Andrew Wright, Ph.D.

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Slide1

Andrew Wright, Ph.D.Assistant Professor of CISandrew.wright@louisville.edulouisville.edu/faculty/alwrig01(find under Presentations)College of Business Teaching and Learning InitiativeAugust 26, 2011

Student

Engagement: Using

Social Media to Reach Beyond the Classroom

Slide2

Objectives

2

Participants will:discuss different types of social media tools that can be used to engage students in learning and dialogueapply these ideas to their teaching context and practiceexamine the advantages and challenges these technologies presentAs we go through the presentation, feel free to share your own experiences using these (and other technologies)At the end of our session, I’ll ask you to share which techniques you think you’d like to try and why

Student Engagement: Using Social Media to Reach Beyond the Classroom

Slide3

Overview

Student EngagementClickers 2.0YouTubeFacebookGoogle+TwitterPrivacyBlackboardPurdueYour Turn!

3

Student Engagement: Using Social Media to Reach Beyond the Classroom

Slide4

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

4

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide5

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

5

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide6

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

6

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide7

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

7

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide8

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

8

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide9

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

9

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide10

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

10

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide11

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

11

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide12

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

12

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide13

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

13

“Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design.”

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide14

Student engagement

Student Engagement: Using Social Media to Reach Beyond the Classroom

14

Students are more engaged when:they are knowledge creators and not just knowledge receiversthere is a feeling of producing work for a wider audiencethere are alternative venues for expressionthere is a sense of a learning communityTechnology can help with all of these!Digital media project that gets put on YouTubeFacebook group where students in your class may connect with one another (and you) beyond classroom interactionUsing a blog for journaling about their studies and discoveriesAnd many more!

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010

).

Slide15

Clickers can add engagement but…

Student Engagement: Using Social Media to Reach Beyond the Classroom

15

Students have to buy them, and remember to bring them to class, and have a working battery, etc.They all seem to have cell phones with them at all times…And they seem quite adept at texting on them…So, why don’t we let them use their cell phones to participate in polls in class?We can!!!And we will in this session!There are many tools available online that allow you to set up polls that use text messaging but I’m going to use PollEverywhere

Slide16

How To Vote via Texting

Standard texting rates only (worst

case US $0.20)We have no access to your phone numberCapitalization doesn’t matter, but spaces and spelling do

TIPS

EXAMPLE

Slide17

How To Vote via pollev.com

Capitalization

doesn’t matter, but spaces and spelling do

TIP

EXAMPLE

Slide18

Poll Everywhere Plans

Student Engagement: Using Social Media to Reach Beyond the Classroom

18

Slide19

What about YouTube?

Student Engagement: Using Social Media to Reach Beyond the Classroom

19

One way to use YouTube is simply by linking to relevant videos on the siteSometimes, can make a point far more effectively with a videoThe Machine is Us/ing Us, Did You Know 3.0, Did You Know 4.0Selective Attention TestThere is an EDU area in YouTube: youtube.com/eduDon’t forget the Research ChannelAnother way is as an outlet for student projectsInstead of always having students write a term paper, I let them choose more creative outlets including digital media projectsSecurity Video Contest Winners – my students participated but didn’t win 

Slide20

With PowerPoint 2010

Student Engagement: Using Social Media to Reach Beyond the Classroom

20

You can embed YouTube and other web videos directly onto slide

Slide21

YouTube Poll

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Slide22

Why is everyone talking about Facebook?

Student Engagement: Using Social Media to Reach Beyond the Classroom

22

Students (and everyone else, it seems) spend a lot of time using FacebookAccording to the Pearson Social Media Survey 2010, just over 80% of surveyed faculty are social media users and 30% use social media to connect to students (with FB leading the way)LinkedIn is for professional networking but far fewer use itFacebook reports more than 750 million users, with 50% of active users logging in dailyOver 200 million users access through mobile devices70% of Facebook users are outside the United StatesMore than one million developers and entrepreneurs from more than 190 countries

Slide23

How can I use Facebook for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

23

Break down barriers between you and your students and get to know each other (virtually)Need to have an account first!Should I use a separate profile? ProbablyUnless you are a FB privacy ninja, it can be hard to keep track of which group/list can see what items… Oops, I just let my students see my drunken Vegas pics!That said, I don’t use a separate profileStudents that friend me (I don’t initiate friending of students) get to see some of my personalityI don’t mind them seeing that I like obscure Japanese anime or the Louisville AIDS Walk or a random post about my parents’ health

Slide24

How can I use Facebook for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

24

Set up separate groups for each of your classesThe new Group settings make it easy to selectively share information with a set of peopleSupports group chat, docs (a shared notepad), and mailing list notificationsEasy to add new group from FB left navigation barI set up a FB group for a Dine and Discover sessionI’ve added some resources already and I hope you all will join me and add some moreAt start of semester, publish URL and invite students to join upRemind them about FB’s ever-changing privacy settings!

Schaffhauser, Diane. The Super-Secret, Never-Before-Revealed Guide to Web 2.0 in the Classroom. Campus Technology, vol. 44, no. 2 (October 2010).

Slide25

How can I use Facebook for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

25

Set up an icebreaker in your class’ FB groupGive them a format with specific questions you want to see but also let them share their personalityStudy group organizerSuggest that students post to the class FB group page when they are looking for some helpReflections on learningInformal reflections, not for assessment (don’t confuse with Blackboard!)Virtual office hoursShout-outs!

Schaffhauser, Diane. The Super-Secret, Never-Before-Revealed Guide to Web 2.0 in the Classroom. Campus Technology, vol. 44, no. 2 (October 2010).

Slide26

Facebook Poll

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Slide27

What about Google+ ?

Student Engagement: Using Social Media to Reach Beyond the Classroom

27

Google+ is one of the fastest growing social networking sites in historyInteresting features include Circles, Hangouts, and SparksCircles make it easy to create groups among your friends and colleagues and share information selectivelyHangouts lets you easily create a group video chat“Reactions in higher education circles to Google's latest foray into social media have been mixed. There's a skepticism out there engendered by Google's earlier failures in the social media arena, as well as concerns about how the search giant will use the personal information collected on the network. But there's also a real enthusiasm for the social network's potential.” – John K. Waters http://campustechnology.com/articles/2011/08/24/google-inspires-excitement-hesitation-in-instructors.aspx

Slide28

Google+ Poll

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Slide29

What is Twitter?

Student Engagement: Using Social Media to Reach Beyond the Classroom

29

Twitter is a microblogging site – each post (or tweet) is a maximum of 140 charactersPart blog, part social networking site, part cell phone/IM tool“After creating an account, you can personalize your profile page and enter tweets into a text field. Unless your tweets are protected, they appear on a “public timeline” page, which displays all public tweets in reverse chronological order, like a series of “micro-blogs.” Each tweet identifies the Twitterer, whose screen name links to that person’s profile page, showing all of her previous tweets and her friends’ tweets.”

Slide30

How might I use Twitter for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

30

As with Facebook, might want to have separate account to follow your students’ tweetsLearn the Twitter shorthand@username: creates a link to that user in your postRetweet: to copy someone else's post in a new update#hashtag: helps to organize your tweets into categories for easier searchingYou, too, can follow me: @alwrig01You’ll be disappointed… I tweet once every 6 months 

Getting started with Twitter

(video)

Slide31

How might I use Twitter for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

31

UT-Dallas, The Twitter Experiment – use in large lectures to engage more students in discussion

Slide32

How might I use Twitter for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

32

Have students tweet about things that they find related to class topicsNews items, blog posts, etc.Suggest #hashtags to organize#InfoSec, #Database, etc.Can help create a learning communityHave students follow leaders in their discipline@BillGates, @jack_welch, @fastcompany, @timoreillyTweet about your experiences while at a conferenceSome conferences have setup #tags, such as #EDUCAUSE10Teach literature?Have class tweet in character for a dayTeach a foreign language?Have students follow some native speakers to learn (see @iVenus)

Slide33

How might I use Twitter for class?

Student Engagement: Using Social Media to Reach Beyond the Classroom

33

David Green summarizes his use of Twitter:

“I typically send a discussion ‘tweet’ each week, read and summarize students' responses, and begin the following class with a thirty-minute group discussion in which I incorporate the students' responses (Table 2).” – A Dialogue for Engagement

Slide34

Twitter Poll

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Slide35

Should I have privacy concerns?

Student Engagement: Using Social Media to Reach Beyond the Classroom

35

Privacy should be a real concern for users of social networking sitesFacebook founder Mark Zuckerberg – “People have really gotten comfortable not only sharing more information and different kinds, but more openly and with more people. That social norm is just something that has evolved over time.”We talk about privacy extensively in our first course for CIS majorsLearn the privacy settings yourself and lead by exampleFERPA raises many questions“Should graded or optional work be posted on public sites? May peers post feedback on other students’ work? Is it acceptable to leave any kind of evaluative comments on public sites containing student work? Should access to student work be limited to those in the course? The answers to these questions may vary by institution, but FERPA places the burden of ensuring the privacy of the education record on the institution.”

7 Things You Should Know About Privacy in Web 2.0 Learning Environments

, EDUCAUSE Learning Initiative.

Slide36

Maybe I should stick to Blackboard?

Student Engagement: Using Social Media to Reach Beyond the Classroom

36

Blackboard would seem the best spot for primary course content and assessment activitiesClear boundaries between professional and personalFewer issues with privacy concernsBlackboard does offer some tools for the Web 2.0-curious instructor within its wallsCurrently, UofL is using a third-party tool (Learning Objects’ Campus Pack) to provide blogs and wikisNew version of Blackboard has built-in support but (as I understand it), we are sticking with current tools until contract is upDelphi offers Getting Started guides for using blogs and wikisSee Campus Pack’s Quick Start Guides and User Guide

Slide37

Maybe I should stick to Blackboard?

Student Engagement: Using Social Media to Reach Beyond the Classroom

37

Blogs in Blackboard are often used for personal reflection (private journals) and community discussionsMay set up in any content areaMay also set up a course level blog used by instructor to communicate with classThink Announcements with student commentsProfHacker suggests using a blog for independent studyFor more examples, see BlogsForLearningReflective writing exercises in a blog are an excellent way to engage students in metacognitionIn simple terms, metacognition is thinking about thinking, knowing what we know and what we don’t knowStudies indicate that increases in learning follow from direct instruction in metacognitive strategies

Slide38

On metacognition

Using the Latest Instructional Tools for Teaching

38

“When students have knowledge and control of their own cognitive processes, learning is enhanced; this assertion holds regardless of the domain of learning, whether reading, writing, science, mathematics, or any other activity that involves thinking.” – Linda Baker

http://www.education.com/reference/article/metacognition/

Strategies for developing metacognitive behaviors

Ask students to identify “what you know” and “what you don't know” at the start.

Ask to students to keep a “thinking journal” in which students reflect upon their thinking and how they have dealt with difficulties throughout the process.

Ask students to debrief the thinking process with closure activities that focus on thinking processes to develop strategies that can be applied to other learning situations.

- Elaine Blakely and Sheila Spence

http://www.education.com/reference/article/Ref_Dev_Metacognition/

Slide39

Maybe I should stick to Blackboard?

Student Engagement: Using Social Media to Reach Beyond the Classroom

39

Wikis in Blackboard are often used with team projectsMembers of the team collaborate to produce online siteAlso empowers the instructor with assessment details such as student submissions and percentage of participation within the groupExam question wikiThis semester, I’m adding a wiki to each course to let students add and edit potential test questionsI’ll choose some from the ones that they have createdBuilt-in review!For more examples, see The Power of Wikis in Higher Ed

Slide40

Assessing a blog or wiki

Using the Latest Instructional Tools for Teaching

40

The Assessment tool built into Campus Pack provides transparency into assignmentsInstructors can see student contributions to blogs and wikis, as well as gain a better understanding of student progressClick the Assessment link in a site for item statistics

Slide41

Assessing a blog or wiki

Using the Latest Instructional Tools for Teaching

41

Instructors can click on a student and Evaluate Participants individually

Slide42

Maybe I should stick to Blackboard?

Student Engagement: Using Social Media to Reach Beyond the Classroom

42

New version of Blackboard makes it easier to incorporate YouTube, Flickr, and SlideShare content into your courseFind under Build Content, MashupsCan embed video directly in content area as below

Slide43

How Purdue is doing IT

Student Engagement: Using Social Media to Reach Beyond the Classroom

43

Purdue is going beyond just using tools and has started creating themHotseatLets students to comment on a class and then enables other participants to view those messagesStudents can use their Twitter, Facebook or MySpace accounts to post the messages or use the Hotseat Web directlyMixableLets students create online study groups and participate in them from within FacebookAlso lets users sync and share documents via Dropbox

Slide44

Your turn!

Student Engagement: Using Social Media to Reach Beyond the Classroom

44

What are some ways you are using social media to increase engagement and improve upon your best teaching practices?Which of these techniques do you think you might incorporate?

Slide45

References and Resources

Student Engagement: Using Social Media to Reach Beyond the Classroom

45

Brown, Malcolm, et al.

A Dialogue for Engagement

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010).

7 Things You Should Know About YouTube

, EDUCAUSE Learning Initiative.

7 Things You Should Know About

Facebook

II

, EDUCAUSE Learning Initiative.

Pearson Social Media Survey 2010

Schaffhauser

, Dian.

The Super-Secret, Never-Before-Revealed Guide to Web 2.0 in the Classroom

.

Campus Technology

, vol. 44, no. 2 (October 2010).

7 Things You Should Know About Twitter

, EDUCAUSE Learning Initiative.

Slide46

References and Resources

Student Engagement: Using Social Media to Reach Beyond the Classroom

46

Walsh, K.

100 Ways to Teach with Twitter

,

EmergingEdTech

.

7 Things You Should Know About Privacy in Web 2.0 Learning Environments

, EDUCAUSE Learning Initiative.

Orlando, John.

Using Polling and

Smartphones

to Keep Students Engaged

.

McCrea, Bridget.

Purdue U Brings Social Networking to the Classroom

. Campus Technology (November 18, 2009).

Kolowich

, Steve.

Mixing Work and Play on

Facebook

. Inside Higher Ed (October 6, 2010).

Schaffhauser

, Dian.

Purdue Students Hook into

Facebook

for Study Groups

. Campus Technology (October 5, 2010).

Slide47

References and Resources

Student Engagement: Using Social Media to Reach Beyond the Classroom

47

Boyd,

Danah

.

Streams of Content, Limited Attention: The Flow of Information through Social Media

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010).

7 Things You Should Know About

Microblogging

, EDUCAUSE Learning Initiative.

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010).

The 2010 Horizon Report.

Austin, Texas: The New Media Consortium.

Sample, Mark.

A Framework for Teaching with Twitter

.

ProfHacker

(August 16, 2010).

Slide48

References and Resources

Student Engagement: Using Social Media to Reach Beyond the Classroom

48

Rheingold, Howard.

Attention, and Other 21

st

-Century Social Media

Literacies

.

EDUCAUSE Review

, vol. 45, no. 5 (September/October 2010).

Hodges, Charles.

If You Twitter, Will They Come?

.

EDUCAUSE Quarterly

, vol. 33, no. 2 (2010).

Forty-five Percent of Employers Use Social Networking Sites to Research Job Candidates, CareerBuilder Survey Finds

, CareerBuilder.com (August 19, 2009).

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