ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!
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ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!

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As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student ...

As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student success through the implementation of creative, collaborative tasks through social media. Go beyond 140 characters of engagement, and encourage students to construct their own learning by using popular Web 2.0 tools to bridge the gap between pedagogy and technology. Goals – At the end of the session, participants will be able to:

Establish criteria for implementing social and digital media in their classes,
identify when students may need to unplug, and
implement social media tools such as Twitter and Padlet into a lesson plan

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ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning! ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning! Presentation Transcript

  • Talk about learning! @kenjeffery #etug Social media:
  • Today’s session • How my background led to my interest in this topic. • Social media: distraction or benefit? • Social learning and social media—research • Five strategies for implementing social media. • Open discussion.
  • credit: Clemens PFEIFFER, Vienna View slide
  • credit: Marcin Wichary from San Francisco, U.S.A. CC-BY-2.0 View slide
  • credit: Eva Crawford
  • what drives me? • In seeing how printed communication has changed, thinking about where it’s going. • Interest in seeing how people communicate using technology. • Keen interest in how people LEARN using technology.
  • my research • Royal Roads University, MA in Learning and Technology. • Examined 15 research studies in social learning. • Examined 25 research studies in social media in education. • Performed a meta-synthesis to compare and draw common themes between them.
  • Down with book learning up with social media?
  • Learners are already there • 90% of first year college students report using social networking, • and 97% of those report using Facebook regularly (Smith & Caruso, 2010). • 94% of youth without home access still connect to social media (Ahn, 2011).
  • The negative side • A correlation between the distraction of instant messaging and poor outcomes in prolonged, deeper studying such as reading (Levine, Waite, & Bowman, 2007). • Facebook users reported having lower GPAs and spend fewer hours studying per week than non- users (Kirschner & Karpinski, 2010). • “Electronic media use is negatively associated with grades” (Jacobsen & Forste, 2011).
  • The positive side • Promote the use of social media for collaboration and exploration in the classroom (Fuller & Pittarese, 2012). • “There is potential for [Internet technologies] to support more dialogic and synergistic approaches in group and individual activity than is seen at present” (Beauchamp & Kennewell, 2010). • “Courses that utilize social media force students to be self-starters and have the potential to encourage them to be creative” (Friedman & Friedman, 2013).
  • Breadth vs. Depth • Wide learning is exploration, discovery, ‘casting a wide net’, communicating, dreaming. • Deep learning is dedicated study, detailed research, reading, scrutiny, focus. • Both are necessary and beneficial.
  • Where does social media fit? • Doesn’t replace focused activities. • Start wide before going deep. • Supports collaboration, discussion, exploration and interest. Use it to support dialogue!
  • Socially Constructed Learning Lev Vygotsky 1896-1934 ! ! • learning is social • meaning-making through interaction with information
  • British Columbia Institute of Technology
  • Being Crammed Into Teams
  • Social Learning Studies Social Media Studies constructivism, cognitive conflict content creation authenticity and self-reflection privacy, educational autonomy, and self mediation communication and collaboration interactivity influence of positive emotions engagement access, distractibility, and personal autonomy In examining studies on the effects of socialization in learning and the use of social media, some common themes emerged.
  • Common themes across the studies • Engagement • Interactivity • Creativity • Self-mediation • Autonomy
  • Engagement Being able to reach learners positively gets them interested in the subject matter, or draws them into further learning. Social media can be the ‘hook’ that facilitators and teachers use to garner interest, and set the tone for deeper learning. Interactivity The ability for a learner to work on assigned learning projects interactively through connections to information, subject matter experts, facilitators, and other learners is a key component of social constructivism.
  • Creativity Through projects that require creativity, resolution of cognitive conflict, and collaboration, students are able to take control of the subject matter, and build knowledge by comparing new information to their existing schemas. Self-mediation Students directing their own work, sharing learning results and outcomes with each other, and making their own decisions on how to proceed give opportunities for learner self-mediation and reflection.
  • short text (140 characters) Twitter, Today’s Meet brief text and multimedia Facebook, Padlet, Instagram edited audio or video Mozilla Popcorn Maker, iMovie, YouTube long form text, images, and multimedia Google Drive, Weebly, Wordpress Implementing social media
  • engagement Twitter, Today’s Meet in-class Twitter chat, backchannel, talk to an expert interactivity Facebook, Padlet, Google Docs and Hangouts collaboration, teamwork, peer feedback creativity Wikis, iMovie, Popcorn Maker, podcasting, pinboards create, present, discover, make connections self-mediation Google Drive, Weebly, Wordpress blogging, reflection, sharing ideas, e-portfolios Implementing social media
  • What about autonomy? • Surfaced as a recurring theme: the ability for a learner to feel in control of their learning. • We are trying to help students become learners, not memorizers. • In some cases, you can allow the student to choose their own social media tools! • Encourage learners to start growing their own social media PLN (personal learning network).
  • Aligns well with Blooms taxonomy
  • Challenges • Students need guidance in understanding digital citizenship. • Must be easy to use, not buried in menus. • Longevity of shared information. • Options change over time. • Students need access to device of some sort.
  • todaysmeet.com https://todaysmeet.com/smlearn
  • padlet.com padlet.com/Ken/smlearn
  • www.gflashcards.com
  • education.weebly.com *free teacher accounts
  • Diigo.com *free teacher accounts
  • What next? • If your social media ‘lessons’ follow the five themes, you will have the best chance for success. • Try just one thing as soon as you get back. • Keep trying, it doesn’t always work. • Be creative and flexible.
  • –John Dewey (1859-1952) “If we teach today as we taught yesterday, we rob our children of tomorrow”
  • Thank you • slidedeck and cool links: kjeffery.com/etug2014 • follow me on Twitter: @kenjeffery