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Engaging With Today's Digital College Student

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Engaging With Today's Digital College Student

  1. Engaging with Today’sDigital CollegeStudent by@PaulGordonBrown Practicesforpositiveimpact
  2. #SCCCDigital This session is Twitter-friendly. @paulgordonbrown
  3. 1.Describe how college students view their online life and the role social media plays in it. 2.Explain the complex nature of identity, self-concept and selfhood in virtual and technology-mediated environments. 3.Apply concepts of digital identity and digitized development in educational interventions for students.
  4. (Turkle, 2004, para 6) “I want to study not only what the computer is doing for us, but what it is doing to us.” - Turkle
  5. CollegeStudents, SocialMedia,DigitalIdentities, AndTheDigitizedSelf
  6. 89% of adults 18-29 years old use social media 67% access it on mobile 98% of adults ages 18-29 are on the internet 70 70 70 43% 60% 89% 65+ 50-64 30-49 70 78% 18-29 social media use by age Sources: younger generations are using the internet, social media, and mobile technologies at a high rate
  7. Question Research How do college students conceptualize who they are and how they present themselves when they are engaged in digital and social media? @paulgordonbrown
  8. Roger’s Diffusion of Innovation (Rogers, 2003) sample 16 student College students 18-24 years old ‣ Completing/completed coursework in social media (half) ‣ Identified by college staff has heavy/sophisticated users (half) Student Profile ‣ From a highly selective research university on a residential campus near a major metropolitan area in the Northeast
  9. Weekly 6% Daily 6% Multiple x Per Day 88% FACEBOOK Weekly 13% Daily 19% Multiple x Per Day 69% INSTAGRAM Infrequently 13% Daily 19% Multiple x Per Day 69% SNAPCHAT
  10. Male 25% Female 75% Female 80% Latino/Hispanic 20% Grad 6% 4th Year 69% 3rd Year 13% 2nd Year 13% No, Coursework 50% Yes, Coursework 50% COURSEWORK YEAR GENDERID RACE
  11. qualitative inquiry grounded theory (Charmaz, 2006; Glaser & Strauss, 1967; Strauss & Corbin, 1990)
  12. Pre-interview Questionnaire ‣ Establish usage patterns of participant Semistructured Interview (First Session, 1 hour) ‣ Probe how students understand self ‣ Examine how sense is made of online/offline life Synchronous Ethnographic Tour * (Second Session, 1 hour) ‣ Observe how students interact online ‣ How is identity constructed/understood Semistructured Interview (First Session, 1 hour) ‣ Probe how students understand self ‣ Examine how sense is made of online/offline life data collection * (Martínez Alemán & Lynk Wartman, 2009, p. 23)
  13. Takeoutyour phones. Openasocial mediaapp. Gotoyour profile.
  14. Whatdoyouusethis app/sitefor?
  15. Whattypesofcontent doyouposttothis site? Whattypesofcontent doyouconsumeon thissite?
  16. Whattypesof relationshipsdoyou haveonthissite? Doyouknowallof theseconnections? Howdoyouknow them?
  17. Howwouldyou describeyourselfas auseronthissocial mediasite? Ifyouhadtodescribe yourselfonthisapp/ siteasothersview you,whatdoyou thinkthey’dsay?
  18. Howimportantisthis sitetoyou? Inother words,ifIwereto takeyouraccesstoit away,whatwould youmiss,ifanything?
  19. Howreflectiveareyouaboutwhat youpostonsocialmediaandhow youareviewed? Howdoesitfeelto“holdupamirror” toyourselfandyoursocialmedia accounts?
  20. Digital Identity Digitized Development @paulgordonbrown
  21. Digital Identity @paulgordonbrown
  22. digital stamp
  23. We need to educate students on digital reputation.
  24. Digital Identity @paulgordonbrown
  25. A Psychological Process @paulgordonbrown
  26. eRezLife Digitized Development
  27. MarciaBaxterMagolda’s TheoryofSelf-Authorship
  28. Student explores and experiments openly with social media. This is strongly influenced by authorities (parents/guardians) through access and peers through peer culture. Student does not understand how online and offline interactions can impact each other or possess a sophisticated understanding of context. Student makes conscious choices about social media usage and how it fits into life desires, outlook, and goals. Student realizes that one’s online life requires constant renegotiation as one’s goals, needs, contexts, and circumstances change.
  29. DigitalIdentity/ Reputation vs Digitized Development What We Produce vs What We Are What Other People See vs How We See Ourselves Can Be Taught Through Rules vs Must Be Learned Dynamically A By-Product Of Development vs The Developmental Process Itself
  30. Digital Identites Digitized DevelopmentOne’s level of sophistication in navigating digitized development impacts how one chooses to present one’s digital identities and how one understands these digital identities in relation to their sense of self. One’s digital identities and the exploration of and action through these identities influences one’s level of sophistication in navigating digitized development (and potentially how one conceptualizes one’s selfhood as digitized). Digital identities are the different representations and personas students take on through different social media platforms and in presentation to different audiences. Digitized development is what occurs when developmental processes, behaviors, and life experiences play out differently as a result of the influence of social and digital technology, their affordances, and the virtual spaces these technologies create. ReciprocalRelationship
  31. MovingfromExternal toInternalDefinition
  32. Pursuitof Likes
  33. Addie discussing the pursuit of Likes: “‘How many Likes did your post get? What does that mean?’ …That number in itself doesn’t mean anything unless you compare it to other posts. Then you get in that whole thing where people start comparing themselves to other people. That really isn’t the best route to go down. Is that what you should be doing whenever you have a piece of content and it doesn’t do as well as someone else’s? What does that say about you?
  34. I personally don’t think that that should be something you take personally. ‘Wow everyone on the Internet hates me.’ I don’t think that should be the reaction but I don’t know that everyone else feels the same way. I know people that have deleted posts because they don’t get enough Likes. I know people who Unlike a photo on Instagram because it suddenly now has a hundred Likes and they’re mad about. That doesn’t make sense to me. You’re thinking about it too much.”
  35. “Thatnumberinitself doesn’tmeananything unlessyoucompareitto otherposts.” -Addie
  36. “Thenyougetinthatwhole thingwherepeoplestart comparingthemselvesto otherpeople.Thatreallyisn’t thebestroutetogodown.” Addie “You’rethinkingaboutit toomuch.”
  37. IMAGE: CHOMPOO BARITONE Curating Perfected Images
  38. “…inthebackofmy mindthere’sacertain standardofinteraction thatIgetoneverysingle tweetthatIdon’twant tomakesureIdon’t dropbelow.” -Mesut
  39. IMAGE: CHOMPOO BARITONE Selective Viewof Reality
  40. Hallie discussing how social media creates a perfected image… “I think it was cool that [my professor] asked us think about the highlight reel. Do we use social media as a highlight reel of our lives and how many times out of ten would you say that you wouldn't post something because it's not a highlight. And all of us were like, “Oh, all the time.” He was like, “Go through your day. How many things would you post, and how many wouldn't you?”
  41. …I would just encourage [educators] to ask their students about recognizing—not necessarily changing it—but recognizing that what they post, and what other people post, isn't 100 percent their lives. Because there's a lot of times when you think that people have the best life ever because of what they're posting. When in reality they're going through a lot, and probably many similar things that you are, but because they're posting all this fun stuff, you think that their lives are perfect.”
  42. “…weusesocialmediaasa highlightreelofourlivesand howmanytimesoutoften wouldyousaythatyou wouldn'tpostsomething becauseit'snotahighlight.” -Hallie
  43. contextcollapse when physical and virtual worlds collide
  44. masks adance outfits
  45. “…it’salmostlikedoinga dancethatyoucan’tbe toomuchofsomething.” -Liam
  46. games playing
  47. “I'vegottokeepup.” -Annie
  48. “Yeahit’sexhausting… it’swhatcausesmyunhappiness… thecomparisonsgetsointense… IfeellikeI’mjustaconstantfailure” -Logan
  49. IMAGE: CHOMPOO BARITONE Consuming Perfected Images
  50. “That’swhat,Iassume,[is] causingmygreatest dissatisfactionat[college]. Seeingmylifeincomparison toothers.” -Logan
  51. “Idefinitelythinkaboutit morethanIshould.” -Ashley
  52. Weneedtoteach studentstoown, ratherthanbe ownedby, technology.
  53. Emergenceof DigitizedSelfhood
  54. “Differentmasks,orthe differentfacesI'llputonfor differentsocialmedia platforms.It’snotnecessarily thatI'macompletelydifferent person,butit'sjustdifferent.” -Meghan
  55. “Ihavethisoneidentitybutit kindofmoldsalittlebitto matchwhatisnecessaryfor eachsocialnetwork.Not necessarilylyingaboutmyself it’sjustthatIkindoffitmy identityintothatspecificoneI guess.” -Logan
  56. “It'slikeapieceofyouand eachsocialmediaoutletisa differentpieceofyou…” -Grace
  57. Use of Technology Heavy UsersLight Users Digitized Development High Level SophisticationLow Level Sophistication Digitized Selfhood mulitplistic/relativistic/relationalsingular/unitary Heavy technology usage is necessary but not sufficient for digitized development to emerge. One could be a heavy user of technology and yet not use it in a way that leads towards greater digitization of development. Similar to physical world development, individuals reach towards higher level sophistication in navigating digitized development over time. Digitized selfhood is the extent to which one views digital/virtual spaces as an integral part of one’s being and therefore constructs concepts of self that are more multiplistic, relativistic, and relational as opposed to singular and unitary. Technology Usage, Digitized Development, and Digitized Selfhood ? ?? Digitized selfhood was hypothesized, but only weakly found in this study. Digitized development is what occurs when developmental processes, behaviors, and life experiences play out differently as a result of the influence of social and digital technology, their affordances, and the virtual spaces these technologies create.
  58. ImplicationsforPractice
  59. don’t teach fearwith
  60. don’t teach with shame
  61. Stay current ontech trends.
  62. Engage with students on social media because we need to understand them in all of their contexts. Be open to a different (not necessarily better or worse) way.
  63. Teach college students about managing theirdigital reputations.
  64. Howwoulda grandmotherreact?
  65. collegesandemployers arelistening
  66. Learn from and with students how to navigate the online environment. Help them avoid mistakes. Help them understand their self- presentation and reputation online. Be a role model.
  67. Charttheirownpath.
  68. It’sokay…andevenadvised… totakeabreakfromsocial mediaonoccasion.
  69. making mistakes isbetter than faking perfections
  70. vulnerable be
  71. Understand how social media may impact the developmental process-both in light of current theory and in ways we do not yet understand. Be able to help students understand, navigate and leverage it.
  72. being a good partner to our students
  73. é Engagement é Persistence é Social Capital é Relationships é Narcissism ê Task-Switching Whattheresearchtellsus… Collegestudenttechnology useandoutcomes…
  74. You don’t Expert have to be an
  75. InTheClassroom
  76. 70 70 70 27% 36% 39% 37% HumanitiesandArts 70 24% Professionsand AppliedSciences SocialSciences Mathematicsand ComputerScience Natural Sciences Faculty social media use by discipline
  77. 70 70 70 30% 35% 41% 55+ 45-54 35-44 Faculty social media use by age 70 38% Under 35
  78. 34%Use 66%Do NOT Use Faculty social media use in the classroom @paulgordonbrown
  79. Blogs and Wikis Podcasts Facebook LinkedIn Twitter 3% 4% 8% 14% 22% Faculty social media use in teaching by site
  80. Institutional support Time (learning or use) Lack of integration with LMS Inability to measure effectiveness Grading and assessment Separate course and personal accounts Concerns about privacy Integrity of student submissions Perceived barriers to social media use by faculty 70% 66% 63% 54% 48% 42% 37% 33%
  81. Examples.
  82. Blogging More suited for: • Teaching Common platforms: • Wordpress • Blogger @paulgordonbrown
  83. Blogging Outcomes suitable to the platform: • Engage more deeply on subject matter • Work on writing skills • Ability to construct an argument • Integrate multimedia in construction • Engage in discussion and dialogue through comments • Establish an online thought presence • Gateway towards publishing @paulgordonbrown
  84. Twitter More suited for: • Teaching • Training Research (particularly by Junco) has shown positive academic outcomes including engagement and grades. @paulgordonbrown
  85. Twitter @paulgordonbrown Outcomes suitable to the platform: • Establish peer learning networks (PLE/PLN) • Decenter the teaching/learning experience • Enable ease of sharing • Continue discussions outside of the classroom • Easier access to the instructor • Participate in wider discussions (hashtags) • Include “alumni” in the conversation about paper.li
  86. Polling More suited for: • Teaching • Training Common platforms: • PollEverywhere • Proprietary Clickers @paulgordonbrown
  87. Polling @paulgordonbrown Outcomes suitable to the platform: • Immediate feedback • Check for understanding • Engagement • Peer learning
  88. Content Curation More suited for: • Teaching Common platforms: • Delicious • ScoopIt • Pintrest @paulgordonbrown
  89. Content Curation @paulgordonbrown Outcomes suitable to the platform: • Create peer-curated resources • Provide opportunities for deeper learning • Aid in course/session improvement • Peer engagement in co-construction • Develop a PLN/PLE in the course
  90. Student Life Examples.
  91. Outcomes 1. Develop community 2. Involve everyone in a common project 3. Engage alumni 4. Admissions and marketing
  92. Divisional Example.
  93. Communication Infrastructure istock / getty images
  94. integrated marketing team managers Kath Bukis Print Shop Manager Chloe Corsi Manager Catherine O’Malley BSUlife.com Editor in Chief Jessica Laudati Design Team Manager Emily Cohn Video Team Manager Laura Lawton Social Media Manager 5 5 7 5 6 2
  95. http://bit.ly/bsurccsmjd
  96. http://bit.ly/bsusmguide15
  97. http://bit.ly/bsusmmarketingworksheet
  98. Best practices.
  99. Who’s your audience?
  100. All students?
  101. A sub-population?
  102. Parents?
  103. Alumni?
  104. Stakeholders?
  105. What are your platforms? @paulgordonbrown
  106. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Age comparison 18-29 yo 65+ yo Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
  107. 0 25 50 75 100 Facebook Instragram Twitter Pinterest LinkedIn Social Media Platform Adoption (2014) Household income comparison Less than 30k/yr More than 75k/yr 30k- 30k- 75k+ 75k+ 75k+ Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
  108. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Race comparison White Hispanic Black Black Black Black White White Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
  109. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Sex comparison Men Women Women Women Men Women Men Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
  110. What’s your G.I.F.T.? Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/
  111. What’s your G.I.F.T.? Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/ Goal Identity Formality Tone
  112. CONTENT IS KING
  113. Who’s content? developing your #SAsocial
  114. Matrix Topic Examples % ModifiedfromGross,2014
  115. Topic Examples % Leadership Articles Found on the Web; Added to our blog from student class assignments 40% Highlights Profiles of staff, student leaders, and highlights of student organizations 30% Pride Photos Photos of our mascot, photos from events 10% Deadlines Informational: org fair sign-ups, last day of classes, last day to drop classes 20% Modified from Gross, 2014
  116. CONTENT IS KINGCONTACT @paulgordonbrown
  117. followers @paulgordonbrown
  118. SocialListening
  119. some things to thinkabout
  120. it takes TIME
  121. Be consistent Be dedicated
  122. social media isNOT required EVERY time @paulgordonbrown
  123. Resources.
  124. @paulgordonbrown www.paulgordonbrown.com paulgordonbrown@gmail.com

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