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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
Slide2Objectives
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
Slide3Overview
Student EngagementClickers 2.0YouTubeFacebookGoogle+TwitterPrivacyBlackboardPurdueYour Turn!
3
Student Engagement: Using Social Media to Reach Beyond the Classroom
Slide4Student 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
).
Slide5Student 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
).
Slide6Student 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
).
Slide7Student 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
).
Slide8Student 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
).
Slide9Student 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
).
Slide10Student 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
).
Slide11Student 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
).
Slide12Student 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
).
Slide13Student 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
).
Slide14Student 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
).
Slide15Clickers 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
Slide16How 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
Slide17How To Vote via pollev.com
Capitalization
doesn’t matter, but spaces and spelling do
TIP
EXAMPLE
Slide18Poll Everywhere Plans
Student Engagement: Using Social Media to Reach Beyond the Classroom
18
Slide19What 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
Slide20With PowerPoint 2010
Student Engagement: Using Social Media to Reach Beyond the Classroom
20
You can embed YouTube and other web videos directly onto slide
Slide21YouTube Poll
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Slide22Why 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
Slide23How 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
Slide24How 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).
Slide25How 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).
Slide26Facebook Poll
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Slide27What 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
Slide28Google+ Poll
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Slide29What 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.”
Slide30How 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)
Slide31How 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
Slide32How 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)
Slide33How 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
Slide34Twitter Poll
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Slide35Should 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.
Slide36Maybe 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
Slide37Maybe 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
Slide38On 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
Slide40Assessing 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
Slide41Assessing a blog or wiki
Using the Latest Instructional Tools for Teaching
41
Instructors can click on a student and Evaluate Participants individually
Slide42Maybe 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
Slide43How 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
Slide44Your 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?
Slide45References 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
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.
Slide46References 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
. Inside Higher Ed (October 6, 2010).
Schaffhauser
, Dian.
Purdue Students Hook into
for Study Groups
. Campus Technology (October 5, 2010).
Slide47References 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).
Slide48References 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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Andrew Wright, Ph.D.
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