody involved to be proud of and everybody else to benefit from.
In that way the students are participating as both consumers and content makers. Hopefully they will reach more than a “messing around” stage during the offered course, see possibilities in using their skills for their own agenda and feel empowered, because that is our main goal for our didactic design.