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Social Media: Strategies & techniques toward more dynamic online classrooms

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Slide deck from workshop at The New School on October 26, 2011.

Description: One of the most difficult challenges of teaching online is recreating dynamic classrooms through virtual tools. I will present a variety examples of how free online social media tools can help facilitate a more interactive online learning environment for students. Participants are encouraged to bring your own examples of challenges you've faced so that we, as a group, can workshop and brainstorm
together.

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Social Media: Strategies & techniques toward more dynamic online classrooms

  1. 1. Social Media:Strategies & techniques toward more dynamic online classroomsCynthia LawsonAssistant ProfessorSchool of Design Strategies, ParsonsLawsonC@newschool.edu / @cynthialawsonOctober 26, 2011
  2. 2. Why me?• Researcher and developer, Ludomática
  3. 3. Why me?• Researcher and developer, Ludomática• Graduate program in interactive media (ITP)
  4. 4. Why me?• Researcher and developer, Ludomática• Graduate program in interactive media (ITP)• Educational technologist, Columbia Center for New Media Teaching & Learning
  5. 5. Why me?• Researcher and developer, Ludomática• Graduate program in interactive media (ITP)• Educational technologist, Columbia Center for New Media Teaching & Learning• Media courses in Integrated Design program at Parsons
  6. 6. Why me?• Researcher and developer, Ludomática• Graduate program in interactive media (ITP)• Educational technologist, Columbia Center for New Media Teaching & Learning• Media courses in Integrated Design program at Parsons• Web 2.0 Teaching Tools
  7. 7. Why me?• Researcher and developer, Ludomática• Graduate program in interactive media (ITP)• Educational technologist, Columbia Center for New Media Teaching & Learning• Media courses in Integrated Design program at Parsons• Web 2.0 Teaching Tools• http://total.parsons.edu - Tools for Online Teaching and Learning
  8. 8. Online? Online teaching as well as face-to-face teaching with online tools
  9. 9. Dynamic classroom?
  10. 10. Dynamic classroom? Student participation
  11. 11. Dynamic classroom? Student participation• Content
  12. 12. Dynamic classroom? Student participation• Content• Horizontal hierarchy
  13. 13. Dynamic classroom? Student participation• Content• Horizontal hierarchy faculty not as lecturer, but as facilitator
  14. 14. Dynamic classroom? Student participation• Content• Horizontal hierarchy faculty not as lecturer, but as facilitator• Face-to-face participation
  15. 15. Dynamic classroom? Student participation• Content• Horizontal hierarchy faculty not as lecturer, but as facilitator• Face-to-face participation • The “stupid question” fear
  16. 16. Dynamic classroom? Student participation• Content• Horizontal hierarchy faculty not as lecturer, but as facilitator• Face-to-face participation • The “stupid question” fear • Not suitable for all personality types
  17. 17. Dynamic classroom? Student participation• Content• Horizontal hierarchy faculty not as lecturer, but as facilitator• Face-to-face participation • The “stupid question” fear • Not suitable for all personality types • Concerns with english as a second language
  18. 18. Faculty Students
  19. 19. teaching learningFaculty Students
  20. 20. teaching learningFaculty Students gap in the how
  21. 21. Millenials
  22. 22. Millenials “The Millennials: Confident. Connected. Open to Change.” Pew Research Center. February 24, 2010.
  23. 23. Millenials “The Millennials: Confident. Connected. Open to Change.” Pew Research Center. February 24, 2010.
  24. 24. Millenials “The Millennials: Confident. Connected. Open to Change.” Pew Research Center. February 24, 2010.
  25. 25. Millenials “The Millennials: Confident. Connected. Open to Change.” Pew Research Center. February 24, 2010.
  26. 26. Millenials• Experiential learners “Millennial Behaviors and Higher Education Focus Group Results” Richard Sweeney, New Jersey Institute of Technology, 2009.
  27. 27. Millenials• Experiential learners “Millennials strongly prefer learning by doing. They almost never read the directions; love to learn by interacting.” “Millennial Behaviors and Higher Education Focus Group Results” Richard Sweeney, New Jersey Institute of Technology, 2009.
  28. 28. Millenials• Experiential learners “Millennials strongly prefer learning by doing. They almost never read the directions; love to learn by interacting.”• Digital natives “Millennial Behaviors and Higher Education Focus Group Results” Richard Sweeney, New Jersey Institute of Technology, 2009.
  29. 29. Millenials• Experiential learners “Millennials strongly prefer learning by doing. They almost never read the directions; love to learn by interacting.”• Digital natives “They clearly adapt faster to computer and internet services because they have always had them. While they still want and expect expert teachers in a face-to-face environment, they expect the speed, convenience, flexibility and power provided by digital services and resources.” “Millennial Behaviors and Higher Education Focus Group Results” Richard Sweeney, New Jersey Institute of Technology, 2009.
  30. 30. Millenials• Experiential learners “Millennials strongly prefer learning by doing. They almost never read the directions; love to learn by interacting.”• Digital natives “They clearly adapt faster to computer and internet services because they have always had them. While they still want and expect expert teachers in a face-to-face environment, they expect the speed, convenience, flexibility and power provided by digital services and resources.” “Millennial Behaviors and Higher Education Focus Group Results” Richard Sweeney, New Jersey Institute of Technology, 2009.
  31. 31. “social media” ?
  32. 32. “social media” ?just publishing publishing + interacting
  33. 33. “social media” ?just publishing publishing + interacting dynamic?
  34. 34. Web 2.0
  35. 35. Web 1.0 DoubleClick --> Ofoto --> Akamai --> mp3.com --> Britannica Online --> personal websites --> evite --> domain name speculation --> page views --> screen scraping --> publishing -->content management systems --> directories (taxonomy) --> stickiness -->from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  36. 36. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name --> search engine optimization speculation page views --> cost per click screen scraping --> web services publishing --> participationcontent management --> wikis systemsdirectories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  37. 37. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name --> search engine optimization speculation page views --> cost per click screen scraping --> web services publishing --> participationcontent management --> wikis systemsdirectories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  38. 38. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name --> search engine optimization speculation page views --> cost per click screen scraping --> web services publishing --> participationcontent management --> wikis systemsdirectories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  39. 39. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name --> search engine optimization speculation page views --> cost per click screen scraping --> web services publishing --> participationcontent management --> wikis systemsdirectories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  40. 40. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name --> search engine optimization speculation page views --> cost per click screen scraping --> web services publishing --> participationcontent management --> wikis systemsdirectories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication from Tim O’Reilly’s “What is Web 2.0?” oreilly.com, 09/30/2005
  41. 41. Platforms: Blackboard
  42. 42. Platforms: Blackboard “Using Blackboard is like riding an ox through midtown traffic: possible, but really slow and so clearly not the vehicle of choice. Make that a counter-intuitive ox; it’s totally confusing, unsuited for design classes, my students won’t use it, and I can’t find half the stuff I thought I had posted for this class. PLEASE DON’T MAKE US GO BACK THERE!” Student, Web 2.0 Teaching Tools, Fall 2011
  43. 43. Platforms: Blackboard “Using Blackboard is like riding an ox through midtown traffic: possible, but really slow and so clearly not the vehicle of choice. Make that a counter-intuitive ox; it’s totally confusing, unsuited for design classes, my students won’t use it, and I can’t find half the stuff I thought I had posted for this class. PLEASE DON’T MAKE US GO BACK THERE!” Student, Web 2.0 Teaching Tools, Fall 2011
  44. 44. Platforms: Blackboard “Using Blackboard is like riding an ox through midtown traffic: possible, but really slow and so clearly not the vehicle of choice. Make that a counter-intuitive ox; it’s totally confusing, unsuited for design classes, my students won’t use it, and I can’t find half the stuff I thought I had posted for this class. PLEASE DON’T MAKE US GO BACK THERE!” Student, Web 2.0 Teaching Tools, Fall 2011
  45. 45. Platforms: Blogs
  46. 46. Platforms: Blogs “a Web site that contains an online personal journal with reflections, comments, and often hyperlinks provided by the writer; also : the contents of such a site” Merriam Webster Dictionary
  47. 47. Platforms: Blogs http://web20su11.wordpress.com/
  48. 48. Platforms: Facebook by Brad McCarty, thenextweb.com
  49. 49. Platforms: Facebook• Keep in mind: • Privacy settings
  50. 50. Platforms: Facebook• Keep in mind: • Privacy settings • Closed group
  51. 51. Platforms: Facebook• Keep in mind: • Privacy settings • Closed group• Advantages: • Integrated into students’ daily routine
  52. 52. Platforms: Facebook• Keep in mind: • Privacy settings • Closed group• Advantages: • Integrated into students’ daily routine • Multimedia content
  53. 53. Platforms: Facebook http://www.facebook.com/groups/203437923023971/
  54. 54. Platforms: Twitter by Brad McCarty, thenextweb.com
  55. 55. Platforms: Twitter• “Micro-blogging”
  56. 56. twitter1. reader
  57. 57. twitter1. reader 2. retweeter
  58. 58. twitter1. reader 2. retweeter 3. curator*
  59. 59. Platforms: Twitter• “Micro-blogging”• Noise: over 80 million tweets per day
  60. 60. Platforms: Twitter• Noise: over 80 million tweets per day• Lists: • http://twitter.com/#!/georgiayam/edtech • http://twitter.com/#!/StoneSculptorJN/photography
  61. 61. Platforms: Twitter• Noise: over 80 million tweets per day• Lists: • http://twitter.com/#!/georgiayam/edtech • http://twitter.com/#!/StoneSculptorJN/photography• Hashtags: • #policy, #occupy
  62. 62. Strategies: dynamic classrooms Why do you want students to participate?
  63. 63. Strategies: dynamic classrooms Why do you want students to participate? How
  64. 64. Strategies: dynamic classrooms Why do you want students to participate? How1.On a discussion thread (BB/Blog/other), require that students both respond to the question AND comment on at least two other responses.
  65. 65. Strategies: dynamic classrooms Why do you want students to participate? How1.On a discussion thread (BB/Blog/other), require that students both respond to the question AND comment on at least two other responses. Emphasize quality and critical thinking
  66. 66. Strategies: dynamic classrooms Why do you want students to participate? How1.On a discussion thread (BB/Blog/other), require that students both respond to the question AND comment on at least two other responses. Emphasize quality and critical thinking2.Rotate the “editor” role
  67. 67. Strategies: dynamic classrooms Why do you want students to participate? How1.On a discussion thread (BB/Blog/other), require that students both respond to the question AND comment on at least two other responses. Emphasize quality and critical thinking2.Rotate the “editor” role Students take turns posing questions and managing discussion
  68. 68. Strategies: dynamic classroomshttp://www.cynthialawson.com/teaching/media/blog/?paged=3
  69. 69. Strategies: dynamic classrooms Why do you want students to participate? How1.On a discussion thread (BB/Blog/other), require that students both respond to the question AND comment on at least two other responses. Emphasize quality and critical thinking2.Rotate the “editor” role Students take turns posing questions and managing discussion
  70. 70. Strategies: dynamic classrooms4.Digital fluency of both faculty and students5.Ask them! (Know your students) http://lespotter001.wordpress.com/2010/05/06/a-question-for-my-millennial- generation-students/
  71. 71. Resources• http://total.parsons.edu - coming soon• http://learningthroughdigitalmedia.net• course: Web 2.0 Teaching Tools• Conferences (attend or follow on Twitter! #mobilityshifts #edtech)
  72. 72. Thank you! Questions? Cynthia Lawson Assistant Professor School of Design Strategies, Parsons LawsonC@newschool.edu / @cynthialawson

Slide deck from workshop at The New School on October 26, 2011. Description: One of the most difficult challenges of teaching online is recreating dynamic classrooms through virtual tools. I will present a variety examples of how free online social media tools can help facilitate a more interactive online learning environment for students. Participants are encouraged to bring your own examples of challenges you've faced so that we, as a group, can workshop and brainstorm together.

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