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SOCIAL MEDIA TRAINING PLAN PRESENTATION SHEILA E. O'KANE AET/570 APRIL 20, 2015 CHARITY JENNINGS, PH.D. OVERVIEW • Using Social Media and E-Learning in Interview Skills Training • Appropriate adult learning theories • Social media and eLearning as training tools • Effect of social media or e-learning on learner motivation • Ethical considerations of integrating social media • Relevant training program competencies USING SOCIAL MEDIA AND eLEARNING IN INTERVIEW SKILLS TRAINING • Develop an environment conducive • • • • • to self directed learning and collaboration Fosters social learning Learning network Share interview experiences, questions, and possible answers Receive feedback from professionals and peers Career Coaches will be able to monitor activity SOCIAL COGNITIVE LEARNING THEORY • Cognitive factors Knowledge Expectations Attitudes • Behavioral factors Skills Cognitive Factors Practice (Personal Factors) Self-efficacy • Environmental factors Social Norms Determines human Behavior Access in Community Influence on Others (ability to change own environment) Environmental Factors Behavioral Factors Bandura’s Social Cognitive Learning Theory SOCIAL LEARNING • Learning situated in a common environment • Observing and interaction with one another • Fosters comparison and selfevaluation • Views others as a “Neutral source of Information” (Clark, 2012 • Through social learning individuals “update their own knowledge base” (Clark, 2012) • Learning is significant to the learners needs SOCIAL MEDIA AND eLEARNING AS TRAINING TOOLS • Social Media not just a communication tool Many to Many Conversational Allows people to “create, share, and remix information Includes blogs, file sharing, virtual meeting spaces, and social sites Wikis Provides a platform for social learning • eLearning Use of electronic technology to facilitate learning Videos, webinars, and internet based classes such as those offered by Alison.com EFFECT OF SOCIAL MEDIA OR E-LEARNING ON LEARNER MOTIVATION ETHICAL CONSIDERATIONS OF INTEGRATING SOCIAL MEDIA • CSET staff maintaining confidentiality • Citing sources • Copyright consideration • Maintaining a positive image of the CSET organization RELEVANT TRAINING PROGRAM COMPETENCIES • Research prior to interview • Phone interviewing • One-on-one interviewing • Panel Interviewing • Situational Interview • Post interview follow-up CONCLUSION • Opportunity to continue to gain knowledge regarding interviewing • They will be able to learn from staff as well as peers and other professionals • Learning will be self-directed and appropriate to individual needs. • Interviewing skills will continue to grow REFERENCES • Clark, D.R. (2012). Instructional Design: Social Learning and Social Media. Retrieved from http://www.nwlink.com/~donclark/hrd/media/social_learning.html • TEAL . (2011). Adult Learning Theories. Retrieved from https://teal.ed.gov/sites/default/files/FactSheets/11_%20TEAL_Adult_Learning_Theory.pdf