SOCIAL MEDIA

Presented by Louise Markovich and Charlie Berger for EDUC 5405G

What is social media?

According to the Merriam-Webster Definition (http://www.merriam-webster.com) social media
noun plural but singular or plural in construction : forms of electronic communication (as Web sites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as videos)

networking
noun 1: the exchange of information or services among individuals, groups, or institutions; specifically : the cultivation of productive relationships for employment or business 2: the establishment or use of a computer network

Defining Social Media and Social Networking

"It is difficult to study social media without encountering the phrase social networking." "Social media is a media which is primarily used to transmit or share information with a broad audience, while social networking is an act of engagement as people with common interests associate together and build relationships through community." "Social media is simply a system, a communication channel; it is not a location that you visit. In contrast, social networking is a two-way communication, where conversations are at the core, and through which relationships are developed."
Edosomwan, S., Sitalaskshmi, K. P., Kouame, D., Watson, J., & Seymour, T. (2011). The history of social media and its impact on business. Journal of Applied Management and Entrepreneurship, 16(3), 79-91. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/889143980?accountid=14694

History of Social Media- Pre 1990's 550 BC 1792 1800's 1960's 1970's 1980's Postal Service Telegraph Radio, Telephone CompuServe, Email (expensive!!) UseNet (posts to newsgroups) Internet Relay Chat (file sharing, link sharing, keeping in touch)

http://www.ritholtz.com/blog/wp-content/uploads/2010/12/socialMediaTL_05.png

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html

Social Media and Social Networking in 2013

The Evolving Web

Silva, Rahman, and El Saddik (2008) described internet use in the early 1990's as "static, centralized, content-based, one-way communicating, readable, inflexible, and individual." OReilly (2005) defined Web 2.0 as a web platform where applications are built on the web rather than installed on the desktop. "Web 2.0 is interpreted as user-oriented, service-based, open, bilateral, writable, social, and dynamic." (Silva et al, 2008). "The merit of Web 2.0 tools for education can be found in participatory and collaborative natures of social technologies such as social networking and bookmarking, creating and sharing documents, photos and videos through collaboration and mash-ups." (Lee, Williams, & Kim, 2012, p 561)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/39630. OReilly, T. (2005). What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. O'Reilly Media , Inc. Retrieved from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html. Silva, J. M., Rahman, A. S., & El Saddik, A. (2008). Web 3.0: a vision for bridging the gap between real and virtual. Paper presented at the 1st ACM international workshop on Communicability design and evaluation in cultural and ecological multimedia system, Vancouver British Columbia, Canada.

On the whiteboard, please share some ways that you use social media in your personal life.

Social Media and Learning

The features of 'Web 2.0' and social media, "such as engaging, participating, connecting, collaborating, and sharing, learners in all ages have diverse ways to access to information and resources all the time, create multimedia educational content with participation and collaboration, and share it with other learners from all over the world." (Lee, Williams, & Kim, 2012 p 561) Learners take responsibility for their own learning through authentic experiences as they collaborate within social learning environments via Internet. (Lemke & Coughlin, 2009)

Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/39630. Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54-59. Ping Lim, C. & Yong Tay, L. (2003). Information and Communication Technologies (ICT) in an Elementary School: Students Engag ement in Higher Order Thinking. Journal of Educational Multimedia and Hypermedia, 12(4), 425-451. Norfolk, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/11931.

Social Media and Learning

"Lapadat (2000) investigated the idea that discursive interaction in asynchronous, text-based, online courses might be uniquely suited to fostering higher-order thinking, social construction of meaning, and shifts in perspective. The findings pointed to the unique potential of online discussion-based courses as learning environments." (Ping Lim & Yong Tay, 2003, p 431)

Junco, Heiberger and Loken (2011) provide "controlled experimental evidence that using Twitter in educationally relevant ways can increase student engagement and improve grades, and thus, that social media can be used as an educational tool to help students reach desired college outcomes."
Junco, R., Heiburger, G. and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning (2011), 27, 119132
Lapadat, J.C. (2000). Teaching online: Breaking new ground in collaborative thinking. Paper presented at the annual conference of the Canadian Society of the Study of Education (CSSE). Congress of the Social Sciences & Humanities: Edmonton, Alberta, Canada. (ERIC Document Reproduction Service No. ED 443 420)

Social Media and Teaching

"Viewing Web 2.0 and social technologies from the educators perspective, Web 2.0 technologies can make educational environments for instructors more affluent with appropriate and instantaneous resources than curriculum-oriented educational settings." (Lee, Williams, & Kim, 2012 p 561) As educational trends converge with technology, teachers will benefit from technological tools that make educational environments limitless, borderless, and instantaneous (Lemke & Coughlin, 2009)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dcuoit.ca/p/39630.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54-59.

Social Media and Assessment

Web applications make it possible to track and monitor technology based assessment opportunities. (Armstrong & Franklin, 2008) "Collaborative tools representing blogs and wikis, for instance can be collaboration- and evaluation-enhanced Web 2.0 applications where educators can track the degrees of learners contributions to educational activities, and thus monitor the records of educational processes to the assessment of learners." (Lee, Williams, & Kim, 2012 p 561)
Armstrong, J., & Franklin, T. (2008). A review of current and developing international practice in the use of social networking (Web 2.0) in higher education. A report commissioned by the Committee of enquiry into the Changing Learner Experience. Retrieved from http://www.franklinconsulting.co.uk/
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dcuoit.ca/p/39630

Learning, Teaching, Assessment

"By combining with these three dimensions learning, teaching, and assessing of Web 2.0 technologies in educational systems, both educators and learners are able not only to enhance their teaching and learning experiences with greater creativity, interactivity, and productivity but also to continuously retain their teaching and learning opportunities in and outside school with unprecedented affordances and sustainability of Web 2.0 applications." (Lee, Williams & Kim, 2012, p 561)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dcuoit.ca/p/39630

On the whiteboard, please share some ways that you use social media in your professional life.

Learning Theories
Social Learning Theory
Social learning theory focuses on cognitive development through observation and social interaction (Bandura 1986, Vygotsky 1978). A person's behaviour influences others and is also affected by other individuals and environments (Bandura,1977). "The essential foundation and conceptual notion of Web 2.0 applications in education is based on sociality, which is also the primary way human beings naturally learn. Thus, the fundamental insights of how social technologies representing Web 2.0 tools and social interactions affect teaching and learning experiences can be found starting from social learning theory." (Lee, Williams & Kim, 2012, p 562)
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall Inc. Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dcuoit.ca/p/39630 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Learning Theories
Constructivism
Savory and Duffy (2001) described constructivist learning beginning with interaction with the environment, followed by learning through conflict, and lastly, knowledge construction through social interaction.
"In this way, although learners start by using Web 2.0 applications as content users (accessing, reading, getting ideas, and commenting on them), this transformation from a consumer to a creator provides learners with great chances and possibilities for their successive learning. This can be in great possibilities for educators and learners with the assistance of self regulatory, participatory, and collaborative natures of Web 2.0 technologies." (Lee, Williams & Kim, 2012, p 562)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/39630 Savery, J.R. and Duffy, T.M. (2001). Problem Based Learning: An Instructional Model and Its Constructivist Framework [online]. Bloomington, Indiana University. Available from: http: //java.cs.vt.edu/public/classes/ communities. readings/Savery-Duffy-ConstructivePBL.pdf [Accessed 2 January 2009].

Learning Theories
Active Learning Theory
Student centred learning environments that place learners in control of their own learning resources through participation and collaboration is central to active learning theory. "McLoughlin and Lee (2008) contend that the purposes of diverse participatory, collaborative, and creative web activities and applications for learning (referred as social technologies and Web 2.0 tools) can be assimilated into the core concepts of active learning theory, because active learning theory emphasizes distributed and decentralized educational environments collaborative, connected, and interactive rather than traditional knowledge dissemination systems top-down and teachers-tostudents." (Lee, Williams & Kim, 2012, p 562)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/39630 McLoughlin, C. & Lee, M.W. (2008). Future Learning Landscapes: Transforming Pedagogy through Social Software. Innovate. The Journal of Online Education. 4(5). Retrieved from http://www.innovateonline.info/index.php?view=article&id=539.

Learning Theories
Connectivism
"According to Siemens (2005), learning in connective education systems is a process of creating connections, interacting with other entities, and expanding more connections with open, participatory, and collaborative natures of Web 2.0 environments. Moreover, connectivism supports critical and creative thinking skills enabling learners to know more and deeper, so that learners find information they need to act, process information with other learners collaboratively and cooperatively, and then produce their own learning outcomes within the context of social and connective learning circumstances." (Lee, Williams & Kim, 2012, p 562)
Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.uproxy.library.dc-uoit.ca/p/39630 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from http://itdl.org/Journal/Jan_05/article01.htm.

"Learning by Tweeting: Using Twitter as a Pedagogical Tool

Article by Shannon B. Rinaldo, Suzanne Tapp, and Debra A. Laverie

"Can professors use Twitter to engage students in conversation about a marketing course?" 3 Studies of different marketing classes Qualitative and quantitative

Twitter as Marketing Tool

Inform consumers about events and promotions. Direct and influence current and potential customers (Berinato & Clark, 2010). Monitor perceptions Connect directly to customers "engaged audience"(Rinaldo, Tapp & Laverie, 2011, p.194) For brands, Twitter has become a key contentsharing option(Morrissey, 2010).

Twitter as Pedagogical Tool

Enhances social interaction Outside the context of the classroom Engaged motivation for interaction Development of a social presence for the instructor Create a learning community Touches on elements of constructivist learning theory.

Q: Have you ever used Twitter in a classroom/learning environment as a teacher or learner? If so, how?

Twitter and Experiential Learning Theory

Process whereby knowledge is created through transformative experience (Kolb, p. 38). Four elements: concrete experience, observation and reflections, the formation of abstract concepts, and testing (Kolb, 1984). Twitter lends itself to experiential learning.(Rinaldo, Tapp & Laverie, 2011, p.194)

Twitter is not widely used in an educational context. Authors wanted to explore its usefulness.
o

Lead to higher engagement Increase student involvement in the class

"Twitter can enhance deep learning since the focus of the experiential learning activity can shift from the teacher to the student" (Gonzalez et al., 2004; Tanner & Roberts, 1996)

The popular adoption of twitter by companies may entice reluctant instructors to start using it. "Keep content relevant to students professionally, academically, and personally" (Dunlap & Lowenthal, 2009b) The value of the experience hinges on: (1) who you are connected to and with; (2) how frequently you participate; and (3) how conscientious you are about contributing to the value of the community (Dunlap & Lowenthal, 2009a, p. 5).

The Studies

How effective an experiential learning tool is Twitter? Three studies over two semesters Professor goals
o o o o

promote social interactions apply course material experience discussion reflect on and discuss value of experience

Three Studies Study 1 - Benefits driven by use Study 2 - incorporating instructional lecture, measure individual adoption of technology

Study 3 - Analysis of deeper understandings of Twitter

Method

Over two semesters Students 'followed' professor. Professor was new to twitter.

Study 1 First Semester, 146 students. Students completed surveys before and after. Surveyed on many aspects of how Twitter enhanced learning.

Results

Professor tweeted through the semester.

o
o

mainly personal 30% related to class business

Students inexperienced with Twitter. Student perceptions were positive. Twitter was found to touch on all four elements of experiential learning.

Study 2 - Method

Conducted the following semester Added the element of teaching students how to use twitter before hand. Content of tweets shifted from personal to tweets about course content. Added survey to discover if students would endorse Twitter. 130 students Similar to Study 1, used surveys to determined outcomes.

Results

Professor tweeted 221 times Higher proportion of course-related tweets Students inexperienced with Twitter. Students surveyed before and after the semester. Student perceptions did not vary greatly from Study 1. Experiential learning process important.

Study 3

Focus group composed of students from study. Asked to write down positives and suggestions Categories of responses
o

o
o o o o

Personal involvement in the course Satisfaction with course Traditional educational goals (in)efficient use of time Career preparation Overall benefit

Overall Results
"Regardless of quantity or content of tweets, benefits of Twitter use were perceived by the students. Furthermore, the highest benefits were perceived by students who reported using the technology most. This is in line with Kolbs (1984) model of experiential learning; students need to engage to reap the benefits of this learning model"(Rinaldo, Tapp & Laverie, 2011, p.201).

Problems with Twitter use for Educational purposes

Not all students chose to use Twitter Strategies to encourage use. Students not familiar with Twitter. Access to Twitter. Some students refuse to engage.

Limitations of Study

Dependent on professor proficiency with twitter. Require larger sample audience. Address methods for increasing
student use
o

Students not required to post, only follow

Article conclusion Twitter has potential to

o engage students o increase interactions o broaden access to information "Twitter can be a powerful and effective pedagogical tool in any classroom when students believe its use to be relevant to them and when students are properly motivated to use it"(Rinaldo, Tapp & Laverie, 2011, p.203). "an effective way to engage students in experiential learning by applying course material in a social media setting. Students had the opportunity to have the concrete experience with the course material, to make observations and reflections, and to develop the ability to deal abstract concepts and to test with their tweets"(Rinaldo, Tapp & Laverie, 2011, p.203).

Educational Theories Q: Can you think of any other educational theories using Twitter in an educational can touch upon? How?

Group Activity
Groups of 2 or 3, chosen by presenters. Break out sessions. 20 minutes:
Discuss and brainstorm as many possible educational uses for various kinds of social media (twitter, facebook, tumblr, etc.) as you can. Dont forget to think of not only the how but the why.

15-20 mins: Report back in the larger group, each group presents/discuss their list. Together we will create a master list of educational uses of Social media.

Excellent resource
A Teachers Guide to Social Media: http://edudemic.com/2012/07/a-teachers-guideto-social-media/

References
Berinato, S., & Clark, J. (2010). Six ways to find value in Twitters noise. Harvard Business Review, 88(6), 34-35. Dunlap, J. C., & Lowenthal, P. R. (2009b). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20, 129-135. Gonzalez, G. R., Ingram, T. N., LaForge, R. W., & Leigh, T. W. (2004). Social capital: Building an effective learning environment in marketing classes. Marketing Education Review, 14(2), 1-8. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Morrissey, B. (2010, January 24). Marketers use of Twitter goes beyond just tweeting. Brandweek, 51(4), 6. Retrieved from http://www.adweek.com/news/advertising-branding/marketersusetwitter-goes-beyond-just-tweeting-106983