The document discusses the use of various social media technologies in education such as Twitter, Facebook, blogs, and bookmarking tools and how they can be used to facilitate communication, sharing of resources, and building online communities while also addressing potential issues around privacy, expectations of responses, and the transitory nature of some platforms. It provides examples of how tools like Twitter can be used to engage students inside and outside the classroom and encourages educators to think about how to integrate social media into their teaching in a way that enhances learning.

1. Social Media in
Education
R. John Robertson
CETL One Session Wonder
UW Oshkosh 2013-03-06

2. Introductions
Why I'm talking about this
Saying hello
A session of question raising

3. Technologies
Communication and status tools
● Twitter /Facebook
Bookmarking tools
● Delcious/ Diigo / Scoop.it / Pinterest / etc.
Blogs
● (sort of, but also another discussion about
what is publishing; digital scholarship etc.)

4. Technologies
Affordances of social media
- not controlled (vulnerability?)
- often instant (expectations of a response?)
- brief (what sort of communication)
- more or less open/ public (boundaries?)
- distant community made local (which
community?)

5. Twitter - my tool of choice
public
#
concise
bookmarkish
distributed organisation
distributed community of practice
network of tools and services
network is easy and easy to flex

6. Changes Ahead
But pick a tool and remember that it's not yours
think about data export
hold the community tightly and platform lightly ;
replicate contacts across tools
be aware that the community and technology IS
transitory (e.g. tweetdeck)

7. Public access
What you do online, especially with social
media is *public*
Yes, there are various privacy protection
mechanisms but once you write and share it it's
outside of your control.
Think about privacy and creating space for
others

8. Automaton or person?
What do you tweet?
Do you create, share, or discuss?
Does @yournamehere produce a response?

9. Personhood & online identity
"It is only when we bring the personal (not the private) to
our discourse that we understand the rich complexity of
individual being out of which civilization is built–or out of
which it ought to be built.
[...] Sharing the personal, as distinguished from oversharing
the private, means engaging with personhood in all its
messy and glorious complexity, and all its potential, too. If,
as Jon Udell reminds us, “context is a service we provide
for each other,” the context is not merely informational, nor
is it about matters that should remain private."
Gardner Campbell
http://www.gardnercampbell.net/blog1/?p=2039

10. Professional Development
Helping the academic debate, conference chat,
journal paper, and water cooler integrate into
an online world.
How do you interact with your peers?
What parts of that might replicate to an online
environment?
What won't?

11. Professional Development
Find a Friend?
Let's go exploring...

12. In and around the classroom
Thinking about your classroom
Is tech an opportunity or a distraction?
Does it support or conflict with your pedagogy
and objectives for a given activity?
Are there private options or safe spaces?
Are you ensuring that you're Ferpa compliant?

13. Twitter reference
- the embedded librarian (@efilgo)
Dialoguing with the Instructor
● A class tag #
● Encouraging students to tweet the class and
their questions
● Linking to relevant library and online
resources
● Promoting discussion, articulating and
sharing ideas, developing insight
● Folding resources into the class and
coursework, and the course into a wider
world

14. Open classrooms
If a student is online in your class are they
distracted, processing, or engaging?
What happens when you extend the
classroom? and include other voices?
What happens when the venue for discussion
is outwith your control?

15. Can you dig it?
http://ds106.us
A digital
storytelling
course ... on
campus for
credit but open
to the world

16. Is that it?
Network
analysis and
analytics,
there's more...
by
@mhawksey

17. Is that it?
https://docs.google.com/spreadsheet/ccc?
key=0AtuuXRnPa9VJdG9mYXJWZFJlb29BWU
lZQTF4V1ZzNGc&usp=sharing
https://docs.google.com/spreadsheet/ccc?
key=0AtuuXRnPa9VJdGpBN0NNRWNicUtTdX
NQajVRelJwaVE&usp=sharing

18. Making things tangible again...
Capturing the
transitory with Storify
Reclaiming the data
with Momento (etc.)
and twitter archives
> making the digital
physical again.

19. Further reading
Gardner Campbell (2013) "Personal, Not Private" http://www.gardnercampbell.net/blog1/?p=2039
Martin Weller (2011) The Digital Scholar: How Technology Is Changing Academic Practice (OA
version: http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275/book-ba-
9781849666275.xml )
Ellen Hampton Filgo (2011) “#Hashtag Librarian: Embedding Myself Into a Class via Twitter and
Blogs”, Computers in Libraries, Vol. 31, No. 6, pp. 78-80.
Martin Hawksey (ongoing) http://mashe.hawksey.info
Tanya Joosten (2012) Social Media for Educators: Strategies and Best Practice
Nicola Osborne (2011) "Using social media in education, Part 1: Opportunity, risk, and policy"
http://www.ibm.com/developerworks/industry/library/ind-educ-social-media1/index.html
______ (2012) "Using social media in education, Part 2: Tools, support, and technical issues"
http://www.ibm.com/developerworks/industry/library/ind-educ-social-media2/index.html