In this response I will examine the interaction between learning and social media (specifically Instagram) from a social constructivist perspective. Social constructivism assumes that learners must build, or “construct”, their own unique understandings through a variety of resources and experiences while interacting and collaborating with peers and more knowledgeable others.
Instagram has not garnered as much attention from educators compared with other popular forms of social media, such as Facebook. Manca and Ranieri (2016) categorize the use of social media as either formal use in formal settings, informal use in formal settings, or informal use. Currently there are few studies investigating the use of social media in informal settings; however, Instagram offers some unique affordances which might thrive in informal settings.
For example, Instagram offers the ability to hashtag images, allows users to follow hashtags or certain accounts, and hold conversations around specific images through comments. These affordances makes Instagram intriguing to use in the context of citizen curatorial projects at museums. One example of a citizen curatorial project might involve the creation of an Instagram account tied to a Biome (desert, forest, grassland, etc.) exhibit at a local museum. Visitors would be encouraged to take pictures of biomes in their local community and tag the museum account. Residents could then follow the Instagram account to see how others are interpreting the Biomes presented in the museum in their communities. In a sense it would help “Bring the museum home”. This project is in line with Greenhow, Robelia, and Hughes’ (2009) conception of “Learners’ Participation and Creative Practices” in that Instagram offers participants the opportunity to interact in ways “…facilitated by features that do not require sophisticated technical expertise, but allow users to publish, share, consume and remix content.”. (Greenhow, Robelia, & Hughes, 2009, pp. 249)
From a constructivist view this project offers each individual to opportunity to develop their own unique understanding of Biomes as they are encountered in daily life. Individuals may share and develop their newfound understanding socially by posting their own photos, and interacting with other participants’ photos. Instagram allows the collection of a variety of interpretations of the same Biome to be collected under 1 hashtag or account, and also allows discussion around individual photos via comments.
Hey Matthew,
The example you draw with the biomes in museums really highlights the ‘social’ part of social media. Trying to think about how to have interesting reflections within the classroom has been something I have been struggling with recently. Taking this thinking about integrating hashtags in an educational setting and making it personal to the learner and their community is a clever way of extending the conversation. I apologize as I am lacking in an interesting critique this week as this topic is a little outside my wheelhouse and I just really dug your example.
Hey Matt,
This Biome idea is an actual project I started last summer with a couple other graduate students at the MSU museum. We completed some initial stages, but never got the Instagram account launched. Many exhibits in museums are visually stimulating and appealing (especially the Biome exhibit at the MSU museum), and the inherent visual nature of Instagram offers some unique affordances which map on quite well with the goals of the exhibit. Another challenge of museums is to sustain the engagement and motivation that many individuals experience AT the museum, AFTER they leave. The question is, how to get individuals to “Bring the museum home.”. This project aims to use the unique visual affordances and tagging abilities of Instagram to extend that engagement and motivation outside the museum.
Hi Matthew,
I appreciated your thoughtful response to this question!
You wrote that in social constructivist learning environments learners “must build, or ‘construct’, their own unique understandings through a variety of resources and experiences while interacting and collaborating with peers and more knowledgeable others.”
Based on the definitions of social media (also known as Web 2.0) in the readings, what do you see as the CONS or drawbacks to enacting social constructivist learning with Instagram in the museum setting? Moreover, what FEATURES or FUNCTIONALITY in Instagram may hinder or challenge social constructivist learning? (Think about why social constructivist-oriented museum educators might object to using it).
I look forward to your reply online or off.
Chris
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