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It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
It's a Ning Thing: Using Social Networking for Virtual Fieldwork
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It's a Ning Thing: Using Social Networking for Virtual Fieldwork

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This is the presentation I gave to university faculty, librarians and IT technologists for the Summer Symposium Conference at Montclair State University in June 2009.

This is the presentation I gave to university faculty, librarians and IT technologists for the Summer Symposium Conference at Montclair State University in June 2009.

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Transcript

  • 1. It’s a Ning Thing: Using Social Networking for Virtual Fieldwork Laura Nicosia, PhD Montclair State University English Department
  • 2. Ning
  • 3. With Ning you can: Upload profile pictures or avatars Upload videos, documents or urls Start & moderate discussion forums Create groups Create FAQ pages Post & monitor blogs Invite members
  • 4. This is the site I created for English Ed 2+ years ago
  • 5. It’s easy to navigate and to manage:
  • 6. It’s easy to navigate and to manage:
  • 7. It’s easy to navigate and to manage:
  • 8. It’s easy to navigate and to manage: You invite people by email
  • 9. It’s easy to navigate and to manage: You invite people by email
  • 10. It’s easy to navigate and to manage: You invite people by email You promote the site
  • 11. It’s easy to navigate and to manage: You invite people by email You promote the site
  • 12. It’s easy to navigate and to manage: You invite people by email You promote the site Upload pictures from CCL sites
  • 13. It’s easy to navigate and to manage: You invite people by email You promote the site Upload pictures from CCL sites
  • 14. It’s easy to navigate and to manage: You invite people by email You promote the site Upload pictures from CCL sites You can Delete your site
  • 15. Here’s my page I am the Administrator & Creator of our network of nearly 200 members. I communicate policies, job openings & events via Ning.
  • 16. I have created, used & participated in several Ning sites: Sue Nobles, a secondary school teacher, & I piloted this site, where MSU students joined Virginia high school students and corresponded with them about their writings and journal entries Note: Student names and identifying data have been removed to protect their privacy.
  • 17. During Spring ’09 I piloted Ning in my Methods classes—calling it “virtual fieldwork” My Methods classes were paired with 2 English classes at a public high school in Fredericksburg,VA. They read the students’ writings (blogs, discussion forums & mini-essays) and left feed-back. They asked critical thinking questions and provoked the secondary students to dig deeper for their responses. They communicated with the classroom teacher—asking her questions and suggesting resources for her to use.
  • 18. These are the sites my classes used:
  • 19. These are the sites my classes used:
  • 20. These are the sites my classes used:
  • 21. My students read the HS students’ discussions
  • 22. The teacher established these directions: MSU students responded:
  • 23. Each of her students received dozens of readings with constructive comments and suggestions: Look at all the responses! How often can an individual instructor respond with this kind of frequency and depth?
  • 24. My undergraduate student responded to the student’s forum comment about Desdemona’s characterization.
  • 25. MSU students offered “real time” responses One of my graduate students responded with this thoughtful and constructive posting
  • 26. The classroom teacher writes to my students
  • 27. This pilot was a success. Currently, the classroom teacher and I are reflecting on our experiences and assessing the benefits and weaknesses of this pilot. —To be continued.
  • 28. Thank you! Laura Nicosia, Phd English Department Montclair State University nicosiala@mail.montclair.edu

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