s
Hey, @students! #LetsChat:
Using Social Media to Provide Feedback
and Digital Engagement in the Classroom
Graduate Stude...
Introduction
S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication
Research Questions Plan
1. How...
Preliminary Survey: Students and Social Media
S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communicati...
Preliminary Survey: Students and Social Media
S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communicati...
Preliminary Survey: Students and Social Media
S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communicati...
s
Hey, @students! #LetsChat:
Using Social Media to Provide Feedback
and Digital Engagement in the Classroom
Graduate Stude...
Twitter as a Mode of Research and Inquiry
Shanna Gilkeson, Graduate Student in Written Communication
Students read “How So...
Twitter as a Mode of Research and Inquiry
Shanna Gilkeson, Graduate Student in Written Communication
Students have also be...
How Would You Like to Use Social Media in Your Education?
Shanna Gilkeson, Graduate Student in Written Communication
I pos...
The Next Step
Shanna Gilkeson, Graduate Student in Written Communication
After students complete their research papers on ...
s
Extending Classroom Composition:
Using Social Media platforms to create
multimodal compositions
Graduate Student, Writte...
Part One: Using Technology in Class
Using Google Drive for student peer review
Jessie Miller, Graduate Student in Written ...
Research essay assignment components:
Part One: Overview
Part Two: Privacy
Settings
Part Two: Discussing and Writing about...
Multimodal transformations of students’ research essay
Part One: Revise Essay
Part Two: Remodify
work on Social Media
Part...
Student reactions to the class’s focus on technology and its incorporation in the classroom:
Positive Feedback Neutral Fee...
s
Graduate Student, Written Communication
Lisa Pignotti
Extending Classroom Conversations:
Using Facebook in
First-Year Wr...
Creating a Class Facebook Group
Lisa Pignotti, Graduate Student in Written Communication
Advantages
Benefits
Students can ...
Students, Facebook, and the Classroom
Lisa Pignotti, Graduate Student in Written Communication
Other
37% Facebook
63%
Soci...
Students, Facebook, and the Classroom
Lisa Pignotti, Graduate Student in Written Communication
Student Reactions
“[I like ...
Student Initiated Discussions and Posts
Lisa Pignotti, Graduate Student in Written Communication
Posts Related to Research...
Lessons Learned
Lisa Pignotti, Graduate Student in Written Communication
More effective than email to communicate
to the c...
Future Plans for Our Project
S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication
Social Media a...
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Digital Pedagogy Poster Presentation

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Social networking gives teachers an opportunity to engage students in questioning and learning outside the composition classroom. This presentation will showcase how we can use social media as an extension of the classroom to teach students research tactics and conventions, ultimately encouraging students to become informed participants in online communities.

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Digital Pedagogy Poster Presentation

  1. 1. s Hey, @students! #LetsChat: Using Social Media to Provide Feedback and Digital Engagement in the Classroom Graduate Students, Written Communication • Shanna Gilkeson Jessie Miller Lisa Pignotti
  2. 2. Introduction S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication Research Questions Plan 1. How can we incorporate social media in low-tech classrooms? 1. How can we give educational goals a presence in social media? 2. How can we overcome potential student resistance?  Use Twitter to enhance academic development  Extend classroom conversations through Facebook  Create multimodal compositions using Social Media platforms
  3. 3. Preliminary Survey: Students and Social Media S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication 75.76% 59.09% 19.70% 24.24% 50% 60.61% 1.52% 19.70% 0.00% 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 Facebook Twitter Tumblr Google+ YouTube Instagram Linkdin Pinterest None Social Media Sites Used
  4. 4. Preliminary Survey: Students and Social Media S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication I can't make it through class without checking! 15% Several times per day 67% Once a day 11% 1% 5% 1% I can't make it through class without checking Several times per day Once a day Once a week Once a month Never Frequency of Social Media Use
  5. 5. Preliminary Survey: Students and Social Media S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication Student Reactions To Social Media in the Classroom Positive Neutral Negative "I believe that it will be a new and exciting thing to me being that i never used social media in a classroom." "I usually do anyway so it is nothing new." "I hate it. I only have a Facebook account because I lost a bet and I'm just not into it; it overwhelms and distracts me and makes too many accounts to keep track of. I feel like I waste time."
  6. 6. s Hey, @students! #LetsChat: Using Social Media to Provide Feedback and Digital Engagement in the Classroom Graduate Student, Written Communication • Shanna Gilkeson
  7. 7. Twitter as a Mode of Research and Inquiry Shanna Gilkeson, Graduate Student in Written Communication Students read “How Social Media Profile Settings Could Affect Your Future” by Amanda Augustine. After completing an assignment in which they Google searched themselves and wrote about what they found, students then tweeted about their experiences, what they learned from the article, or any questions that still remained. The hashtag #ENGL121G was used for tracking, and students included the author's Twitter handle, @JobSearchAmanda, by way of inviting her to join our dialogue.
  8. 8. Twitter as a Mode of Research and Inquiry Shanna Gilkeson, Graduate Student in Written Communication Students have also been using their Twitter accounts to let me know how their research projects are going and to share their initial reactions to developments.
  9. 9. How Would You Like to Use Social Media in Your Education? Shanna Gilkeson, Graduate Student in Written Communication I posed this question to students near mid-semester, once they'd had some exposure to some of the different ways social media can be used. Some of them are beginning to think beyond the assignment reminder service or group-work tool that came to mind when we first asked the question at the beginning of the semester. Some have had the “a-ha moment” - Twitter doesn't have to be for telling the world you just had a peanut butter sandwich!
  10. 10. The Next Step Shanna Gilkeson, Graduate Student in Written Communication After students complete their research papers on a way in which technology touches our daily lives, the next step will be to convert that research into a different genre for a different audience. As our theme is “Life in the Digital Age,” students will be transferring what they've learned onto a web-based platform of their choice. This could take the shape of a Facebook group, a Tumblr or Twitter account, a blog, or any number of platforms available.
  11. 11. s Extending Classroom Composition: Using Social Media platforms to create multimodal compositions Graduate Student, Written Communication Jessie Miller
  12. 12. Part One: Using Technology in Class Using Google Drive for student peer review Jessie Miller, Graduate Student in Written Communication
  13. 13. Research essay assignment components: Part One: Overview Part Two: Privacy Settings Part Two: Discussing and Writing about Social Media Part Three: Societal Impact • Research the history of the site • Explain its purpose and how it’s changed over time • Describe the users and their actions • Explain the site’s privacy settings • Describe the effects such “privacy” can have on its users • Pick one impact the site has had on society • Explain the impact •Argue how the site has changed our lives Jessie Miller, Graduate Student in Written Communication
  14. 14. Multimodal transformations of students’ research essay Part One: Revise Essay Part Two: Remodify work on Social Media Part Three: Creating Multimodal Work on Social Media Platforms Part Three: Add Content • Condense content • Retain main point • Tailor revisions to match selected social media’s conventions • Incorporate videos • Get reactions • Connect with researchers • Add links to relevant information Jessie Miller, Graduate Student in Written Communication
  15. 15. Student reactions to the class’s focus on technology and its incorporation in the classroom: Positive Feedback Neutral Feedback Overall: Student Reactions to Focus on Technology and Social Media Negative Feedback “I did not like the theme of technology and amount of online work.” “I appreciate the online feedback. Most teachers don’t seem to care enough anymore to do stuff like that.” “I like the class but I don’t like research in general.” 80 percent 15 percent 5 percent Jessie Miller, Graduate Student in Written Communication
  16. 16. s Graduate Student, Written Communication Lisa Pignotti Extending Classroom Conversations: Using Facebook in First-Year Writing
  17. 17. Creating a Class Facebook Group Lisa Pignotti, Graduate Student in Written Communication Advantages Benefits Students can post: Questions about assignments Discussion Questions Articles/Videos related to research topics Instructor can post: Announcements Documents Surveys Questions Questions/Articles/Video related to research and topics Privacy settings allow open, closed, or secret groups Ability to invite students to join via university email Purpose of group can be clearly stated and remain visible for students Instructor can see who’s seen various posts Ability to comment and like posts by both students and instructor Regular notification about comments, posts, and likes Encouraging Student Participation A “posting” schedule divided students into six groups of four. Each group was assigned a week to post, and each group member was responsible to post an article or discussion question relevant to class. The remaining class members would then post one comment to a post of their choosing. Students earned participation and assignment points based on a one-time-minimum per week post or comment to the group.
  18. 18. Students, Facebook, and the Classroom Lisa Pignotti, Graduate Student in Written Communication Other 37% Facebook 63% Social Media Use Convenience of Access Frequency of Access Once a Day 37.5% A Few Times Per Week 45.83% Once a Week 8.33% Never 4.17% Once Every Couple Weeks 4.17% 4.17% 0% 29.17% 41.67% 25% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Other No. I don't have convenient internet access. No. I only log on to Facebook for this class. Yes. I don't go on Facebook a lot, but it is easy enough to check out the group page. Yes. I'm already on Facebook doing other things, so I just click on the group page. Yes. I’m already on Facebook doing other things Yes. I don’t go on Facebook often, but it’s easy enough to check No. I only log on for this class No. I don’t have convenient internet access. Other
  19. 19. Students, Facebook, and the Classroom Lisa Pignotti, Graduate Student in Written Communication Student Reactions “[I like that] people show interest and different insight to what we're learning in class, almost like an online class discussion.” “What I like most about the Facebook group page is that I can interact with my classmates outside of class whenever I have a question about an assignment.” “Facebook use to be something I did if I had time. Don't like to be required to get on FB.” 16.67% 8.33% 8.33% 41.67% 4.17% 12.50% 8.33% 0% 15% 30% 45% I like it. It has been really helpful for assignment clarification and announcements I like it. The articles my classmate’s have posted have been very interesting and relevant to my research topic I like it. It has helped me connect and communicate with other students outside of the classroom I’m indifferent. I’ve found it helpful and interesting at times I dislike it. I don’t understand why we have this group page. It is not helpful at all I dislike it. I like using social networking for personal time only, not for school OtherI like it. It is helpful for assignment clarification and announcements I like it. The articles posted have been interesting and relevant to my research topic I like it. It has helped me connect and communicate with other students outside of the classroom I’m indifferent. I’ve found it helpful and interesting at times I dislike it. I don’t know why we have this group page. It is not helpful at all. I dislike it. I like using social media for personal time only, not for school Other
  20. 20. Student Initiated Discussions and Posts Lisa Pignotti, Graduate Student in Written Communication Posts Related to Research Topics Working Through Assignments Together
  21. 21. Lessons Learned Lisa Pignotti, Graduate Student in Written Communication More effective than email to communicate to the class as a whole Students will answer each other’s questions about assignments Engaging students in high-order discussions is more difficult than in the classroom Students do not like the requirement, but most find some benefit in it
  22. 22. Future Plans for Our Project S. Gilkeson, J. Miller, L.Pignotti: Graduate Students in Written Communication Social Media as Digital Pedagogy Rework projects for next year’s classes Create “videograms” and podcasts in response to student inquiries Design class research Wikis where students can publish and link their research projects Use Tumblr as a space for students to develop research journals

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