Brunel eLearning 2.0 Keynote Slides

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PRESENTATION OUTLINE  College student technology use statistics  Adoption of newer technologies by faculty  The Digital Divide  Positive effects of technology use  Academicallyrelevant uses of technology

STUDENT TECHNOLOGY USE  Today’s College  Internet Students Use  Instant Messenger  Wikipedia  Blogs  P2P File Sharing  More than people  Facebook from other  Twitter generations Pew Internet and American Life Project (2009) & Junco and Mastrodicasa (2007)

Silent Generation Boom ers (1925-1942) (1943-1960) Personality Personality Loyal Optim istic Collaborative Com petitive Personal Sacrifice Individualistic Patriotic Reject Authority Conform ity Return to religious values Respect for authority Events Civic Pride VietnamW ar Events W atergate W I & II W W en’ Rights om s Great Depression Reagan recession NewDeal Civil Rights M ovement College Television 1943-1960 College 1961-1978 Ge ne ratio n X Ne t Ge ne ratio n (1961-1981) (1982-Now ) Personality Personality Independent Special Skeptical Sheltered Latchkey Kids Confident Shun Traditional Values Conventional Nihilism Team -Oriented Events Achieving Challenger Accident Pressured M TV Events Com puters Colum bine Shootings Video Gam es Septem 11 Attacks ber Persian Gulf W ar Oklahom City Bom a bing College College 1979-1999 2000-Now

SOCIAL NETWORKING WEBSITE USE Pew Internet and American Life Project (2009)

TWITTER USE Pew Internet and American Life Project (2009)

FACULTY MEMBERS & TECHNOLOGY USE  Typically from older generations  Not as likely to embrace newer technologies

NIELSEN MARCH 2009 REPORT  67% of global online community visit blogs and social networking sites  Global active reach is greater than email  Facebook is visited monthly by 3 in every 10 people  Audience is becoming more diverse  In 2008, largest growth in 3549 year olds  Increase of 156% from 2007 in use of cell phones to access social networking in the US

FACEBOOK AUDIENCE BECOMING OLDER SINCE 2007

THE DIGITAL DIVIDE Less Likely to More Time More Time Own Mobile Talking SMS  Men  Women  Women  African American  African American  African American  Incomes <$10k  Latino/Hispanic  Incomes >$200k Junco, Merson, & Salter (Under review)

MULTITASKING Women, Latinos, and firstyear students were more likely to report that multitasking had a negative effect on their academics. Junco & Cotten (In preparation)

FACEBOOK PENETRATION ON COLLEGE CAMPUSES

GROWTH OF FACEBOOK, MYSPACE, & TWITTER Unique Visitors Monthly Change Yearly Change Facebook 104,125,466 +14.36% +249.70% Myspace 55,559,317 -0.06% -8.61% Twitter 19,443,286 +38.56% +1,192.13%

BLOGS AND MICROBLOGS  28% of students reported maintaining a blog  44% reported reading blogs (Junco & Mastrodicasa, 2007)  Blog usage declined in early 2008, then has increased steadily with the rising popularity of Twitter  Blog use in the classroom (Nakerud & Scaletta, 2008)

ENGAGEMENT AND RETENTION

ENGAGEMENT ITEMS  Asked questions in class or contributed to class discussions  Participated in a communitybased project (e.g., service learning) as part of a regular course  Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment  Discussed grades or assignments with an instructor  Talked about career plans with a faculty member or advisor  Discussed ideas from your readings or classes with faculty members outside of class  Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)  Discussed ideas from your readings or classes with others outside of class (students, family members, coworkers, etc.)  Had serious conversations with students of a different race or ethnicity than your own  Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values  Attended an art exhibit, play, dance, music, theater, or other performance  Exercised or participated in physical fitness activities  Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) National Survey of Student Engagement (2009)

RESEARCH ON FACEBOOK AND STUDENT ENGAGEMENT  Few studies examining link  HERI (2007)  Heiberger (2008)  How is engagement related to technology use?

HERI (2007) & HEIBERGER (2008) HERI HEIBERGER N 31,500 via YFCY 375 Participants 114 Colleges and 1 Midsize Midwestern Universities U. Social Network All Social Networks Facebook only 94% use weekly 92% use daily No less time studying

ENGAGEMENT

RESEARCHBASED STRATEGIES  Working with student attitudes about online privacy  Using social media to enhance engagement  Facebook groups  Facebook applications  Using Social Media to learn about faculty  Twitter

STUDENT ATTITUDES  Information posted on social networking sites is private  “You shouldn’t be looking at my social networking site unless, of course, I want you to”  “What is a privacy statement?”  The job search  Safety

CAREERBUILDER.COM SURVEY (2008)  22% of Hiring Managers used Social Networking websites to research candidates.  33% reported they found information to disqualify potential employee:  41% posted information about them drinking or using drugs  40% posted inappropriate photographs or information  29% had poor communication skills  28% badmouthed their previous company or fellow employee  22% used discriminatory remarks  21% were linked to criminal behavior

FACEBOOK GROUPS

HELP STUDENTS CONNECT TO GROUPS AND ACTIVITIES ON CAMPUS

ENHANCE STUDENT ENGAGEMENT IN LEARNING COMMUNITIES

ENROLLMENT ORIENTATION EFFORTS

LEARNING ABOUT FACULTY & STAFF

SOCIAL MEDIA CONNECTIONS  Not for everyone  Build community  Learn about academic/faculty culture  Connect with professors  Maintain connection with students who graduate  Model appropriate social media behaviors

EFFECTS OF FACULTY SELF DISCLOSURE ON FACEBOOK Three themes discovered by Mazer, Murphy, and Simonds (2007):  Students like to learn about a professor’s personality  Concern about faculty professionalism  Students concerned that faculty would “spy” on them

FACEBOOK APPLICATIONS

COURSES 2.0

CAREERBUILDER.COM

CAUSES

STOCK MARKET CHALLENGE

TWITTER AND STUDENT ENGAGEMENT

ENGAGING USES OF TWITTER

TWITTER IN THE CLASSROOM

QUESTIONS AND DISCUSSION

Brunel eLearning 2.0 Keynote Slides

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