1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
This study was carried out to ascertain the perception of students on the use of social media for
educational purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 200
respondents randomly selected from three tertiary institutions in Rivers State. Five research objectives and four
null hypotheses were used for the study. Mean scores, ANOVA, multiple comparison test using schaffer model,
and Correlational Analysis were the statistical tools used in the study. The study found that social media is used
in the study. The study found that social is used for educational purposes in terms of communication, sharing
and exchanging ideas with improved engagement with technology. The study also revealed that social media is
frequently used for interactions with friends for classroom assignment, communication in and outside
classroom, promoting interactions during lectures, promoting informal learning, enhance course grades,
facilitating language exchange, video conferencing, creating room for educational and video sharing. In terms
of attitude of students, respondents generally have favourable attitude towards use of social media. The study
revealed significant differences exist in social media usage across the three universities involved in the study
and significant differences exist in usage of social media between male and female respondents; and in attitude
of students towards social media. Based on these findings, the study recommend that the use of social media
should be incorporated into the curriculum for enhanced universities education.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks. The variety of stand-alone and built-in social media services currently available introduces challenges of definition
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
This study was carried out to ascertain the perception of students on the use of social media for
educational purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 200
respondents randomly selected from three tertiary institutions in Rivers State. Five research objectives and four
null hypotheses were used for the study. Mean scores, ANOVA, multiple comparison test using schaffer model,
and Correlational Analysis were the statistical tools used in the study. The study found that social media is used
in the study. The study found that social is used for educational purposes in terms of communication, sharing
and exchanging ideas with improved engagement with technology. The study also revealed that social media is
frequently used for interactions with friends for classroom assignment, communication in and outside
classroom, promoting interactions during lectures, promoting informal learning, enhance course grades,
facilitating language exchange, video conferencing, creating room for educational and video sharing. In terms
of attitude of students, respondents generally have favourable attitude towards use of social media. The study
revealed significant differences exist in social media usage across the three universities involved in the study
and significant differences exist in usage of social media between male and female respondents; and in attitude
of students towards social media. Based on these findings, the study recommend that the use of social media
should be incorporated into the curriculum for enhanced universities education.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks. The variety of stand-alone and built-in social media services currently available introduces challenges of definition
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
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Social networking services are increasingly being used by educators as teaching and learning tools that supplement traditional classroom environments as they provide new opportunities for enriching existing curriculum through creative, authentic and/or flexible non linear learning experiences. From chat rooms, discussion forums, blogs and wikis, services like Facebook, and/or virtual world’s like Second Life, social networking tools are being meaningfully added to curriculum. The use of social networking services in education has been shown to benefit education a number of ways by supporting social learning, constructivist teaching practices, authentic instruction, student centered learning, and on demand access to learning. More research needs to be conducted into the use of social networking services and other communicative Web 2.0 technologies in teaching and learning. This article explores the pedagogical usage of social networking site and features of social networking. This article also describes the challenges of opportunists to use the social networking sites in education.
THE SUITABILITY OF SELECTED SOCIAL MEDIA FOR LANGUAGE EDUCATIONijejournal
This study determined the factors that influence the application of social media to teaching-learning process; investigated applicable choice of social media relevant in the teaching-learning process and; determined the impact of social media on students’ language learning. Descriptive survey research design was employed. The population consist all Basics 6-9 school pupils in Osun State, Nigeria. Multistage sampling procedure was adopted. 670 pupils were sampled using stratified sampling procedure. A selfdeveloped instrument titled ‘Social Media Teach (SMT)’ with reliability coefficient of 0.762 was used to collect data. Pearson correlation and simple percentages were used in analysis. The study found the factors influencing application of social media to teaching-learning process include ease of access to learning materials (77.5%); freedom of expression (62.5%); increase interaction (language use) between peers (60%) and; improving pupils’ language skills (55%). The factors accentuated that social media has a place in language education. Study also found some social media applications appealing to learners in language education in the study area to include Google+, YouTube, WhatsApp, Facebook, Instagram and Twitter. The study further revealed positive relationship between the integration of social media into language education and performances in school (r = 0.245, p ˂ 0.05). Study concludes that the integration of social media in language education will improve language skills, expressions and school performance at basic schools.
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Project Specifications: ====================
Graphics Window
500 x 500 pixel window
White background
0,0 (x,y) coordinate should be set to the lower left-hand corner
Crete
Cells
Three (3) green filled circles with radius of 8 pixels
Move in random increments between -4 and 4 pixels per step
Movements are not in straight lines, but appear wander aimlessly
Laelaps
Cells
One (1) red filled circle with a radius of 16 pixels
Move more quickly than Crete cells and in straight lines
The Laelaps cell should advance in either -10 or 10 pixels per step
TODO #1: Initialize the simulation environment ========================================
Import any libraries needed for the simulation
Display a welcome message in the Python Shell. Describe the program’s functionality
Create the 500 x 500 graphics window named “
Field
”
Set the
Field
window parameters as specified
TODO #2: Create the
Crete
cells –
makeCrete()
========================================
Write a function that creates three green circle objects (radius 8) and stores them in a list
Each entry of the list represents one
Crete
cell
The.
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
1 Social Media and Education Class Objectives • .docx
1. 1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in
educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different
parts of the world,
generations, class, gender and race to gain access to higher
education. These forms
of “borderless” learning platforms allow professors to facilitate
linear interactions
with students as students take charge of their learning by posing
questions and
posting content virtually. The popularity of online courses is
demonstrated by a
study conducted by the learningSloan Foundation study
consisting of more than
2,500 colleges and universities. The study findings indicated
that online enrolments
were growing substantially faster than overall higher education
enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2%
growth rate in the
overall higher education population (Allen & Seaman, 2010,
cited in LeNoue, Hall,
2. Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online
course as one in which
more than 80% of content is delivered online and reported that
over 4.6 million
students were taking such courses during the fall 2008 term
(p.5). Clearly, online
courses are becoming a preferred means of learning mainly
because of their
convenience—students are able to navigate, full time
employment, family
responsibilities and other commitments. Many online
instructional settings utilize
content management systems that allow for a two way
communication between
students and the professor. The forums deviate from lecture
structures and
professors in the online context as seen as facilitators of
knowledge encouraging
active and experiential learning and teamwork to enhance
cooperation and
collaboration. Would you categorize the online classes
provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly
for marketing,
communication and alumni relations. Universities now combine
the use of social
media with their own homepages as a recruitment tools (For
example, last year
UCW’s homepage provided access to Facebook, Twitter and
YouTube). Universities
are also using social media to reach out to their alumni. A 2012
survey by the
Council for the Advancement and Support of Education (an
association of university
3. and college professionals in development, alumni affairs and
communications)
shows that 83 percent of U.S. colleges and universities are
using social media to
engage alumni, with 96 percent on Facebook, 80 percent on
Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These
statistics give an
illustration of how social media are used for communication
between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarki
ng_and_Research/Surveys_and_Studies/Social_Media_Survey.ht
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2
Social media has also gained currency in the classroom, as a
teaching and learning
tool and as a means of communication between professors as
students as well as the
academic community in general.
Teaching and Learning
www.dailymail.co.uk
The current generation of students often referred to as “net
generation (Net Gen)”
or “Digital Natives” are already familiar with social media use.
The introduction of
4. the media into classroom settings not only provides diversity
through the use of
multimedia channels but is seen as natural transition for
students to engage with
social tools in the academic environs. The use of social media
presents a number of
benefits in classroom setting. First social media provides instant
connectivity.
Students do not have to wait for the next class meeting to
convey their thoughts or
ideas or to pose questions. Through social media like twitter or
Facebook
information can be disseminated to the class within a matter of
minutes.
Second, social media forums also facilitate co-creation of
knowledge by allowing for
students as well as professors to engage with each other through
discussion forums.
The forums can be open to the public or could be limited to the
class. Opening up the
discussion to the public facilitates the involvement of external
people including
scholars, experts and other interested parties to participate in
the forums, thereby
providing divergent ideas and enriching the learning experience
as a whole. For
example, Bill Fischer a professor of Innovation and
Management in Switzerland
tweets and retweets everything that is connected to his classes
(Clark, 2013).
3
5. http://lakelanier.com/
Similarly, Gerald Bergtrom, a biology professor at the
University of Wisconsin tends
to use twitter principles in his classroom by requiring his
students to use 140
characters of text when they are formulating hypotheses and
conclusions (Tinti-
Kane, 2013). This aims to build conciseness and forces students
to gather their
thoughts and state clearly a hypothesis or a conclusion. This
approach could also be
useful in assisting students to develop thesis statements for
their essays.
Third the use of multiple channels including visual and audio
provides variety in the
learning experience. Students who are more visually inclined
are catered for in the
forums. YouTube video clips are now popular in many
classroom settings. Some
professors use the sites to deliver lectures via YouTube video
clips that students can
access at home. Others integrate video and vine, a mobile app
by Twitter that
enables its users to create and post short video clips (Clark,
2013). Lastly, some
instructors require students to post their activities on YouTube.
Examples of such
activities include creating an advert for a marketing class or
developing a news
feature or documentary for a journalism assignment.
6. Another visual medium that could be useful for classes is
Wordle.net, which
generates "word clouds" from text that you provide. Word
clouds visually display
words, with their size indicating usage frequency. See an
example of a cloud below
from S O C I A L B2P, a team within the Marketing
organization of SAP AG that is
chartered with helping our company connect with audiences to
assist them in their
decision making processes.
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http://www.wordle.net/�
http://socialb2p.com/�
4
http://socialb2p.com/
Students can use Wordle.net to create graphs or to analyze their
writing by pasting
in their drafts to see if they have used certain words or phrases
too often.
Pinterest, a free, virtual bulletin board also allows users to pin
videos and images
captured from around the web and arrange them into different
categories. Pins are
also shared and searchable, making it a great content-curation
tool for instructors.
7. Faculty can pin together images, links, lesson plans, podcasts,
and videos into
visually appealing boards. They can create resource boards for
themselves, other
instructors, or their own students, and use the boards for
classroom assignments.
http://pinterest.com/
http://pinterest.com/�
5
In addition to the social usage abilities to provide multiple
channels for instruction,
instant messaging and opening up participatory avenues for
learner and instructor
interactions, social media is affordable and with current
educational budget cuts.
Blogs like wordpress are useful for journal entries especially for
students
undertaking field trips. Blogs enhance writing as well as
reflective skills. Further,
information submitted on blogs can be reviewed by both
students and professors
allowing them to trace the students’ academic growth.
Lastly, the use of social media increases technological
familiarity that is useful for
the professional world beyond the classroom. Many social
media platforms generate
linkages with similar tools. Google-owned YouTube, for
instance, is compatible with
8. twitter, Facebook, Google+, blogging, and all forms of
electronic media. This kind of
seamless integration allows an impressive convergence with
other similar tools
which has the potential of exposing students to a variety of
media. Social media can
also enhance digital citizenship as students get exposed to
various guidelines of
interactions and expected and acceptable language when
engaging in social media
forums for academic purposes.
The use of social media in classrooms certainly provides
interesting and useful
dimensions to the learning experience. The use of social media
tools also presents a
number of challenges to the learning environment. The next
section outlines some
of these limitations.
Challenges
Integrity of Student Submissions
It is difficult to determine the authenticity of the work
presented or if students are
solely responsible for their submissions. In 2008, a first-year
student at Ryerson
University in Toronto was accused of cheating after running a
Facebook study
group. The student argued that the group was a place “on the
internet where
students could ask questions about homework assignments”
(CBS, 2008). The
university differed with this perspective alleging academic
9. misconduct.
In a different case, Steve Joordens, an University of Toronto
professor, urged the
1,900 students in his introductory psychology class to start
adding content to
relevant Wikipedia pages. The assignment was voluntary, and
Joordens’s goal was to
both enhance Wikipedia's body of work on psychology while
teaching students
about the scientist's responsibility to share knowledge.
However, volunteer editors who curate Wikipedia website
content raised concerns
with the sheer number of contributions pouring in from people
who were not
necessarily well-versed in the topic or adept at citing their
research. Some
community members called for widespread bans on university
IP addresses and
6
decried the professor's assignment as a needless burden on the
community.
Privacy
Social Media’s (lack of) accountability to the University is an
issue of concern. The
reliance on a third party to host student material (which will be
graded) is
unsettling. The information could be removed without warning.
10. Additionally,
students as well as professors might not be familiar with social
media privacy
policies which could lead to legal issues.
Lack of Institutional Policies on Social Media
Many institutions also lack clear social media guidelines. In
recent years, a number
of universities have implemented social media guidelines.
Examples include: the
University of Manitoba
(http://umanitoba.ca/admin/mco/socialmedia_guidelines.html)
and Brock
University (http://www.brocku.ca/marketing-
communications/social-
media/guidelines.
The University of Alberta also commissioned a subcommittee in
2009 to examine
the use of social media at the university and to develop
guidelines and
recommendations for formal and informal use of social media at
the institutions.
The report is available on the university’s website
Other challenges include the fact that the inclusion of social
media in educational
settings is a fairly new area and more time is required to
conduct empirical research
on its effectiveness in comparison to traditional media. The
other important
consideration in academic settings is integrating the use of
social media into the
system, for example, should tweets or YouTube clips be
referenced in the APA style?
11. Moreover, there are constant changes to social media platforms
which require
students and instructors to keep updating their knowledge on the
media. Lastly,
filtering information on noise emerging from contributions on
social media forums
especially those that grant access to members of the public can
be a daunting task.
Additional issues to think about
Is it right to insist on mandatory involvement of students with
social media
assignments if they are not interested in social media accounts
e.g. having a
Facebook account?
What is the effect of friending/unfriending component on
student-teacher
interactions?
What is the impact of changing social media from a
social/friendly tool to academic
or professional contexts? Does it encroach on students social
spaces?
http://umanitoba.ca/admin/mco/socialmedia_guidelines.html�
http://www.brocku.ca/marketing-communications/social-
media/guidelines�
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media/guidelines�
7
References
12. CBC News (2008 March 6). Ryerson student fighting cheating
charges for Facebook
study group. Retrieved November 3, 2010 from
http://www.cbc.ca/canada/toronto/story/2008/03/06/facebook-
study.html
Clark, C. (2013). Social media expands the classroom. Financial
Times. Retrieved
May 4, 2013 from http://www.ft.com/cms/s/0/11bd8910-8010-
11e2-96ba-
00144feabdc0.html#axzz2T8zFRNEy
Frank, T. (2013). Reaching out to university alumni through
social media. University
Affairs. Retrieved May 5, 2013 from
http://www.universityaffairs.ca/reaching-out-
to-university-alumni-through-social-media.aspx
Daveny, L . (2013). The benefits of using social media in the
classroom, eschool
News. Retrieved May 1, 2013 from
http://www.eschoolnews.com/2013/01/23/the-benefits-of-using-
social-media-in-
the-classroom/
Tinti-Kane, H. (2013). Overcoming hurdles to social media in
education, Educause
Review Online. Retrieved May 1, 2013 from
http://www.educause.edu/ero/article/overcoming-hurdles-social-
media-education
Required Readings
Greenwood, G. (2012). Examining the presence of social media
on universities
websites. Journal of College Admission, summer, pp. 25-28.
Retrieved April 25, 2013
13. from
http://eds.b.ebscohost.com.ezproxy.myucw.ca:2048/eds/pdfview
er/pdfviewer?sid
=597ba240-b0e1-4e8a-a329-
c48f2591665a%40sessionmgr113&vid=3&hid=102
Kelm, O. (2011). Social Media, it’s what students do. Business
Communication
Quarterly, 74 (4), 5005-520. Retrieved April 25, 2013 from
http://eds.b.ebscohost.com.ezproxy.myucw.ca:2048/eds/pdfview
er/pdfviewer?sid
=91c37c17-d332-448d-aeb0-
c8e1680d1720%40sessionmgr115&vid=3&hid=102
LeNoue, M, Hall, T, Eighmy, M. (2011). Adult education and
the
social media revolution. Adult Learning 22 (2), pp. 4-12.
Retrieved May 5, 2013 from
http://eds.b.ebscohost.com.ezproxy.myucw.ca:2048/eds/pdfview
er/pdfviewer?vid
=2&sid=6693b856-6b89-4eac-99ab-
6c50a988b547%40sessionmgr115&hid=102
http://www.cbc.ca/canada/toronto/story/2008/03/06/facebook-
study.html�
http://www.universityaffairs.ca/reaching-out-to-university-
alumni-through-social-media.aspx�
http://www.universityaffairs.ca/reaching-out-to-university-
alumni-through-social-media.aspx�
http://eds.b.ebscohost.com.ezproxy.myucw.ca:2048/eds/pdfview
er/pdfviewer?sid=597ba240-b0e1-4e8a-a329-
c48f2591665a%40sessionmgr113&vid=3&hid=102�
http://eds.b.ebscohost.com.ezproxy.myucw.ca:2048/eds/pdfview
er/pdfviewer?sid=597ba240-b0e1-4e8a-a329-
