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Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
Pedogogy Social Media
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Pedogogy Social Media

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Presentation given via NCSU DELTA

Presentation given via NCSU DELTA

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  • If you are a little nervous when you hear students talking about Facebook or Twitter, and perhaps terrified when you hear instructors are teaching using social media, then this class is for you. We will walk through popular social media technologies, and explore their pedigogical applications. Part of this class will cover the research from an IDEA grant exploring ways of increasing the sense of community in online courses, and how that research has been applied to NCSU DE courses. We will also examine a personal case study of teaching an online graduate course for Chatham University
  • Thanks to Claudia Kimbrough
  • Thanks to Claudia Kimbrough Thanks to Claudia Kimbrough
  • ENG331 - professional communication course, mention objectives, example assignments
  • PWR background
  • Syllabus – HTML page displayed in content pane Schedule – HTML calendar (could maybe get a bit fancier) displayed in content pane Resources – HTML page with links displayed in content pane
  • Each assignment link goes to assignment detail page, displayed in content pane, with direct link to Assignment in Vista Submit - goes straight to Vista’s assignment submission page, if possible to get direct URL Retrieve - goes straight to Vista’s retrieve page, if direct URL works Gradebook – direct link to Vista’s gradebook
  • Bios – Facebook? Or, simply to a forum of bio posts Discussion forum – direct URL to forum in Vista Peer reviews – direct link to peer reviews set up in Vista SecondLife café – static location for anyone in class to meet up/hang out
  • Team guidelines – an HTML page of guidelines for their team work and communication rules Blogs – WolfBLogs Google docs – link to google docs for their project drafts Elluminate – link directly if possible to their meeting rooms – depends how we set this up, ideally 1 room per team to be run by the students
  • Transcript

    • 1. Pedagogical Facebook and Twitter? Using social media for academic good Stephanie Trunzo [email_address] AIM: stephanietrunzo Twitter: sltrunzo SL: Neffy Noland
    • 2.  
    • 3. What are we going to talk about? <ul><li>What is social media? </li></ul><ul><li>Prevalence in academia </li></ul><ul><li>Case study 1: IDEA grant: ENG331 DE </li></ul><ul><li>Case study 2: Chatham University </li></ul><ul><li>Get started! </li></ul>
    • 4. What is social media? <ul><li>We define social network sites as web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system (2) articulate a list of other users with whom they share a connection (3) view and traverse their list of connections and those made by others within the system. </li></ul><ul><ul><ul><ul><li>Boyd, d. m., &amp; Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication </li></ul></ul></ul></ul>Wikipedia Jan, 09 Social media are primarily Internet- and mobile-based tools for sharing and discussing information among human beings. [1] The term most often refers to activities that integrate technology, telecommunications and social interaction, and the construction of words, pictures, videos and audio. This interaction, and the manner in which information is presented, depends on the varied perspectives and &amp;quot;building&amp;quot; of shared meaning among communities, as people share their stories and experiences. Businesses also refer to social media as user-generated content (UGC) or consumer-generated media (CGM). Social media is the use of technology combined with social interaction to create or co-create value . http://www.ducttapemarketing.com/blog/2008/09/25/the-definition-of-social-media/
    • 5. &nbsp;
    • 6. &nbsp;
    • 7. It’s fun… but so what? <ul><li>Students are on these tools ALREADY! </li></ul><ul><li>Get behind, catch up, or get ahead - </li></ul>When asked about Wikipedia, he noted that it’s a useful starting point when looking into a topic, and added: I f you ar e a teacher and the answer to your question can be copied from Wikipedia, you’r e asking the wrong questions. - Charles Leadbetter ( http://tinyurl.com/p8hqnt) Universities , with a young  constituency and an employee base of academics interested in new discoveries and ways of communication, should have embraced social media early - but they have not and if they don&apos;t embrace new techniques in pedagogy they risk becoming seen as anachronisms in today’s hyper-connected world where information is available freely, says a University of Illinois expert who studies the knowledge economy’s effect on higher education. http://www.scientificblogging.com/news_releases/ivory_tower_needs_embrace_social_media Student comment: “With all the successful social mechanism models available on the web today, I still find myself amazed that an institution like NCSU uses such a poor tool [Vista] for on-line student interaction.” List of socialmedia/academia resources: http://www.scientificblogging.com/news_releases/ivory_tower_needs_embrace_social_media
    • 8. Timeline
    • 9. Travel back to 2005… <ul><li>Had been teaching ENG331 as DE for 3 years </li></ul><ul><li>Students did not feel sense of community </li></ul><ul><li>Had trouble collaborating as distributed groups </li></ul><ul><li>Resorted to meeting in person (defeated purpose of DE, and alienated remote team members) </li></ul><ul><li>Too many places for students to go (course site, Vista, their blog, etc.) </li></ul><ul><li>Students familiar with emerging technologies, but we weren’t using them </li></ul>
    • 10. IDEA grant transformation
    • 11. Timeline
    • 12. Travel back to 2008… <ul><li>Approached for Chatham’s PWR662 – Writing for Digital Media </li></ul><ul><li>Simplify, consolidate </li></ul><ul><li>Leverage more Web 2.0 tooling </li></ul><ul><li>Meet the student where they are already living – engage existing conversations </li></ul>
    • 13. Chatham University
    • 14. Chatham course features Allows anyone in class to simply add related links Sorts discussion topics by latest post- easy to scan and review
    • 15. Chatham course features Twitter app on FB, but not for groups Schedule on Google Docs Link to delicious
    • 16. Get started! My list of resources for ENG331 students: http://courses.ncsu.edu/eng331/lec/005/collaboration/index.html Synchronous chat/webcam/audio/file sharing Elluminate Virtual collaboration SecondLife Shared bookmarking delicious Social networking application/discussions Facebook Audio or video lectures Podcasts Announcements, reminders, quick facts Twitter Group discussion, archiving, journaling Blogs Aggregate/consolidate tools and resources Dashboard
    • 17. Questions?
    • 18. Backups
    • 19. Course materials Assignments Community Team tools Syllabus Schedule Resources content pane Submenu appears upon hover – details for each section in notes for this slide; next slides show detail of other sections
    • 20. Course materials Assignments Community Team tools Assignment 1 Assignment 2 Assignment 3 Submit Retrieve Gradebook content pane Details for each section in notes for this slide Icon to indicate when link takes you out of “dashboard”
    • 21. Course materials Assignments Community Team tools content pane Loads getting started HTML page into content pane
    • 22. Course materials Assignments Community Team tools Bios Discussion forum Peer reviews SecondLife cafe content pane Details for each section in notes for this slide
    • 23. Course materials Assignments Community Team tools Team guidelines Blogs Google docs Elluminate content pane Details for each section in notes for this slide
    • 24. Random thoughts… <ul><li>Should we launch student out of dashboard or load external links into content pane? </li></ul><ul><li>Initial screen’s content pane – what “welcome” info can we put that is useful each time student logs on – announcement into </li></ul><ul><li>Could we put dashboard into Vista’s content pane, rather than host on wolfware? How sophisticated will it allow the content to be – we can post HTML pages, but what about javascript, or Flash? </li></ul><ul><li>Sign-up for announcements – where does sign-up go? i.e., text msg idea, or maybe rss feed? </li></ul><ul><li>Would like to turn each lesson into podcast as well – continue the “subscribe” idea </li></ul><ul><li>SecondLife café – static room available for students to meet/gather, also to meet as teams </li></ul><ul><li>Explore Facebook – if that doesn’t work, or for students who choose not to use Facebook but want bio, should we just use discussion forum? Other ideas? </li></ul><ul><li>Elluminate – how will the rooms work, how many can we have? </li></ul><ul><li>Presentation assignment – consider choice to practice synchronous or asynchronous presentation – accompanied or unaccompanied </li></ul>
    • 25. &nbsp;
    • 26. &nbsp;
    • 27. Sample comments <ul><li>I felt out of touch with the course most of the time because I tend to learn better by being in a classroom and hearing information broadcast to me instead of just reading it for myself.  Hearing information always sticks with me better than reading it alone. </li></ul><ul><li>The blog idea was great too.  If we ever had a question about the next meeting or our specific roles we could just look at the blog and this would usually clear everything up.  </li></ul><ul><li>Instead of brainstorming out loud using the blog gives the same freedom in terms of input, but also at the same time records each though so that nothing is forgotten. </li></ul>

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