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Technology Enhanced Learning Workshop, Social Media for Educators
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
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Technology Enhanced Learning Workshop, Social Media for Educators
- 1. Tanya Joosten, @tjoosten Director,Interim, Learning Technology Center Lecturer, Department of Communication University of Wisconsin-Milwaukee
- 7. • Upload a picture of yourself, true representation • Follow the social media culture • Focus on potential common interests • Identify your educational institution • Be professional, yet personal
- 10. I’m Tanya Joostenfrom University of Wisconsin – Milwaukee, teach communication, help other faculty use technology #TELW12
- 13. • #telw12 #socmedia • #edusocmedia #sachat • #edtech #edchat • #highered #lrnchat Google: education hashtags
- 14. • Conference hashtags (#blend12, #et4online, #eli12, #nmc12) • Join live sessions (#edchat, #sachat) • Review campus twitter accounts and hasthags (@uwm, #iamuwm)
- 15. • Update social media profiles to include an image and a bio appropriate for the social media. • Connect with colleagues through conference or professional group hashtags. • Identify useful or influential colleagues and review to who they are connected. • Participate in your educational institution’s social media accounts.
- 22. According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (http://tinyurl.com/yafu8qz).
- 24. According to PEW Internet study, “Teens who participated in focus groups for this study said that they view email as something you use to talk to ‘old people,’ institutions, or to send complex instructions to large groups “ (http://www.pewinternet.org/Reports/2005/Teens- and-Technology.aspx?r=1).
- 26. According to Bulik (July 8th, 2009) “…They go to social networking sites 5 days per week and check in 4 times a day for a total of an hour per day” (para 7). According to PEW Internet study, “…Nearly three-quarters (72%) of online 18- 29 year olds use these sites–similar to the rate among teens–with 45% doing so on a typical day” (http://tinyurl.com/33hynyx).
- 27. 95.1% use social media, primarily Facebook, on a daily basis 96% of undergraduate students reported using Facebook
- 29. According to Joosten (2009), 71% of students want to receive text messages about their class (http://tinyurl.com/yafu8qz). According to PEW Interent, “the typical American teen sends and receives 50 or more messages per day, or 1,500 per month.”
- 33. Web 2.0 Social Media Social Networking Sites
- 34. web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system
- 45. Increases interactions between instructors and students Enhances communication Builds feelings of connectedness Overcomes the challenges of students at a distance or in remote locations Facilitates providing timely student feedback
- 46. Helps students stay organized Increases student performance Provides a medium for instructors enhance their identity and encourage students Results in high levels of satisfaction of instructors and students
- 49. What is the pedagogical need? How will the selected social media help meet that need? What aspects of the learning process should be improved? What learning outcomes can be better achieved through the use of the selected social media over other technologies? What is the expected behavior of students within the selected social media?
- 50. Increase communication and contact Engage students through rich, current media Gather and provide feedback in the classroom Create a cooperative and collaborative learning opportunities Provide experiential learning opportunities
- 52. Back to hashtags CATs Peer Instruction Reflection
- 53. Monica Ranking, UT Dallas, History http://www.youtube.com/watch?v=6WPVWDkF7U8
- 54. 1.) Answer the question, what is the muddiest point or the point least unclear from this mornings idscussion? 2.) Post your question on Twitter using #telw12. 3.) Respond to at least one other peer on Twitter. Don’t forget to use #telw12.
- 55. 1. Determineon what you want feedback: the entire class session or one self-contained segment (lecture, discussion, presentation)? 2. Reserve time at the end of the class session or segment to ask the question, for students to respond, and to collect the responses. 3. Let students know beforehand how much time they will have to respond and what you will do with their responses.
- 56. 4. Allowstudents to respond using social media, which may include logging into the wireless network and the selected social media tools (e.g., Twitter). 5. Collect their responses using the social media feed through a web-based application or social dashboard (Twazzup, Twitter search, or Tweetdeck). 6. Respond to student’s feedback immediate in class, online in the course management system after class, during the next class meeting, or as soon as possible afterward.
- 57. josseybass.com Classroom Assessment Techniques, Angeloand Cross, 1993
- 58. 1. Instructorposes a question based on students’ response to a piece of content (reading, lecture, presentation) or activity (online or f2f discussion); 2. Students reflect on the question and commit to an individual answer by responding using the selected social media (e.g., Twitter). 3. Instructor reviews student responses using the social media feed through a web-based application or social dashboard (e.g., Twazzup, Twitter search, or Tweetdeck).
- 59. 4. Students then pair up with a partner and discuss their thinking and answers with their peers face to face. 5. Students then commit again to an individual using the selected social media. 6. Instructor again reviews responses using the social media and decides whether more explanation is needed before moving on to the next concept.
- 60. Peer Instruction: A User's Manual Eric Mazur Series in Educational Innovation (Prentice Hall, Upper Saddle River, NJ, 1997) 253 pages URL http://mazur.harvard.edu/publications.php
- 61. • Provides an opportunity for active learning in large lectures • Enhances students participation and engagement in class • Provides frequent, low stakes feedback on student learning • Creates an opportunity for just in time teaching or to address weaknesses in student learning • Provides a strategy for integrating blended courses, online and f2f • Develops cooperation among students • Increases students satisfaction
- 63. Who are ourstudents? • I want to feel connected • I don’t use email • I use social media, a lot • I am mobile
- 64. Need: Increase communication and contact How will a social media help meet that need? Students are already using it, or it is available on mobile devices Provides instant or immediate access to information Lean medium that is primarily text based Requires focused and succinct messages with a manageable amount of information
- 77. CONTENT & PUBLICATION EDUCATIONAL CONTENT SchoolTube MIT World TeacherTube PBS.org Vimeo TED YouTube.EDU And many more!
- 78. Improving student learning Helps instructors manage their workload Enhances 21st century literacy skills for instructors and students Facilitates the use of rich and current content Enhances student engagement
- 80. What is your pedagogical need? What is your desired result or learning outcome? What documentation from students will you required that they achieved this result? How will you assess the student’s contribution? What learning activity will the students participate in?
- 81. What are the costs associated with implementing the use of social media for faculty, staff, and students?
- 82. How do we teach students to use social media appropriately?
- 83. What concerns should we have about privacy in our use of social media?
- 84. What are some best practices in using social media?
- 85. How do we evaluate the impact of social media?
- 87. • What is the pedagogical need? • How will the selected social media help meet that need? • What aspects of the learning process should be improved? • What learning outcomes can be better achieved through the use of the selected social media over other technologies? • What is the expected behavior of students within the selected social media?
- 88. • Increase communication and encourage contact • Engage students through rich, current media • Gather and provide feedback in the classroom • Create a cooperative and collaborative learning opportunities
- 90. Youtube.com, Twitter.com #edusocmedia Edusocmedia.wikispaces.com
- 91. Connect with me twitter.com/tjoosten facebook.com/tjoosten juicegyoza | second life professorjoosten.blogspot.com tanyajoosten. com
- 92. Managing student expectations BYO Device, Apps/Browsers/Texting Assessment Hashtag Aggregator Archives Timing/Classroom Management Support – students, instructors
- 93. Managing student expectations BYO Device, Apps/Browsers/Texting Assessment Hashtag Aggregator Archives Timing/Classroom Management Support – students, instructors
Editor's Notes
- #3 My work with these initiatives has gained national attention. Last year, my survey of students' use of Twitter was quoted in The Chronicle of Higher Education's Wired Campus, and this summer, my social media work on Facebook was highlighted as well. I have presented my research, including pedagogical uses, best practices, and faculty development tips, on several emerging technologies projects, including social media and virtual worlds at the EDUCAUSE annual conferences, several Sloan-C conferences, the New Media Consortium annual conference, the National Communication Association annual conference, and others. My work was mentioned in various technology blogs and media outlets, such as Ed Tech Magazine, eCampus News, and EDUCAUSE Quarterly. In addition, I am the EDUCAUSE social media constituent group leader, a reviewer for the EDUCAUSE Quarterly, and a reviewer for the EDUCAUSE annual conference. I am also a member of the EDUCAUSE evolving technology steering committee, the ELI Focus Group steering committee, the Sage Publications digital media advisory board, and the Sloan-C Blended conference steering committee.
- #5 http://www.youtube.com/v/KJS46y7pa_k
- #11 Can use browser or mobile appWhat is a hashtagWhy use hashtags
- #19 http://www.youtube.com/v/dGCJ46vyR9o These students are obviously not raised in my generation. Although I scored a 97/100 on the PEW survey “how Millenial are you?” – I was raised in a much more optimist time where information was still scare.Students are less concerned with making money and more concerned about the dollar spent.They are overwhelmed by the world’s problems since they are more aware of them – they want to solve them, so they want courses with real life problem skills.As Shannon from Seton Hall Law School stated in ELI Mobile session the first week in March, they view e-mail as old technology or for old people. They don’t believe in getting information from the sage on the stage, since they HAVE access now to all the information in the worldThey need help managing that information and analyzing that informationThey need to feel connected to learn
- #22 ONLINE COUORSES: POOR COMMUNICATIONAs Metts (2003) reported that “Over half (52%) said the worst part of the online experience was poor communication. And half of those (26% of the total) said the problem was communicating with their instructors” (para 16). STUDENTS NEED GOOD COMMUNICATION According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (see http://tinyurl.com/yafu8qz). Connecting with students and building connections amongst students allows us to create learning communities. Community and peer networks increases students motivation to perform and provides them with resources to help do better in class.
- #24 D2L only pushes down e-mail, no discussion notifications for posts, no mobile notifications, etc.STUDENTS DON’T CHECK EMAILcPEW Study – don’t check email??As Shannon from Seton Hall Law School stated in ELI Mobile session the first week in March, they view e-mail as old technology or for old people.
- #26 STUDENTS USE SOCIAL MEDIA OFTENAccording to Bulik (July 8th, 2009) “Out of the 110 million Americans (or 60% of the online population) who use social networks, the average social networking user logs on to these sites quite a bit. They go to social networking sites 5 days per week and check in 4 times a day for a total of an hour per day. Nine percent of that group stay logged in all day long and are ‘constantly checking what's new’” (para 7).
- #29 In 2004 a study at UW system reported that the majority of students do not want their personal media convoluted with course-related media5 years later in 2009, that has changedSTUDENTS WANT SOCIAL MEDIAPreliminary research conducted (see http://tinyurl.com/yafu8qz) indicates to us that the majority of students would like to receive communication about their course via text messaging and that the majority of students are on Facebook where they communicate most often.
- #32 What is social media?Social media is media which is used to build social networks and connections for sharing information via a mediated channel. It also is considered user-constructed media that is shared through social networks. In some cases, social media has been referred to as social networking sites (SnS) or tools or Web 2.0 technologies. More specifically, Boyd and Ellison (2007) describe "web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system" (para 4). Examples of social media may include Twitter, Facebook, Second Life, LinkedIn, YouTube, Flickr, and more.Social media tools, such as Twitter, Facebook, Flickr, and YouTube, have the potential to increase communication among faculty and students, increase engagement in the classroom, and create peer networks among students, faculty, and the community. With the advancement of the functionality of mobile technologies and the widespread ownership on college campuses, social media tools that have the potential to increase engagement and interactivity are literally at students fingertips.
- #37 Social Mobile –content deliveyr
- #55 Goals:Develop ability to synthesize and integrate information and ideasImprove skill at paying attentionImprove listening skillsLearn terms and facts of this subjectLearn concepts and theories in this subjectThis activity allows instructors to collect written feedback about what students are not understanding.After collecting the responses, the instructor can quickly read the points to see if they make sense in the context of the daily lecture. The instructor should address the questions raised by the students to facilitate discussion.This technique need not be used at the conclusion of a single topic, but could be used at an appropriate time in the middle of a confusing topic.
- #90 One post – multiple social mediaHashtags (e.g., #edtech)Class discussionsConferencesWebinarsReal timeMonitor multiple conversations at a glance