using social media in teaching and research
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USING SOCIAL MEDIA IN TEACHING AND RESEARCH Workshop at Georgia Southern University (Jan 2015)
Dr. Vanessa Dennen Associate Professor Instructional Systems & Learning Technologies Florida State University
My Background
¨ Select accomplishments: ¤ Research on online interactions, knowledge networks,
and community/identity development in social media environments
¤ Designed and taught Social Media for Active Learning MOOC
¤ Teach classes on Web 2.0-based Learning and Performance; Learning & Web Analytics; Open Learning; Mobile Learning
¤ Editor of The Internet and Higher Education
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Agenda
Part 1: Integrating Social Media in a Teaching Context Part 2: Researching Social Media in Education BUT … let’s make this session what YOU want it to be!
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Part I: Integrating SM in a Teaching Context 4
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The Social Media Mindset 5
The Social Media Mindset
¤ Engaging with artifacts ¤ Interacting with other users ¤ Using artifacts and interactions to create new knowledge
Consumer Producer Active Learner
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The Social Media Mindset
¨ Ownership of communication space ¤ Teacher-owned ¤ Student-owned ¤ Distributed within class ¤ Distributed beyond class ¤ External to class (class as lurker/follower)
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Why use social media?
Learning in class Graduating
Participating in a professional community of
practice
What we do in class prepares learners for lifelong and independent learning. Our learners may turn to social media for these needs.
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Is it about the tools? Or the outcomes? 9
Select tools based on objectives
What do you want students to do? ¨ Examine the verb in the learning objective. To
achieve that objective will your students need to: ¤ Communicate with classmates? ¤ Interact with experts? ¤ Find information that will help solve a problem? ¤ Publish their work?
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Types of Networked Knowledge Activities 11
Types of Networked Learning Activities
¨ Collaborative Writing ¨ Collaborative Visualization ¨ Presentation & Sharing ¨ Curation ¨ Network Development Trends
Flipped classrooms Gamification Badges Mashups
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Collaborative Writing Tools
¨ Wikis (e.g., wikispaces) ¤ Support group writing ¤ Support peer editing, with revision history
¨ Blogs (e.g., blogger, wordpress, edublogs) ¤ Group: multiple authors may contribute posts ¤ Individual: one person “owns” and shapes the space;
others may comment ¨ File Exchanges
¤ Shared documents ¨ Shared notepads (e.g., piratepad.net)
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Collaborative Writing Ideas
¨ Peer review and editing ¨ Write a book ¨ Build arguments on a topic ¨ Build a study guide
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Collaborative Visualization Tools
¨ Google Maps Engine (mapsengine.google.com/maps)
¨ Google trends (trends.google.com) ¨ Google public data explorer (www.google.com/
publicdata/directory) ¨ Padlet (padlet.com) shared wall ¨ Bubbl.us (bubbl.us) concept mapping ¨ Dipity (www.dipity.com) timeline
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Collaborative Visualization Ideas
¨ Map it and annotate it ¨ Create and share a timeline (fact or fiction; past,
present, or future) ¨ Concept map class content or ideas
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Presentation and Sharing Tools
¨ Prezi (prezi.com) ¤ Presentations with zooming
animation and collaborative building and sharing
¨ VoiceThread (voicethread.com) ¤ Slide show style presentations
with commentary (text, audio, video) and on-screen annotation
¨ Voki (voki.com) ¤ Talking avatars
¨ Slideshare (slideshare.net) ¤ Sharing presentation and PDF
files ¨ YouTube (youtube.com)
¤ Video Channels with tagging, rating, and commenting
¨ Flickr (flickr.com) ¤ Photo and image sharing with
tagging, rating, commenting, community groups
Sharing Presentations Sharing Artifacts / Collections
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Presentation and Sharing
Example: A Voicethread Presentation
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Presentation and Sharing Ideas
¨ Class presentations doing outside of class time ¨ Formative feedback on class presentations ¨ Weekly summary broadcasts or study guides
(student created) ¨ Presentation of assignment requirements (teacher
led) ¨ Share and seek expert feedback ¨ Create collaborative evidence collections
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Curation Tools
¨ Diigo ¨ Delicious ¨ Learnist ¨ Pinterest ¨ Storify ¨ ScoopIt!
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Curation Ideas 21
¨ Curate a collection of course-related resources for your students or with your students
¨ Curate and share class projects ¨ Engage in visual brainstorming ¨ Do pre-work for research and design projects ¨ Create artifact stories (history, current events,
scientific discovery, fiction) ¨ Develop specialized expertise among students
Communication and Networking Tools
¨ Prominent social media networks ¤ Twitter ¤ Facebook ¤ LinkedIn
¨ Built into most other platforms ¤ Integrated tools (e.g., friend/sharing tools) ¤ Connection to major third-party tools
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Communication and Networking Ideas
¨ Create a backchannel ¨ Crowdsource information needs ¨ Seek expert/community feedback ¨ Build a personal learning network
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Summing Up: Knowledge and Learning Activities
Knowledge
¨ Collect ¨ Curate
¨ Share
¨ Negotiate
¨ Broker
Learning
¨ Collaborative Writing ¨ Collaborative Visualization
¨ Presentation/Sharing
¨ Curation
¨ Communication/Networking
In a class setting, we use learning activities to provide the overall structure for student interactions. Within any learning activity we ask students to engage in one or more knowledge activities.
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Assessment Issues and Ideas
¨ What do you assess? ¤ Process or outcome? ¤ Individual or group?
¨ Some ideas (other than work products): ¤ Portfolios ¤ Archives ¤ Illustrated reflection papers
n Archived interactions n Tracking/analytic data
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Before You Begin …
¨ Make sure YOU know how to use the tool, know the tool’s Terms of Service, etc.
¨ Test all components of the activity (use friends or multiple accounts)
¨ Consider comfort, privacy, identity, and FERPA issues
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Prepare the Learning Environment
¨ Use prompts ¨ Communicate expectations ¨ Create models / examples ¨ Interact along with students
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Turn Concerns Into Guidelines
¨ What if students don’t participate? ¨ What if students participate at the deadline? ¨ What if some students don’t get any replies? ¨ What if students are unkind to each other? ¨ What if students post inappropriate content? ¨ What if students get overwhelmed? ¨ What if students are uncomfortable posting their
thoughts/ideas?
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Social Media Lesson Considerations
¨ Fit with social Internet ecosystem ¨ Sensitivity of learning domain/topic ¨ Learner age / experience ¨ Efficiency / time ¨ Visibility of learners/learning
It’s not always the best choice.
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Areas of Concern
AKA opportunities for education J ¨ Privacy ¨ Copyright ¨ Digital footprints and legacies ¨ Inappropriate oversharing
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Don’t Assume What Learners Want 31
Dennen & Burner (2104) Strongly Agree
Agree Disagree Strongly Disagree
Would like to use Facebook in a class
Users 17 (10%) 66 (41%) 57 (35%) 22 (14%)
Non-‐users 0 (0%) 1 (14%) 1 (14%) 5 (71%)
Comfortable being Facebook friends with instructors
Users 16 (10%) 72 (44%) 59 (36%) 15 (10%)
Non-‐users 0 (0%) 1 (14%) 2 (29%) 4 (57%)
Comfortable using Facebook Groups with instructors
Users 27 (17%) 99 (61%) 32 (20%) 4 (2%)
Non-‐users 0 (0%) 2 (29%) 0 (0%) 5 (71%)
Source: Dennen & Burner (2014)
What do you want to research?
Research on SM in the Classroom 32
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Framing Your Research
¨ Is it *truly* about social media use? ¨ Or is the social media tool just a means to an end?
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Adding to your methodological repertoire …
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¨ Content Analysis ¨ Computer Mediated Discourse Analysis (CMDA) ¨ Social Network Analysis ¨ Analytics
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Tools for Research
¨ Analytic Tools ¤ Built into many SM tools ¤ Third party tools/extensions
¨ Archiving Tools ¤ Save items shared via various SM channels ¤ Searches by hashtag, keyword, tool
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Analytics: Blogger 36
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Analytics: Gmail 37
Analytics: Slideshare 38
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Analytics: Slideshare 39
Analytics: Slideshare 40
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Analytics: Slideshare 41
Tools: Hootsuite 42
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Tools: IFTTT 43
Tools: Storify 44
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Some tools you might want to play with
¨ Social Network Analysis tools: ¤ NodeXL: http://nodexl.codeplex.com ¤ SNAPP: http://www.snappvis.org ¤ UCINET: https://sites.google.com/site/ucinetsoftware/
¨ Social Media Analytic/Archiving tools: ¤ Twitter Analytics: https://analytics.twitter.com/about ¤ Tweet Archivist: https://www.tweetarchivist.com ¤ Hootsuite: https://hootsuite.com/
¨ Content analysis tools: ¤ Tagxedo: http://www.tagxedo.com/ ¤ TAPOR: http://taporware.ualberta.ca/~taporware
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Practical Do’s and Don’ts
¨ Keep field notes ¨ Test things in advance
¤ Archiving ¤ Data processing ¤ Analysis
¨ Archive in a timely manner
¨ Blindly adopt analysis frameworks (coding schemes)
¨ Overlook backchannels, offline interactions, etc.
¨ Misjudge privacy levels or concerns
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DO DON’T
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IRB Issues 47
¨ Often the technology is not understood by the reviewer ¨ Need to explain the nature of the virtual space
¤ The public-private continuum ¤ Who can access it ¤ Connections between real/online identities
¨ Consider asking for waiver of consent when: ¤ Chasing down each participant might be challenging ¤ The data and/or analysis results in structural/quantitative,
non-identifiable reporting ¤ You need a full complement of data points (e.g., to depict a
network)
Ethical Issues 48
¨ “Private” is a matter of personal perspective ¨ Participants may not know how to manage their own
privacy settings effectively ¨ Google-ability of quoted data sources
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YOUR research 49
¨ What are your ideas? ¨ What are your questions?
Thank you! 50
¨ You can connect with me at: ¤ [email protected] ¤ @vdennen ¤ slideshare.net/vanessadennen ¤ Also on: diigo, linkedin, pinterest, goodreads …