D4L-social-week1
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This document summarizes a presentation about exploring social media for online learning. It defines social media and discusses different uses for social media in instruction, including for pedagogy, social presence, as an LMS alternative, for recruiting/marketing, and for personal learning networks. It outlines the key elements of social media success as community, content creation, and measurement. Different social media platforms are explored, including their tones and typical user demographics. The presentation instructs participants to survey their own community, engage in social media listening, and explore new platforms for their capstone project.
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D4L-social-week1
- 1. D4L Social Module Week 1, Part 1 presentation by Arden Kirkland Exploring Social Media for Online Learning
- 2. Social Media “a rapidly expanding group of websites and apps that facilitate connections between people around the world” Kirchhoff, L. (2014). Teaching social media: the can-do guide. Santa Barbara, California: Libraries Unlimited.p. vii.
- 3. Video from the Onion https://youtu.be/a4mMY2Kl3GY “Teens Migrating From Facebook To Comments Section Of Slow- Motion Deer Video”
- 4. Video from the Onion https://youtu.be/a4mMY2Kl3GY “Teens Migrating From Facebook To Comments Section Of Slow- Motion Deer Video”
- 5. Different uses of social media related to instruction 1. pedagogy - for a class assignment 2. social presence - to support social interaction within a class community 3. LMS alternative – multiple free tools instead of a single paid learning management system 4. recruiting/marketing - reaching out to find participants, showing off achievements of participants 5. personal learning network (PLN) - reaching out to a wider network beyond the class community to learn more related to the class subject
- 6. Platforms for Your Community E X E R C I S E which of these 5 potential uses of social media is most appropriate for your project?
- 7. Different uses of social media related to instruction 1. pedagogy - for a class assignment 2. social presence - to support social interaction among class community 3. LMS alternative – multiple free tools instead of a single learning management system 4. recruiting/marketing - reaching out to find participants, showing off achievements of participants 5. personal learning network (PLN) - reaching out to a wider network beyond the class community to learn more related to the class subject
- 8. Social Media “a rapidly expanding group of websites and apps Kirchhoff, L. (2014). Teaching social media: the can-do guide. Santa Barbara, California: Libraries Unlimited. p. vii. connections between people around the world” that facilitate social media community content
- 9. The Three Elements of Social Media Success Community Management Content Creation Social Media Measurement déjà vu . . . Step 1 – needs assessment and instructional goals: learner characteristics, teacher Step 3 – entry behavior and characteristics Step 4 - learning outcomes and motivating learners Step 1 – extant materials Step 2 – task analysis Step 5 – instructional strategies Step 6 - developing instructional materials or learning objects Step 1 – needs assessment and instructional goals: learner characteristics Step 1 – mode of instruction Step 5 – instructional strategies Step 7 – formative evaluation
- 10. The Three Elements of Social Media Success Community Management Content Creation Social Media Measurement what who, why how, when, where
- 11. Types of Social Media What is Social Media. (n.d.). Retrieved April 16, 2016, from http://www.teachersandsocialmedia.co.nz
- 12. Types of Social Media synchronous (same time) broadcast (more public) vs. asynchronous (different times) vs. narrowcast (more private)
- 13. Tone of Each Platform graphic from a blog post: diane. (2013, February 25). Social Media Explained with Coffee and Donuts. Retrieved April 23, 2016, from http://www.ctmmediagroup.com/social- media-explained-coffee-and-donuts
- 14. Landscape of Social Media Users % of adult internet users % of entire adult population this platform has especially high percentages of these groups most users check use any social networking site 76 65 ages 18-29, higher education levels and household income, suburban or urban use Facebook 72 62 all demographics really, but especially Women, ages 18-29, Hispanic users daily use Pinterest 31 26 Women, White and Hispanic users, ages 18-49, some college less than weekly use Instagram 28 24 Women, Black and Hispanic users, ages 18-29 daily use LinkedIn 25 22 White users, ages 30-49, college education, higher income less than weekly use Twitter 23 20 Black and Hispanic users, ages 18-49, urban less than weekly data from 2015 surveys by the Pew Research Center: Andrew Perrin. (2015, October 8). Social Media Usage: 2005-2015. Retrieved from http://www.pewinternet.org/2015/10/08/social-networking-usage-2005- 2015/ Duggan, M. (2015, August 19). The Demographics of Social Media Users. Retrieved from http://www.pewinternet.org/2015/08/19/the-demographics-of-
- 15. Platforms for Your Community E X E R C I S E how does your community fit into that chart for the top 5 social media platforms (or not)?
- 16. Landscape of Social Media Users % of adult internet users % of entire adult population this platform has especially high percentages of these groups most users check use any social networking site 76 65 ages 18-29, higher education levels and household income, suburban or urban use Facebook 72 62 all demographics really, but especially Women, ages 18-29, Hispanic users daily use Pinterest 31 26 Women, White and Hispanic users, ages 18-49, some college less than weekly use Instagram 28 24 Women, Black and Hispanic users, ages 18-29 daily use LinkedIn 25 22 White users, ages 30-49, college education, higher income less than weekly use Twitter 23 20 Black and Hispanic users, ages 18-49, urban less than weekly data from 2015 surveys by the Pew Research Center: Andrew Perrin. (2015, October 8). Social Media Usage: 2005-2015. Retrieved from http://www.pewinternet.org/2015/10/08/social-networking-usage-2005- 2015/ Duggan, M. (2015, August 19). The Demographics of Social Media Users. Retrieved from http://www.pewinternet.org/2015/08/19/the-demographics-of- social-media-users/
- 17. D4L Social Module Week 1, Part 2 presentation by Arden Kirkland Exploring Social Media for Online Learning
- 18. Survey your Community an excerpt from the Montana State University Library Social Media Survey. (n.d.). [Form]. Retrieved April 16, 2016, from http://lib.montana.edu/social-media-survey/
- 19. Social Media Listening Social-media-listening. (n.d.). Retrieved April 16, 2016, from https://14415-presscdn-0-52- pagely.netdna-ssl.com/wp- content/uploads/2015/03/social-media-
- 20. Social Media Dashboards Hootsuite Example Hootsuite example from Samuel, A. (2010, November 5). Using HootSuite as your Twitter dashboard [Blog]. Retrieved April 16, 2016, from http://alexandrasamuel.com/productivity /using-hootsuite-as-your-twitter- dashboard
- 21. Social Media Listening choose platforms to listen to search for relevant people to follow people you already know are in your intended learning community leaders in a field peers search for relevant subjects to follow keywords hashtags (the # sign, called a hash, precedes the keyword) let each post/person/subject lead you to others
- 22. Social Media Listening listen to what’s being said read between the lines listen to what isn’t being said identify your community’s learning needs
- 23. Learning Activity 1 - Exploring New Platforms E X E R C I S E explore a social media platform you haven’t used before follow people/groups/subjects relevant to your capstone project or to online learning in general report back as a part of the forum discussion
- 24. Thank you! general info: d4l.syr.edu Moodle: d4lmoodle.syr.edu Program email: dflprojectcoordinator@gmail.com Presenter email: akirklan@syr.edu
Editor's Notes
- Welcome to our first video for week one of the social module for the Design for Learning program! This is your instructor, Arden Kirkland.
- I just want to start by quickly revisiting some of the slides from week one of the community module, to revisit our definitions. Remember, we talked about social media as a rapidly expanding group of websites and apps that facilitate connections between people around the world.
- Now, did you watch the satirical YouTube video from the Onion before you started watching this video, which I shared with you in our Moodle? If not, go back and watch it right now, and don’t come back here until you have!
- OK, so why did I have you watch that satirical video from the Onion? Well, other than the fact that it’s just funny, I think it points out an important factor to consider when using social media – you have to be flexible. You never know what platform is going to become obsolete or unpopular, so you have to be ready to move to a platform that is popular and up to date. You may also need to cover your bases and use more than one platform at a time, to reach different community members that congregate naturally in different “places” online. In an instructional setting you also have to think carefully about how social media does or doesn’t fit in to your pedagogy.
- I’ve identified at least 5 different uses of social media related to instruction: pedagogy - for a class assignment social presence - to support social interaction within a class community LMS alternative – multiple free tools instead of a single paid learning management system recruiting/marketing - reaching out to find participants, showing off achievements of participants personal learning network (PLN) - reaching out to a wider network beyond the class community to learn more related to the class subject
- Let’s pause here for a minute. Given the objectives you’ve previously identified for your capstone project, which of these 5 potential uses of social media is most appropriate for your project? I’ll show that slide again before you pause . . .
- now pause here and take some notes about which of these might apply, and then start up the video again.
- again, just a little review of what we talked about at the beginning of the community module. don’t use social media for its own sake, but for the sake of your community – always think about how their needs to connect with others fit into your strategy
- the community module took you further with these steps, but in a more general way. In this module you’ll be able to get much more specific, choosing specific social media platforms and preparing a plan for exactly how you will use them for your capstone project.
- in the community module I tried to get you thinking more about the who and the why, but now we’ll be targeting that community with a specific how, when, and where In the Moodle this week you’ll find a Wiki with a list of guides to using a variety of different social media platforms. You’ll be choosing platforms based on the when and where: how frequently your students are comfortable interacting in those different places online. But most important is how it ties logically into your instructional design. You’d have to have a very compelling pedagogical reason to use a particular social media platform as a part of the instruction with a group who does not participate in that social media platform to begin with. You also need to remember the “what” of the content you’re creating or re-using for your instruction and what platform is most appropriate for sharing that content.
- Related to that “What” and “How,” social media platforms can be grouped into some different major types. I like this graphic to start showing that, as it’s focused on a teaching context and sorts the icons for the different platforms into the types of activities you might incorporate into instruction: collaboration, networking, image-sharing, video-sharing, blogging, or micro-blogging. This leaves out some types, though, so also keep in mind bookmarking, rating, podcasts, social knowledge sharing, geolocation, live-streaming, gaming, virtual worlds, and the list goes on.
- There are some other contrasts to consider with different social media platforms. Some are synchronous (interacting in real time) vs. asynchronous (interacting at different times) – some tools can be used both ways, for example you can chat with someone in real time in Facebook, or respond later to one of their posts; you can view someone’s YouTube video recorded earlier, or follow a livestream from a Hangout on Air Some are broadcast (more public) vs. narrowcast (more private) – again, in some cases this is just determined by how widely or narrowly you set your privacy settings in a particular application, and who can see your posts as a result. But some tools are designed for narrowcasting, such as messaging apps, or Snapchat, which can be set to automatically delete messages right after they’re viewed, so it’s harder to share them with a more public audience.
- in choosing appropriate social media tools, it’s also important to note that each one has a different tone. Here’s a take on a classic way of explaining different social media platforms: how do you represent your donut on each one? This is somewhat tongue in cheek but does give you a good sense of the differences, and may help make it more clear which is appropriate for the learning objectives you have in mind, when the “donut” is whatever they’re supposed to be learning about.
- So, how do you choose which platforms are most appropriate for your community? One of the major sources of research in this area is the Pew Research Center, and I highly recommend that you visit their website and look at the reports this data is pulled from. They had done a table like this for their 2012 study but not for the 2015 study, so I had to take the data and make my own table this time.
- Here’s a good time for reflection. You’ve already identified the intended community for your capstone project – how do they fit into that chart for the top 5 social media platforms? Please wait for the next slide before you pause . . .
- Please take a good look at this chart, and think about how your community fits into it or not, and what that means for how you may or may not use social media. Maybe they don’t fit in here at all – for example, if you’re hoping to work with senior citizens, some may be present on social media but not in nearly as large numbers as their younger counterparts. In that case, you may only want to use social media as a marketing tool, and even then consciously reaching out to the children or friends of seniors who are potential students. OK, This video will end here, so go ahead and take some notes, and we’ll pick up again in part 2.
- Welcome back to part two of week one of the social module for Design for Learning. This is Arden Kirkland.
- Now if your community isn’t represented in the demographics of that chart at the end of part 1, or you think less popular social media platforms may be appropriate for what you have in mind, how can you find out more details about how your community interacts with social media? Well, first, why don’t you just ask them? Before you offer an instructional module, you may want to survey your intended community to ask them about their social media usage. Or, at the very beginning of a series of instructional modules, you could ask your students to take such a survey. Then you can base your social media strategy accordingly. I’ve done that for us, and I hope you’ll participate in both the polls I’ve included in our Moodle for this week: one about the social media platforms you already use, and one about the social media platforms you think may be appropriate for your capstone project.
- Now, in a business setting, the term social listening is also known as social media monitoring, and often involves using a variety of applications to alert marketers when anyone is talking about their company online, tracking which could be difficult for one person to do without such tools.
- Here’s an example of an application, Hootsuite, that can help by creating a social media listening dashboard where you can view posts from several different platforms within one app. But in our scenarios, any tool like that is optional - you can think of this as a much more low tech activity.
- Before you jump into using a particular platform as a part of your strategy, you should always start by choosing a few different platforms to listen to, based on the Pew Research or what you already know about your community, or what you’ve asked them, or what you’ve learned from the different guides in the wiki this week. In order to start exploring those platforms to find out if they really are appropriate, you need to listen to the conversation that’s already happening there. Start by searching for relevant people to follow, such as leaders in a field, or your peers who you know are interested in this topic, or institutions that share their resources related to that subject. You can also search for relevant subjects to follow. Most social media platforms have their own search engines not unlike what you’d use for any other kind of research. You can start searching for different keywords, or in some platforms these are referred to as hashtags, when the pound sign, called a hash, precedes the keyword so people can quickly include keyword tags in their posts for others to find later. Again, as you’d do with any other kind of research, let each post/person/subject lead you to others. You may notice that someone influential in the field commonly uses a specific hashtag, and that can lead you to others using the same hashtag who you should also be following.
- Make sure you listen to what’s being said but also read between the lines and listen to what isn’t being said use this listening to identify your community’s learning needs and figure out what you can provide that they’re lacking, and what platform they’re most likely to use to listen to YOU
- OK, now you’re ready for this week’s learning activity. Please explore a social media platform you haven’t used before, following the guide in the Moodle for this week. Follow people/groups/subjects relevant to your capstone project or to online learning in general, and report back to this week’s Moodle forum with what you find out there. There are more detailed instructions in the prompt for the forum discussion in this week of our Moodle.
- Thanks everyone, and I can’t wait to hear in the forum about what you’ve found while you’re out exploring the social media landscape!