‘As a student’ – CLEM

Begging your indulgence, I have had to make a slight substitute to the model David presented in order to be more open to the possibilities of CLEM.  In this regard, I acknowledge my own bias but I cannot objectively consider CLEM  while it is associated with a CAT!

Even though Podberscek and Goslin (2002, as cited in Gosling, Sandy & Potter, 2010) found that there were no distinct differences between cat and dog people, I am struggling to move past it.  A simple solution…I have found my own CLEM.  So meet my random CLEM from Flickr!

CLEM_1

 

Sorted!

Before looking forward, take a moment to look back

To better understand the CLEM model and how I might apply it to learning something new, I decided first to try and apply it to something that I have already done in this course.

‘As a student’ – Does social media really have a social conscious?

Behind this questions was a desire to better understand and learn how social media really works.  While I have begun to delve deeper into the unknowns of this world, I have done so hesitantly, with great caution and some scepticism.  Undertaking this project was uncomfortable and certainly stretched me to put myself and my idea out there, facing the unknown of how it might be received.  While I will reflect more on this in my final post, in applying the CLEM model I can see

Community

Multiple communities were accessed to undertake this student project.  From the more personal, familiar and safe communities of family, friends and colleagues, through the unknowns of Flickr, Facebook and my Professional Learning Networks (PLN) such as Edmodo and Sophia, through to the potential reach of Twitter.  In accessing different types of communities at different times, I was also able to draw some conclusions from the success, and lack thereof, that I think will serve as valuable lessons for how I use and foster these communities in the future.

Whilst watching and the results begin to roll in, I cast my net a little wider to look for organisations and groups who not only created and promoted online collaborative projects, be they local, national or global with some interesting results.  As such, I am now following a number of blogs so that I can monitor these kind of projects, with the hope of identifying finding ways in which I might be able to further enhance the current curriculum use a more collaborative approach.

Literature

Not knowing much about how social media actually works, I looked to the internet to help to determine both how to word and organise the role out of my project.  While confronted with different data, I was interest to learn just how much was out there, and looked for commonalities in making my final timeline for release.

With the project underway, I began to look to more scholarly articles to help explain what I was finding and also, how to possibility refine my approach for future applications.  These are also seen as critical to adding great credibility to my final analysis for this project.

Examples

Inspired by the ‘Weather Project’ David shared with us in Week 1 and having participated in something a little similar earlier this year, before designing my own project I went scouring through Flickr and the internet for other examples of this kind of project in action.  I also looked to Facebook and, to a lesser extent, Twitter for example of words used in social campaigns.  This is were I sort to differentiate my approach.  These examples motivated me to focus on a simple presentation of an idea, without intimation or, what I perceived to be quite aggressive wordings.

What I also managed to discover along the way, where other, more class-based applications for the use of Flickr which I found interesting and have flag for possible further investigation.  I also was surprised how many projects are out there for students and classes to get involved in, at every age level.

Model

I was only able to find a few examples which used Flickr and were similar in format to the project I was planning to undertake.  This examples did, however, become the model by which I then developed my project, in particular the wording of the instructions for submissions of their cranes.

So without realising it, I guess CLEM was with me all along…trust the loyal companionship of a dog! 😉


REFERENCES

Gosling, S. D., Sandy, C. J., & Potter, J. (2010). Personalities of self-identified “dog people” and “cat people”. Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, 23(3), 213-222.


IMAGE CREDIT

CLEM_1

 

 

 

Creative Commons_by

Image by: Shrie Bradford Spangler

 

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One response to “‘As a student’ – CLEM

  1. I always thought CLEM was fairly obvious. However, teaching undergraduates (and the Sivers video) convinced me there was some value in it, at least for some.

    I’ve always found it strange that there are cat people and dog people. I’ve always been both (dog and cat)

    Liked by 1 person

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