Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
1 Social Media and Education Class Objectives • .docxjoyjonna282
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 ...
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
1 Social Media and Education Class Objectives • .docxjoyjonna282
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 ...
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Learning at a Distance: How does it work? (TEAM Conference 2015)RDC ZP
Educators: this is a 12-slide presentation with a brief overview of the session on learning at a distance based on the textbook by LearnerAssociates.net (Levine, 2005) presented at the 2015 TEAM Conference in Winnipeg, Manitoba (RZP – May 29, 2015). Her professors were from South Africa, South America, and North America ("South" Africa is missing - my apologies!).
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Blind kahoot for enhancing HOTS( higher order thinking skills) and learning n...Walaa Salem
It is the idea of gamification and using kahoot but not as a formative assessment tool only but also as a way to introduce new concepts and enhancing and supporting higher order thinking skills.
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.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Logical issues in Social Scientific Approach of Communication ResearchQingjiang (Q. J.) Yao
The study concludes that Conceptual analysis is a critical but skipped step in communication and some other social science research. Efforts like AERA, APA, and NCME’s joint committee’s (2014) Standards for Educational and Psychological Testing should be encouraged in multiple areas of social sciences.
Pure deduction is impossible in scientific research; the H-D model falls in either the falsification model or the abduction model.
Some increasingly popular concepts of research methodology, such as statistical inferencing, data, mining, meta-analysis, are inductive in nature.
Identifying the traditional principle of medical ethics of autonomy as a major factor that hinders epidemiological investigation and the understanding of a novel virus, this study adopts an ethical framework, consisting of the axes of ethical devotions (local, national, continental, and global) and ethical reasoning approaches (deontological and teleological), to analyze the approaches of communicating global public health crises like the COVID pandemic. The argument is made to endorse a global devotion with teleological reasoning in a large-scale public health crisis that needs global collaboration to cope with.
An Ethical Framework for Communicating Public Health Crises: A Case Analysis ...Qingjiang (Q. J.) Yao
Problem/rationale: Traditional principle of medical ethics hinders epidemiological investigation, tracing, and isolation.
Theory: An Ethical framework with ethical devotions and ethical reasoning orientations
Research questions: what ethical principle should be used to guide global public crisis such as the COVID-19 Pandemic?
Methods: Conceptual analysis
Results: The ethical stance of global teleology should be promoted to guide the handing of pandemics like COVID-19
Discussion: The approach of ethical analysis can be used for other crises with a global scope.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
A Comparison of the Most Popular Time-Travel TV Series in English and ChineseQingjiang (Q. J.) Yao
Thoughts on time travel
The three spatial dimensions are objective and travelable, but the time dimension is subjective, a product of human mind, and may not be travelable.
Outer-space traveling may slow body aging, but that is not time travel (Smith, 2013).
History may be recorded in certain formats and can be accessed or even edited with more advanced scientific technology, but changing it may have no impacts on the present.
Testing the Levels of Message Effects and the Hierarchy Model of Responses wi...Qingjiang (Q. J.) Yao
This study, using a survey-experiment with a sample of 149 students randomly drawn from 102 US college campuses, testes the effects of four versions of a message about the new scientific issue of water-energy-food (WEF) nexus at the level of agenda, knowledge (frame), attitude, and behavioral intention. The study finds subjects’ attitude associated with subjects’ frame on one end and behavioral intention on the other end, and identifies some effects across the groups. The unclear position of subjects’ agenda in the hierarchy of responses that processes the nexus messages is also discussed.
Keywords: Water-Energy-Food Nexus, message effects, the hierarchy of responses
Good or Bad for Whom and What: A Revised Ethical Framework to Differentiate J...Qingjiang (Q. J.) Yao
This study proposes a revised theoretical framework that consists of the axes of ethical devotions (visibly at the personal, institutional, local, national, regional, and global levels) and ethical reasoning approaches (teleology and deontology), to analyze journalists’ ethical stance of collecting and editing news. Values serving as the foundation of the deontological reasoning approach are deemed as heuristics evolved from historic teleological calculations. Journalism is defined as truthful informing of current events ethically devoted to a larger community, while activism, in this context, is defined as truthful informing devoted to a smaller one. So a global devotion with a teleological reasoning approach is recommended for journalists in this global age.
Keywords: ethical framework, ethical devotion, ethical reasoning approach, journalism, activism
*Presented to #BEAVirtualVegas Conference, April 2020
Social Capital in China: An Explorative Comparison of Influences of Internet,...Qingjiang (Q. J.) Yao
Social Capital in China: An Explorative Comparison of Influences of Internet, Print, Broadcast, and Interpersonal Communication in an Emerging Civil Society
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
Research on and Practice of Social Media in higher-ed teaching
1. R E S E A R C H O N A N D P R A C T I C E O F
S O C I A L M E D I A I N H I G H E R - E D
T E A C H I N G
Q . J . Y A O , P H . D .
A S S O C I A T E P R O F E S S O R
D E P A R T M E N T O F C O M M U N I C A T I O N & M E D I A
L A M A R U N I V E R S I T Y
2. W H Y S O C I A L M E D I A I N
H I G H E R - E D C L A S S R O O M S
• A. Climb down the ivory tower
• B. The teaching-hospital model (learning by doing;
simulations are never real)
• C. Service learning (applying the learning to benefit the
community).
• D. Immersive education (JIED).
• Building reputation for the courses and the institution
(Coursera, EdX, etc.)
3. S T U D E N T S A R E R E A D Y
• McGraw-Hill (2015) surveyed about 1697 college students about the impact of
technology on their study habits and found:
• A. 81% used mobile devices to study
• B. 77% reported adaptive learning technologies generating a moderate or
major improvement in their grades.
• C. 72% wanted study technology feeling as tailored as social media feeds.
• D. 66% ranked it important for them to be able study on a mobile device.
• E. 62% reported technology making them better prepared for classes.
• F. 48% reported technology saving their time, up to five hours a week.
4. S T U D E N T S A R E R E A D Y :
T H E C A S E O F U W
• The University of Washington (n.d.) surveyed its students annually, as part of
the ECAR study, and in 2015:
• A. 65.1% wanted to keep online academic and social lives separate.
• B. 63.4% reported multitasking with technology devices and services
prevent them from concentrating,
• C. 56% reported using social media, or Facebook particularly, as a
learning tool.
• D. 31% felt they would be more effective if better skilled at using social
media as a learning tool.
• E. 21% wanted their instructors to use social media as a learning tool more
frequently.
5. R E S E A R C H
( O B S E R V A T I O N S )
• Davidson (2011, p.101): “I supplemented this with more traditionally
structured academic writing, and when I had both samples in front of me, I
discovered something curious. Their writing online, at least in their blogs, was
incomparably better than in the traditional term papers they wrote for class.”
• Halavis (2011): “Finally, and in large part because of the outcomes above, the
comments themselves become an important part of the text of a course,
worthy of continuing discussion and commentary.”
• Churcher, Downs, & Tewksbury (2014): “I feel it (the course Facebook page)
was a good way to gain participation for those students that find it difficult to
participate in class.” “The more we are involved, the more we want to read and
learn, especially for people who need a more hands-on approach.”
• Rheingold (2008): “Moving from a private to a public voice can help students
turn their self-expression into a form of public participation. It is an important
and beneficial learning outcome, and it is also fundamental to democracy.”
6. R E S E A R C H ( E M P I R I C A L )
• Levin & Davis (2007): a virtual “third place” extended the
discussion outside the class, allowed shy-talkers to discuss,
generated deliberated thoughts, and honed writings, but
also imposed technological challenges.
• Novakovich & Long (2013): a comparison between a
section of students writing for their class and another
section of students writing for their course blog found the
latter writing more frequently, using more sources, and
receiving higher grades from the same outside grader,
possibly due to a higher level of engagement to meet a
higher standard. The number of feedbacks were negatively
related to the grade and publishing frequency.
7. • Ahern, Feller, and Nagle (2016) surveyed undergraduates
and found them creating Facebook study groups because
of the ease of access, use, and control and the
communication and interaction. They were benefited from
info seeking, communication efficacy & quality, learning
capability, and the sense of community.
• Zachos, Kollia, and Anagnostopoulos (2018) reviewed
77 articles, from 2010 onward, on social media usage in the
higher-ed processes, and found Facebook the most
popular, following by Twitter. Social media were used to
support, enhance educational process, and communication
and collaboration. Most studies agree on the positive
impacts, some revealed negativity (distraction, etc.).
Research (empirical, continue)
8. P R A C T I C E S : U N I V E R S I T Y O F
W A S H I N G T O N ’ S ( N . D . )
R E C O M M E N D A T I O N S
• Use Twitter to host real-time remote class discussions.
• Encourage students to create course-specific virtual study
group on social media.
• Complete collaborative assignments over social media
(wikis, etc.)
• Create assignments completed on social media (blogging,
tweeting, etc.)
• Hold virtual office hours.
9. P R A C T I C E S : M O O D Y ’ S ( 2 0 1 0 )
S U G G E S T I O N S
• Create Facebook group or page for a course.
• Find reading materials from social media.
• Ask students to blog or tweet or make YouTube videos on
the course topic.
• Ask students to create a multimedia page or online profile.
• Use Blackboard to gather virtual meetings or invite virtual
guest speakers.
10. E X A M P L E : A C O U R S E -
B L O G A T V A N D E R B I L T
11. E X A M P L E : A P R O F E S S O R ’ S
F A C E B O O K C O U R S E P A G E
12. E X A M P L E : T W I T T E R A C C O U N T
F O R A C O U R S E A T T H E U O F
A L A B A M A
13. E X A M P L E : T H E Y O U T U B E
C H A N N E L O F Y A L E C O U R S E S
14. S O C I A L M E D I A : T H E P O L I C Y
F R O N T I E R
• Source: Pomerantz, Hank, &
Sugimoto (2015).
15. L E G A L C O N C E R N S
• Kevin Smith, Duke Director of Copyright and Scholarly Communication (his
own blog):
• FERPA requires no releases of student “educational records” (by default,
excluding the “directory info”)”in our keeping” without their written consent.
• Four steps to check:
• A. inform students at the beginning of the class;
• B. make it possible for students to use an alias or pseudonym;
• C. strongly remind students not to post private or copyright-infringing
info;
• D. consider an alternative way for students with severe concern about
social media to fulfill the same project.
16. C O N C L U S I O N S
• Social media is ubiquitous and here to stay.
• Although professors are reluctant to use social media
in classes, students are passionate about that.
• Using social media enhance students’ access,
participation, collaboration, self-expectation, and
performance.
• Teach students to protect privacy when using social
media. Digital world is also the world.
17. R E F E R E N C E S
•Ahern, L., Feller, J., Nagle, T. (2016). Social media as a supporter for learning in universities: An empirical study of Facebook groups.
Journal of Decision Systems, 25(1), 35-49. doi: 10.1080/12460125.2016.1187421.
•Churcher, K., Downs, E., & Tewksbury, D. (2014). “Friending” Vygotsky: A social constructivist pedagogy of knowledge building through
classroom social media use. The Journal of Effective Teaching, 14(1), 33-50.
•Davidson, C. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York: Viking
Press.
•Halavais, A. (2011). Blogging course texts: Enhancing our traditional use of textual materials. Learning Through Digital Media
Experiments in Technology and Pedagogy. Retrieved on April 23, 2019, from https://ats.bard.edu/courseblogs/.
•HASTAC Team. (2012). Guidelines for public, student class blogs: Ethics, Legalities, FERPA, and more. Retrieved on April 23, 2019
from https://www.hastac.org/blogs/superadmin/2012/11/30/guidelines-public-student-class-blogs-ethics-legalities-ferpa-and-more.
•Jacoby, B. (2015). Service-learning essentials: Questions, Answers, and lessons learned. San Francisco, CA: Jossey-Bass.
•Levin, M. & Davis, D. (2007). Virtual “third places” and experimental learning: A case study of blogging in a marketing promotions
course. Journal of Advancement of Marketing Education, 10, 18-26.
•McGraw-Hill (2015). Report: New McGraw-Hill research finds more than 80 percent of students use mobile technology to study.
Retrieved on April 23, 2019, from https://www.mheducation.com/news-media/press-releases/report-new-mcgraw-hill-education-
research-finds-more-80-percent-students-use-mobile.html.
•Moody, M. (2010). Teaching Twitter and beyond: Tips for incoprating social media in traditional courses. Journal of Magazine and New
Media Research, 11(2), 1-9.
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