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Social Software in Higher
        Education

         Meredith Farkas
    Distance Learning Librarian
       Norwich University
Our students have changed radically.
 Today’s students are no longer the
 people our educational system was
 designed to teach.


-Mark Prensky, “Digital Natives, Digital
  Immigrants.”
The typical student?
The typical student?
The Typical student?
If Higher Education
 Listened to Me…
Millennials (born after 1980)
Millennials (born after 1980)
• “Some of the best teachers I’ve had are the
  ones I connect with personally… I think that
  really encourages learning.”
Millennials (born after 1980)
• “Some of the best teachers I’ve had are the
  ones I connect with personally… I think that
  really encourages learning.”
• “Most of my classes are just fact
  memorizations… I had one professor who set
  up his history course around the experience of
  doing research, writing a paper, and trying to
  get it published… and at the end of the course
  we had something we could try to get
  published.”
Millennials
Millennials
• “If we could speak to our professors [via IM],
  it would feel like they’re on our level, more
  accessible.”
Millennials
• “If we could speak to our professors [via IM],
  it would feel like they’re on our level, more
  accessible.”
• “Universities need to provide a way for shy
  students, or for Millennials, or for any student
  to connect to the University and other people
  there. A discussion board, a forum or some
  sort of social networking can allow students
  to meet others like them, something that
  might not happen face-to-face.”
Millennials
• “If we could speak to our professors [via IM],
  it would feel like they’re on our level, more
  accessible.”
• “Universities need to provide a way for shy
  students, or for Millennials, or for any student
  to connect to the University and other people
  there. A discussion board, a forum or some
  sort of social networking can allow students
  to meet others like them, something that
  might not happen face-to-face.”
Generation X
(1965-1980)
Generation X
             (1965-1980)
• “A professor should be more than just a ‘talking
  head’ up in front of the class; the professor needs
  to be seen as a person… Technology can be one
  way to make that connection.”
Generation X
             (1965-1980)
• “A professor should be more than just a ‘talking
  head’ up in front of the class; the professor needs
  to be seen as a person… Technology can be one
  way to make that connection.”
• “Many faculty treat us as if we were in high school
  – taking attendance for example. We’re all adults.
  We should be responsible for our own learning.
  Let me know what is required of me and then let
  me get there. Facilitate my way there, provide me
  with the resources.”
Baby Boomers (1946 –
       1964)
Baby Boomers (1946 –
          1964)
• “Provide a Web component for each and
  every course”
Baby Boomers (1946 –
          1964)
• “Provide a Web component for each and
  every course”
• “Today’s students are significantly busier
  than they were when I was working on my
  undergraduate degree in the 1970s… If
  higher education listened to me, faculty and
  administrators would relate better to their
  students. They need to know more about
  their students.”
What is social software?
My definition
My definition
To be defined as social software, a tool must meet at
  least two of the following conditions:
My definition
To be defined as social software, a tool must meet at
  least two of the following conditions:
My definition
To be defined as social software, a tool must meet at
  least two of the following conditions:


• it allows people to communicate, collaborate and
  build community online.
My definition
To be defined as social software, a tool must meet at
  least two of the following conditions:


• it allows people to communicate, collaborate and
  build community online.
• it can be syndicated, shared, reused or remixed, or
  it facilitates syndication.
My definition
To be defined as social software, a tool must meet at
  least two of the following conditions:


• it allows people to communicate, collaborate and
  build community online.
• it can be syndicated, shared, reused or remixed, or
  it facilitates syndication.
• it allows people to easily learn from and capitalize
  on the behavior or knowledge of others.
Characteristics of Social
       Software
Easy content creation
     and sharing
Online collaboration
Conversations
Conversations
Conversations
Capitalizing on the wisdom of
            crowds
Capitalizing on the wisdom of
            crowds
Transparency
Transparency
Portability
Social software
applications in education
Blogs
Blogs
• Frequently updated website where postings are
  displayed in reverse chronological order.
Blogs
• Frequently updated website where postings are
  displayed in reverse chronological order.
• Uses
  – Course management system
Social Software in Higher Education
Blogs
•   Frequently updated website where postings are
    displayed in reverse chronological order.
•   Uses
    – Course management system
    – Faculty communication with students
Social Software in Higher Education
Blogs
•   Frequently updated website where postings are
    displayed in reverse chronological order.
•   Uses
    – Course management system
    – Faculty communication with students
    – Reflective learning
Social Software in Higher Education
Social Software in Higher Education
Blogs
• Web journal where postings are displayed in reverse
  chronological order.
• Uses
  – Course management system
  – Faculty communication with students
  – Reflective learning
  – Language or writing practice
Social Software in Higher Education
Blogs
• Web journal where postings are displayed in reverse
  chronological order.
• Uses
   – Course management system
   – Faculty communication with students
   – Reflective learning
   – Language or writing practice
   – Alternative discussion forum
Social Software in Higher Education
Social Software in Higher Education
Wikis
Wikis
• Allow a group of people to collaboratively
  develop a Website with no knowledge of
  HTML.
Wikis
• Allow a group of people to collaboratively
  develop a Website with no knowledge of
  HTML.
• Uses
  – Courseware
Social Software in Higher Education
Social Software in Higher Education
Social Software in Higher Education
Wikis
• Allow a group of people to collaboratively
  develop a Website with no knowledge of
  HTML.
• Uses
  – Courseware
  – Group projects
Social Software in Higher Education
Wikis
• Allow a group of people to collaboratively
  develop a Website with no knowledge of
  HTML.
• Uses
  – Courseware
  – Group projects
  – Collaboratively-developed resource guides
Social Software in Higher Education
Podcasting
Podcasting
• Audio broadcast in MP3 format syndicated via
  RSS.
Podcasting
• Audio broadcast in MP3 format syndicated via
  RSS.
• Uses
     •Lectures and guest speakers
Social Software in Higher Education
Podcasting
• Audio broadcast in MP3 format syndicated
  via RSS.
• Uses
    •Lectures and guest speakers
    •Student projects
Social Software in Higher Education
Podcasting
• Audio broadcast in MP3 format syndicated
  via RSS.
• Uses
    •Lectures and guest speakers
    •Student projects
    •News and marketing
Social Software in Higher Education
Podcasting
• Audio broadcast in MP3 format syndicated via
  RSS.
• Uses
     •Lectures and guest speakers
     •Student projects
     •News and marketing
     •Language classes, music classes
Screencasting
Screencasting
• Movie taken of one’s computer desktop (with
  narration)
Screencasting
• Movie taken of one’s computer desktop (with
  narration)
• Uses
  – Recording Lectures
Social Software in Higher Education
Screencasting
• Movie taken of one’s computer desktop (with
  narration)
• Uses
  – Recording Lectures
  – Commenting on student papers
Social Software in Higher Education
Screencasting
• Movie taken of one’s computer desktop (with
  narration)
• Uses
  – Recording Lectures
  – Commenting on student papers
  – Tutorials
Social Software in Higher Education
Five Weeks to a Social
       Library
Benefits of blogging
• Humanizes the instructors
• Blogging to reflect on learning
 • Jill’s epiphany about blogs
• Blogging to get feedback, start a conversation
 • Tiah on libraries in social networking
    software
 • Janelle on getting others interested in wikis
• Blogging to create a record of transformative
  learning
 • Regan on Second Life
 • Regan on Second Life: Take Two
Things to consider
Avoid
technolust
Don’t
assume all
  of your
 students
 are tech-
   savvy
Play with
technology!
  Kick the
   tires!
Don’t be afraid to try things out
     with your students...
      or to have them fail
Consider the
 maintenance
  burden and
sustainability of
any technology.
These are just tools!
Questions?

            Meredith Farkas
         mfarkas@norwich.edu
           AIM: librarianmer
http://meredith.wolfwater.com/wordpress/
   http://meredithfarkas.wetpaint.com

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Social Software in Higher Education

  • 1. Social Software in Higher Education Meredith Farkas Distance Learning Librarian Norwich University
  • 2. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. -Mark Prensky, “Digital Natives, Digital Immigrants.”
  • 6. If Higher Education Listened to Me…
  • 8. Millennials (born after 1980) • “Some of the best teachers I’ve had are the ones I connect with personally… I think that really encourages learning.”
  • 9. Millennials (born after 1980) • “Some of the best teachers I’ve had are the ones I connect with personally… I think that really encourages learning.” • “Most of my classes are just fact memorizations… I had one professor who set up his history course around the experience of doing research, writing a paper, and trying to get it published… and at the end of the course we had something we could try to get published.”
  • 11. Millennials • “If we could speak to our professors [via IM], it would feel like they’re on our level, more accessible.”
  • 12. Millennials • “If we could speak to our professors [via IM], it would feel like they’re on our level, more accessible.” • “Universities need to provide a way for shy students, or for Millennials, or for any student to connect to the University and other people there. A discussion board, a forum or some sort of social networking can allow students to meet others like them, something that might not happen face-to-face.”
  • 13. Millennials • “If we could speak to our professors [via IM], it would feel like they’re on our level, more accessible.” • “Universities need to provide a way for shy students, or for Millennials, or for any student to connect to the University and other people there. A discussion board, a forum or some sort of social networking can allow students to meet others like them, something that might not happen face-to-face.”
  • 15. Generation X (1965-1980) • “A professor should be more than just a ‘talking head’ up in front of the class; the professor needs to be seen as a person… Technology can be one way to make that connection.”
  • 16. Generation X (1965-1980) • “A professor should be more than just a ‘talking head’ up in front of the class; the professor needs to be seen as a person… Technology can be one way to make that connection.” • “Many faculty treat us as if we were in high school – taking attendance for example. We’re all adults. We should be responsible for our own learning. Let me know what is required of me and then let me get there. Facilitate my way there, provide me with the resources.”
  • 17. Baby Boomers (1946 – 1964)
  • 18. Baby Boomers (1946 – 1964) • “Provide a Web component for each and every course”
  • 19. Baby Boomers (1946 – 1964) • “Provide a Web component for each and every course” • “Today’s students are significantly busier than they were when I was working on my undergraduate degree in the 1970s… If higher education listened to me, faculty and administrators would relate better to their students. They need to know more about their students.”
  • 20. What is social software?
  • 22. My definition To be defined as social software, a tool must meet at least two of the following conditions:
  • 23. My definition To be defined as social software, a tool must meet at least two of the following conditions:
  • 24. My definition To be defined as social software, a tool must meet at least two of the following conditions: • it allows people to communicate, collaborate and build community online.
  • 25. My definition To be defined as social software, a tool must meet at least two of the following conditions: • it allows people to communicate, collaborate and build community online. • it can be syndicated, shared, reused or remixed, or it facilitates syndication.
  • 26. My definition To be defined as social software, a tool must meet at least two of the following conditions: • it allows people to communicate, collaborate and build community online. • it can be syndicated, shared, reused or remixed, or it facilitates syndication. • it allows people to easily learn from and capitalize on the behavior or knowledge of others.
  • 28. Easy content creation and sharing
  • 33. Capitalizing on the wisdom of crowds
  • 34. Capitalizing on the wisdom of crowds
  • 39. Blogs
  • 40. Blogs • Frequently updated website where postings are displayed in reverse chronological order.
  • 41. Blogs • Frequently updated website where postings are displayed in reverse chronological order. • Uses – Course management system
  • 43. Blogs • Frequently updated website where postings are displayed in reverse chronological order. • Uses – Course management system – Faculty communication with students
  • 45. Blogs • Frequently updated website where postings are displayed in reverse chronological order. • Uses – Course management system – Faculty communication with students – Reflective learning
  • 48. Blogs • Web journal where postings are displayed in reverse chronological order. • Uses – Course management system – Faculty communication with students – Reflective learning – Language or writing practice
  • 50. Blogs • Web journal where postings are displayed in reverse chronological order. • Uses – Course management system – Faculty communication with students – Reflective learning – Language or writing practice – Alternative discussion forum
  • 53. Wikis
  • 54. Wikis • Allow a group of people to collaboratively develop a Website with no knowledge of HTML.
  • 55. Wikis • Allow a group of people to collaboratively develop a Website with no knowledge of HTML. • Uses – Courseware
  • 59. Wikis • Allow a group of people to collaboratively develop a Website with no knowledge of HTML. • Uses – Courseware – Group projects
  • 61. Wikis • Allow a group of people to collaboratively develop a Website with no knowledge of HTML. • Uses – Courseware – Group projects – Collaboratively-developed resource guides
  • 64. Podcasting • Audio broadcast in MP3 format syndicated via RSS.
  • 65. Podcasting • Audio broadcast in MP3 format syndicated via RSS. • Uses •Lectures and guest speakers
  • 67. Podcasting • Audio broadcast in MP3 format syndicated via RSS. • Uses •Lectures and guest speakers •Student projects
  • 69. Podcasting • Audio broadcast in MP3 format syndicated via RSS. • Uses •Lectures and guest speakers •Student projects •News and marketing
  • 71. Podcasting • Audio broadcast in MP3 format syndicated via RSS. • Uses •Lectures and guest speakers •Student projects •News and marketing •Language classes, music classes
  • 73. Screencasting • Movie taken of one’s computer desktop (with narration)
  • 74. Screencasting • Movie taken of one’s computer desktop (with narration) • Uses – Recording Lectures
  • 76. Screencasting • Movie taken of one’s computer desktop (with narration) • Uses – Recording Lectures – Commenting on student papers
  • 78. Screencasting • Movie taken of one’s computer desktop (with narration) • Uses – Recording Lectures – Commenting on student papers – Tutorials
  • 80. Five Weeks to a Social Library
  • 81. Benefits of blogging • Humanizes the instructors • Blogging to reflect on learning • Jill’s epiphany about blogs • Blogging to get feedback, start a conversation • Tiah on libraries in social networking software • Janelle on getting others interested in wikis • Blogging to create a record of transformative learning • Regan on Second Life • Regan on Second Life: Take Two
  • 84. Don’t assume all of your students are tech- savvy
  • 85. Play with technology! Kick the tires!
  • 86. Don’t be afraid to try things out with your students... or to have them fail
  • 87. Consider the maintenance burden and sustainability of any technology.
  • 88. These are just tools!
  • 89. Questions? Meredith Farkas mfarkas@norwich.edu AIM: librarianmer http://meredith.wolfwater.com/wordpress/ http://meredithfarkas.wetpaint.com