Using Social Media in the Classroom: Assessment of its ...
Using Social Media in the Classroom: Assessment of its Effectiveness Jennifer Wright Western Kentucky University IULILC 2014 August 1, 2014 Are we adding social media to our classrooms because it is a good idea, or because it seems like a good idea? The Question Social media is the means of interactions
among people in which they create, share and exchange information and ideas in virtual online communities and networks (Fang et. al, p.336). Twitter Pinterest LinkedIn Facebook Blogs Discussion boards Virtual Worlds Social Media is an Information Source Creating savvy information consumers Teaching vetting methods Clearing up misconceptions of Digital Natives
Social Media as a Topic How useful is social media in our classrooms? Are we using the right type of network for our goal? How are we assessing the applicability of social media to the task? Reviewing Use of Social Media Adapt social media use to the situation. External pressures Streamlining activities
Participatory Pedagogy Students expect to be part of the educational process, more than they expect to just attend class and receive knowledge (DePietro, 2013, p. 4). 1. 2. 3. 4. 5. 6. Identify the goal you are trying to achieve. Do research on different social networks. Choose a network and design the implementation. Develop an assessment strategy. Teach and administer assessment
Review and revise. Guidelines Virtual World Environments include: Second Life Minecraft MMORPGs, such as World of Warcraft Can be developed at your institution Create controlled environments for teaching and learning Virtual World Environments
Hashtags, like at conferences Rapid dissemination of information Increase potential for active learning Do not readily facilitate discussion. Twitter Rubrics can be applied to social media. Effective multi-faceted assessment tool Assess students abilities and understanding Assess the utility of social media tools Assess your own clarity and teaching Questions about social media may or may not impact a students final grade, depending on
assignment type. Assessment with Rubrics Objective/ Performance Beginning Does not meet Competency Developing Approaches Competency Proficient Meets Competency Use of technology
Technology is used sparingly or not at all as a research or presentation medium. Technology is integrated somewhat into the case, although it may not add much that is substantive to the understanding of the story or proposed case. Uses technology in innovative ways for stimulating curiosity, critical thinking, and
knowledge expansion. Trekles, Anastasia M. (2012). Creative Writing, Problem-Based Learning, and Game-Based Principles. Paper presented at the International Society for Technology in Education Conference, June 25, 2012. Rubric Example Objective/ Performance Poor Fair Good Collaboration
*Social media tool does not allow or support collaboration *Tools and instructions are not clear *Accessibility by all devices and internet services is problematic *Social media tool allows some *Social media tool collaboration allows full *Tool and instructions collaboration are somewhat clear *Tools and instructions *Accessibility is 50/50 are easy to use and with come barriers follow
*Accessbility of the social media tool is not an issue http://www.rcampus.com/rubricshowc.cfm?code=G89XA9&sp=yes Rubric Example 2 Student satisfaction Why they liked or disliked the class/project Whether they see a benefit to the project Ease of use Were the directions understandable?
Did the social media aid in completing the project? Lesson Learned Was social media effectively integrated to further the lesson? In addition, [to the discoveries already mentioned in their analysis] by reflecting on their work, many students found that even when a product seems inherently amenable to viral marketing, fast growth is not guaranteed (Payne, et. al, ). Assessment with surveys Students find utility in social media in the classroom setting Shifts professor-student dynamic
Students will seek out technologies that work for them. Respond better to specific processes rather than specific technologies Student Response to Social Media Teaching strategies and tools, including social media, must be continuously assessed. Social media is ever-changing. Assessment helps pick the right tool for the job. Traditional assessment tools are an excellent way to start. Conclusions
Beck, Dennis and Ross A. Perkins (2014). Review of Educational Research Methods in Desktop Virtual
World Environments: Framing the Past to Provide Future Direction. Journal of Virtual Worlds Research 7(1) 1-27. DePietro, Peter. (2013). Transforming Education with New Media: Participatory Pedagogy, Interactive Learning and Web 2.0. The International Journal of Technology, Knowledge, and Society 8, p. 1-11. Fang, Jiaming, Chao Wen, and Victor Prybutok (2014). An Assessment of Equivalence Between Paper and Social Media Surveys: The Role of Social Desirability and Satisficing. Computers in Human Behavior 30, p. 335-343. Hazari, sunil, Cheryl O Meara Brown, and Rachel Rutledge. (2012) Investigating Marketing Students Perceptions of Active Learning and Social Collaboration in Blogs. Journal of Education for Business 88(2) 101-108. Hirst, Martin and Greg Treadwell. (2011). Blogs Bother Me: Social Media. Journalism Students and the Curriculum. Journalism Practice 5)4) P. 446-461. Jacquemin, Stephen J., Lisa K. Smelser, and Melody J. Bernot. (2014). Twitter in the Higher Education Classroom: A Student and Faculty Assessment of Use and Perception. Journal of College Science and Teaching 43(6), p. 22-27. Miller, Rebecca K. (2012). Social Media, Authentic Learning and Embedded Librarianship: a Case Study of Dietetics Students . Journal of Information Literacy 6(2) p. 97-109. Payne, Nathaniel J., Colin Campbell, Anjali S. Bal and Niall Percy. (2011). Placing a Hand in the Fire:
Assessing the Impact of a YouTube Experiential Learning Project on Viral Marketing Knowledge Acquisition. Journal of Marketing Education, 33(2) p. 204-16. Tay, Elaine, and Matthew Allen. (2011). Designing Social Media into University Learning: Technology of Collaboration or Collaboration for Technology? Educational Media International 48(3) p. 151-163. Trekles, Anastasia M. (2012). Creative Writing, Problem-Based Learning, and Game-Based Principles. Paper presented at the International Society for Technology in Education Conference, June 25, 2012. References
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