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ISTUS Report Kylene De Angelis | Nadia Catenazzi | Melanie Graham | Michael Klebl | Viktorija Mažeikienė | Giedrė Valūnaitė Oleškevičienė | Kirsty Palfreyman | Kirsty Reid | Jolita Šliogerienė | Jarno Tolonen | Jeffrey van Zaalen ISTUS Report Institutional Strategies for the Uptake of Social Media in Adult Education Project Information and Imprint Institutional Strategies for the Uptake of Social Media in Adult Education (ISTUS) The ISTUS Project is a Grundtvig Learning Partnership for the Euro- pean Lifelong Learning Programme that focuses on Institutional Strategies Targeting the Uptake of Social Media in Adult Education. Duration: Autumn 2011 – Autumn 2013 Project Blog: http://istusproject.blogspot.de/ Project Partners WHL Wissenschaftliche Hochschule Lahr, Germany International Correspondence Schools Limited, UK Mykolas Romeris University, Lithuania Comune di Sant’Angelo in Vado, Italy NTI University of Applied Sciences, the Netherlands Scuola Universitaria Professionale della Svizzera Italiana, Switzerland Tampere University of Applied Sciences, Finland Project Coordinator WHL Wissenschaftliche Hochschule Lahr Prof. Dr Michael Klebl Hohbergweg 15–17; 77933 Lahr; Germany [email protected] Published 2013 by the ISTUS Project at MRU ebooks, Vilnius (Lithuania) ISBN 978-9955-19-583-2 | http://ebooks.mruni.eu Licence This work is licensed under the Creative Commons Attribution-NoDerivs 3.0 Unported Licence http://creativecommons.org/licenses/by-nd/3.0/ Disclaimer This publication was produced by the ISTUS Project with the financial support of the European Commission. The content of this report is the sole responsibil- ity of ISTUS and its project partners. Furthermore, the information contained in the report, including any expression of opinion and any projection or forecast, does not necessarily reflect the views of the European Commission and in no way anticipates any future policy plans in the areas addressed in this report. The information supplied herein is without any obligation and should be used with the understanding that any person or legal body who acts upon it or oth- erwise changes its position in reliance thereon does so entirely at their own risk. II Contents 1 | Introduction............................................................................................1 1.1 Project Objectives.......................................................................... 1 1.2 The Partner Institutions of the ISTUS Consortium .....................2 WHL Wissenschaftliche Hochschule Lahr, Germany 2 International Correspondence Schools Limited, UK 3 Mykolas Romeris University, Lithuania 4 Comune di Sant’Angelo in Vado, Italy 4 NTI University of Applied Sciences, the Netherlands 5 Scuola Universitaria Professionale della Svizzera Italiana, Switzerland 5 Tampere University of Applied Sciences, Finland 6 2 | Social Media in Education.................................................................... 7 3 | Methodology........................................................................................10 3.1 Literature Research .....................................................................10 3.2 Interviews......................................................................................11 3.3 Qualitative Analysis...................................................................... 14 3.4 Criteria .......................................................................................... 15 4 | Stages of Adoption..............................................................................17 4.1 Maturity Models in General........................................................ 17 4.2 The ISTUS Adoption Model ........................................................ 21 4.3 Adoption of Social Media ...........................................................24 5 | Contradictions.....................................................................................26 6 | Strategic Decisions ..............................................................................31 6.1 Stories........................................................................................... 31 University of Urbino – LaRiCA Research Center 32 HZ University of Applied Sciences in the Netherlands 33 Edinburgh Napier University 34 Mykolas Romeris University 35 III WordPress in TAMK 37 A SUPSI Experience: Ondigita 38 AKAD network of higher education institutions 39 6.2 Decision Points and Reasons .....................................................42 The Administrators’ Point of View 42 The Teachers’ Point of View 44 The Students’ Point of View 48 7 | Conclusions ..........................................................................................52 7.1 Vision ............................................................................................52 7.2 Business Benefits.........................................................................53 7.3 Contradictions..............................................................................53 7.4 Decision Points and Reasons .....................................................54 7.5 Basic Changes Needed ................................................................55 7.6 The ISTUS Adoption Model........................................................55 8 | References ...........................................................................................56 9 | Acknowledgements............................................................................58 Photo Front Cover James Cridland {Creative Commons-BY-2.0} http://www.flickr.com/photos/jamescridland/613445810/ IV 1 | Introduction The ISTUS Project is a Grundtvig Learning Partnership for the Euro- pean Lifelong Learning Programme that focuses on institutional strategies targeting the uptake of social networking in adult educa- tion. The project lasted from Autumn 2011 to Autumn 2013. The learn- ing partnership focused on social networks, such as Facebook™, LinkedIn™, or similar approaches within the adult education institu- tions. Educational institutions have to decide how to embrace these ser- vices: since educational institutions should provide a protected area of relationships and trust, they may further develop their virtual learning environments and thus build their own social networks. Other educa- tional institutions opt for the integration approach in order to make use of public and commercial services; and thus transfer their activities of social learning and communities of practice there. The general objective of ISTUS was to elucidate experiences, condi- tions, criteria, and arguments for this choice of strategy. ISTUS aimed to foster awareness and capabilities related to the impact of these new technologies and applications – both on an individual level of educational staff and on an institutional level in adult education. ISTUS seeks to define scenarios of a successful and efficient uptake of tech- nologies and applications like social networks, social software, web portals, and cloud computing by institutions in adult education. 1.1 Project Objectives In the field of adult education and with respect to usage, impact, and benefit of social networks like Facebook™ and LinkedIn™ as well as social software for lifelong learning, including non- or less institutional- ised forms of technology use (like e-portfolios and cloud computing), ISTUS wants to: raise awareness and experience of trainers, leaders, and coordina- tors related to these technologies and their educational use; 1 1 | Introduction learn about resources and the relevant context factors for the up- take of these technologies by the partnering institutions, as well as about current and future developments in this field; develop strategies for institutions, agents, and learners for the thoughtful adoption of these technology in the field of lifelong learning. In this report you will find the results of interviews with students, teaching staff, and management of higher education institutions in Germany, Scotland, Lithuania, Finland, Italy, Switzerland, and the Netherlands with regard to the adoption of social media in their insti- tution. Based on these results ISTUS presents the ISTUS Adoption Model outlining the different stages in the adoption of social media in higher education. The model describes what eases and what blocks the transition from one stage to the next. The report will also present different stories of success in adopting social media in higher educa- tion by describing different cases from universities all over Europe. 1.2 The Partner Institutions of the ISTUS Consortium There are seven partner institutions involved in the ISTUS Project: WHL Wissenschaftliche Hochschule Lahr, Germany The WHL is part of the private AKAD network of higher education in- stitutions which provides extra-occupational courses on a blended learning basis (online learning, course books, and block seminars). The WHL offers Master degrees in business-related fields, including busi- ness education, for about 600 students, who come from different German-speaking countries. The WHL consists of seven departments, among these is the Department of Vocational and Economic Educa- tion. Around 40 persons (full time and part time) teach at the WHL in six different Master courses. The course in business education prepares students for secondary and vocational schools, adult education, and corporate training as well as human resource development. The students on this course, who already have a degree in business and are working in this field, provide
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