+Day 2, Technology Enhanced Learning Workshop, Social Media for Educators, Willamette, Salem, OR

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 Joosten from 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. Determine on 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. Allow students 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, Angelo and
Cross, 1993

58.  1. Instructor poses 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 our students?
• 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
juice gyoza | 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