Student expectations, Developing social media skills for work life after graduation, Corporate recruiting

2. Agenda:
Student Expectations
Developing Social Media Skills
- Preparing Graduates for Work Life
- Educational Strategies
Corporate Recruiter Use

4. Provide
course
content
information
?
Provide
access to
articles and
other
academic
documents?
Provide
access to
the
PowerPoint
s used in a
course?
Provide
access to
course
assignment
s?
Access a
homework
assignment
?
Communica
te with the
professor?
Communica
te with
other
students in
the class?
Access your
grades in a
course?
Access a
video?
Access an
article?
Access a
link to an
assignment
on a social
media site?
Access a
Moodle
forum?
Provide
feedback
on an
academic
project?
Provide
feedback
on your
academic
performanc
e?
Very Important 103 120 132 163 166 124 124 149 106 113 113 92 109 112
Fairly Important 138 151 134 112 103 131 147 120 160 155 138 139 137 140
Not too Important 73 47 51 41 47 56 54 46 55 52 61 75 66 59
Not at all Important 23 18 18 20 19 24 12 21 15 15 24 30 24 22
Not at all Important
Not too Important
Fairly Important
Very Important
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Students’ Perception of the Importance of Social Media
Use in Classes

5. 0
50
100
150
200
250
300
350
Access a homework
assignment?
Provide access to
course assignments?
Access your grades
in a course?
Provide access to
the PowerPoints
used in a course?
Communicate with
the professor?
Communicate with
other students in
the class?
Provide access to
articles and other
academic
documents?
The Importance to Students of Using Social Media
to Provide Access to ...
Very Important Fairly Important Not too Important Not at all Important

6. 0
20
40
60
80
100
120
140
160
My interest in the
subject has increased.
I was more engaged in
the course.
I was more successful
in the course.
The use of social
media increased my
understanding of the
course material.
The use of social
media increased my
interaction with my
instructor in the
course.
The use of social
media increased my
interaction with other
students in the
course.
Impact of Social Media Use on Students’ Engagement
Agree Neutral Disagree

7. 0
50
100
150
200
250
300
350
YouTube Facebook Twitter Castleton App LinkedIn Instagram SnapChat
Comparison of Social Media Used in the Classroom
to Students’ Social Media Use
Classroom Student

8. Personal Use of Social Media During Class!
Once or more a
class period,
20.40%
Once or more a
week, 32.29%
Once or more
every couple of
weeks, 11.05%
Once or more
during a
semester, 11.33%
Never, 24.93%

9. Classroom Integration
Our
observations
and
experiences.

10. 1. Define Objectives
a. Introducing a topic
b. Instructional
c. Providing
Supplemental
information
2. Student Role
a. Answering a Question
b. Reflection after
viewing a video or
reading an article,
blog, etc.
c. Review/practice a
process
3. Select Social Media
a. YouTube
b. Facebook
c. Twitter
d. Moodle
4. Execute
5. Evaluate

11. VSC Example 1 -- For 2014 VSC Conference
YouTube Integration

12. 1. Provide the link to the Video
Normandy: The Airborne Invasion of Fortress Europe (D-Day
Documentary)
http://www.youtube.com/watch?v=ZleB-MUEkQk
2. Embed the video in the PPT
Normandy: The Airborne Invasion of Fortress Europe (D-Day Documentary)

13. Extend Life Develop into Story
Online Versions

15. *Many to Many
*Collaboration
*User Generated Content
*Fun
*YouTube
*Course Assignemt
*Red Bull
*

16. Hertzberg's Theory of Motivation
Compare and contrast the two
discussion of Hertzberg’s
Theory of Motivation.
(The text identifies and discusses the
two factors as Dissatisfiers and
Satisfiers, while the video discuss the
two factors as Hygiene and
Motivators.)

17. 1. Handout / Homework
2. Teams
3. Play
a. Practice Round
b. Real Game

21. Social Media
as a
Professional Tool
Prisoners' Dilemma and Nash Equilibrium
Nash Equilibrium

25. 1) Create a Professional Profile page:
a. Determine what information you want to make available to
students about yourself.
i. i.e., favorite music or books, educational group, professional
contact information, and a photo,
2) Creating a course group:
a. Create a separate group on Facebook specifically for a course.
i. To begin creating a course group, designate a course group name,
upload a group profile image, specify additional group settings,
and add students to the group.
b. Students must be your friend to be invited to the course group.
d. By default, groups are “closed,” meaning that content is only
visible to group members; however, the group name,
description, events, and members are visible to everyone.
3) Upload Content
4) Monitor
Reference: Lego Munoz, Caroline & Terri Towner. "Back to the
"wall::Facebook in the college classroom.

26. Table 1: Facebook features: Definitions and educational uses.
Feature Definition Educational use
Messaging Messaging is internal Facebook e–mail. Privately communicate with students.
Chat “Chat” is similar to instant messaging.
Privately communicate with a student in
real–time. Instructors can hold virtual office
hours using “Chat.”
Wall
The “Wall” is a public writing space. It
is the most visible communication
feature.
Post relevant articles, videos, Web sites,
photos, announcements, and upcoming
events.
Students can respond by commenting or
“liking” a posting.
Students can contact you directly on the
“Wall” and questions can be publically
answered.
Students can answer each others’ questions.
Events
The “Events” function allows the
organization of social gatherings or
parties. Event reminders are visible on
the “Wall” and “News Feed.”
Remind students about exam dates,
meetings, campus speakers, and study
sessions.
Notes “Notes” is a blogging tool.
Instructors and students can write
comments and respond to reading materials,
current events, assignments, class activities
and study guides.
Instructors can “tag” students in the Note to
solicit comments.
Instructors with external blogs can use the
RSS feed to automatically import their
blogs to be posted as Facebook “Notes.”
News Feed
The “News Feed” reports what’s
happening in your social circles on
Facebook. That is, anything that is
posted on your “Wall” becomes visible
on your “News Feed.”
Make course–related announcements and
remind students about posted “Events.”
Reference: Lego Munoz, Caroline & Terri Towner. "Back to the
"wall::Facebook in the college classroom.

31. *

33. *

34. 1. Identify a local small business that does not have a “social media” presence.
2. Ask them if they would be interested in having your students design, a social media campaign
for them over the course of semester. (Ensure that the business owner(s) realize that they will be
involved in the project.)
3. Conduct a:
a. Information meeting focusing on the characteristics of the business
b. Identify a specific outcome(s)
c. Identify benchmark to assess the effectiveness of the “social media” campaign over the
semester.
i. increase traffic to the business’ store/site by X%.
ii. the number of followers/twits and attribute that to greater brand awareness
iii. Identify something specific that you can assess at the end of the semester
4. Brainstorming session to craft a social media strategy around
Refer to Handout

35. Utilize “fakebook” available
through classtools.net to have
your students create a fake
profile for a historical (for English
a fictional) individual.
Downside: Unless you get a
premium account, you will have
numerous ads.

37. Corporate Recruiter Use

38. Very Likely
37%
Fairly Likely
42%
Not too Likely
18%
Not at all Likely
3%
Students’ Expectation of Utilizing Social Media
as Part of Their Job Search

39. Never
39%
Once
15%
Twice
15%
Three times
12%
Four or more times
19%
Use of Social Media in a Current or Previous Job Search

40. Jobvite, Social Recruiting Survey Results, 2013

41. Jobvite, Social Recruiting Survey Results, 2013

42. 78%
Of Recruiters Have
Hired Through a
Social Network
Jobvite, Social Recruiting Survey Results, 2013

43. Walmart's Social Media Guidelines
Walmart Jobs for Veterans: Hiring Our Heroes
Aug 5, 2011 - Uploaded by WalmartCorporate

45. US Navy Recruitment Video | RaffertyWeiss Media
USAF Recruitment Ad 'Fuel'

48. *

49. Student Expectations
Developing Social Media Skills
- Preparing Graduates for Work Life
- Educational Strategies
Corporate Recruiter Use

50. Bill W. Godair Ph.D., MUS, MBA
Billy.Godair@Castleton.edu
Ed C. Dansereau, MBA
edmond.dansereau@castleton.edu