Tips and techniques to teach mobile and social technology
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Transcript of Tips and techniques to teach mobile and social technology
COMBINING THEORY AND PRACTICE IN YOUR CLASSROOM: TIPS AND TECHNIQUES TO TEACH MOBILE AND SOCIAL TECHNOLOGY
Moderator: Marcia DiStaso, Ph.D., Pennsylvania State University, [email protected] Panelists: Tina McCorkindale, Ph.D., Appalachian State University, [email protected] Karen Freberg, Ph.D. University of Louisville, [email protected] Carolyn Kim, Ph.D., Biola University, [email protected] Kirsten Bailey, Director HootSuite University
Integrating Mobile Technologies in the Learning Environment
Tina McCorkindale, Ph.D. Appalachian State University AEJMC Montreal
Ubiquity of mobile technologies
63% of adult cell users
use their phones to go online3
34% of cell phone users
do most of their online browsing on
their phone3
73% of online adults use
social media1
31% of Adult internet users
have uploaded or posted videos2
1 Pew Research Internet Project, Sept. 2013 2 Pew Research Internet Project, Oct. 2013 3 Pew Research Internet Mobile Technology Fact Sheet
42% of adults own a
tablet computer3
Let’s Face it…..
• The Millennial and Generation Z were raised on technology • Understanding and integrating technology is vital in the workforce! • More courses are blending strategies and tactics in the classroom
Course Description from Marcus Messner’s (VCU) iPad Journos class: “Students work in a newsroom environment to utilize mobile devices and social media platforms to identify compelling story ideas, effectively break news and report on important news events and issues while applying theories and concepts of online social networking to journalism. Students develop their own professional social media portfolios and build online communities.”
In the Classroom
What does the research say? • Research is in early stages investigating impact of mobile on learning • Chen & Denoyelles (2013)
• Importance of devices to academic success: • Mobile devices – 45 percent • Smartphones – 37 percent • E-Readers – 31 percent
• Harris Interactive (2013): • Nine in 10 K-12 students said mobile technologies will change the way they
learn in the future and make learning more fun
To ban or not to ban…..
Disadvantages • Distraction • Too mobile dependent • Creates short attention spans • Time • Cheating • Lack of access (Costs) • Learning challenges
Advantages • Access to internet and texts • Affordable • Apps make it easy • Spot quizzes • Instant feedback • Engagement • No paper • Can highlight and annotate texts • 3G/4G access
Adopting apps
Questions to ask
• Is the app inviting and does it give a good first impression?
• Is the app intuitive?
• Does the app open up new ways to learn?
• Does the app effectively communicate its subject matter?
• Does the app align to your learning goals?
• Does it allow personalization?
• Does the app support multiple learning modalities?
Source: Apple
Considerations of app selection
• Engagement
• Instructional design
• Motivation
• Accessibility
Applications
Badges • Credly • Mozilla Open Badges
• Integration of Social Media (including LinkedIn
Mobile Educational Software • Top Hat • Blackboard • Moodle
Helpful Apps
Note Anytime
NoteSuite
Helpful Apps
Soundnote
Toggl
Google Docs
Question to ask when integrating an app
• Does it fit with the overall course strategy? • Would it enhance learning? • Do I have the time and resources to make it work? • Do my students have access?
Developing an app
Partnership opportunities
• Partnered with Graphic Design major in Art Department
• Developed content, class designed storyboard
• Visual storytelling
• Tour vs. story
• Application and challenges
Maison Reciprocity, Solar Decathlon Europe
Partnership opportunities • Developing apps
• Sign-up as a developer
• Coding
• Partner with other departments or organizations (Business, entrepreneurial degree, other depts.)
EXPERIMENTING IDEAS AND CONCEPTS
• Headgear (Google Glass)
• Virtual Reality Headgear (Oculus Rift)
• Smart Watches
• GoPro Source: http://www.innovationexcellence.com/blog/2014/07/11/wearable-technology-in-the-classroom-infographic/
• Professors have to learn new tools to integrate and apply in course lessons as well as in assignments, projects, and igniting connections.
• HUGE pressure to be innovative, strategic, and relevant for students and profession.
• Porter et al (2014) mentioned that the role of this new blended learning environment for higher education courses is considered to be “the new normal” (p. 185).
• Balancing theory and practice a challenge.
• Sparks innovation • Creative
Opportunity • Captures
attention • Storytelling • Course narrative
• Adaptability • New tool & medium • Experimentation • Storytelling from your
POV • Reputation
For Students For Professors
• Theoretical Applications and Discussions
• Discussions on human/social interactions / social identity
• Implications towards relationship management
• Perception [Attribution Theory] of Glass Explorers - Reputation Management & Influence
• Uses and Gratification
• Applied
• Creative Brainstorming Sessions [Preliminary - all courses]
• Strategic Briefs for PR initiatives [Social Media Course]
• Capturing soundbites, statements, and interviews for press releases and media kits [StratComm Writing Course]
• POV Glass Stories [Personal Story, Day-in-the-life of an Intern/PR pro & professor, Emotional Experience targeted in Advertisement]
• Undergraduates and Graduate Students
• Graduate Students – extra research involved [primary + IRB]
• Google Glass Etiquette
• Construct etiquette to add to social media and/or mobile application policy for brands.
• Discuss do’s & don’ts when using Google Glass
• Case Studies involving Google Glass
• Kenneth Cole
• NBA Teams [Sacramento Kings and Indiana Pacers], Medical Schools, Businesses [Virgin Airlines]
• Legal Cases [Driving, Bars, Restaurants, etc]
• POV [Point of View Exercises]
• Record Lectures from Professor’s Point of View [POV]
• POV Record Speeches, Presentations, and Guest Lectures [*Permission]
• POV Press Conferences [Media Training, Crisis Communications, Event Planning]
IGNITE THE
CREATIVE SPARK
POV is the next medium
Embrace. Challenge. Learn.
WE ARE ALL IN THIS TOGETHER
• Role as a mentor / ambassador, not just an explorer.
• Shared applied experiences with others key for innovation.
• Still has a learning curve as new cards and apps come up.
• Obligation to share story, POV, and technology with others.
• Experimentation is paying off with Google Glass.
• Google Glass is just the beginning [Oculus Rift, etc].
Social Media & Higher EducationEngaging Students And Fostering Learning
Carolyn Kim, PhD | Biola University | [email protected] | @CarolynMaeKim
The Power of Social
• Developing Faculty / Student Relationships Through Out-of-Class Communication (OCC)
• Creating Personal Learning Environment (PLEs)
Student SM Perception Study
• N=207;
• Private, Southern California University
• Undergraduate Students
Student Platform Uses
Student Faculty Engagement
Faculty/Student OCC(Jaasma & Koper, 1999)• Greater Academic & Cognitive
Development (Terenzini, Pascarella, & Blimling, 1996)
• Higher Educational Aspirations (Pascarella & Terenzini, 1991)
• Increased feelings of self-worth, affirmation and confidence (Kuh, 1995)
Live TweetingUse “Keynote Tweet”
Highlight Points from Lectures
Share What’s Happening in Class
Personal Learning Environments(Dabbagh & Kitsantas, 2012)
• PLE is a “promising approach for both integrating formal and informal learning using social media.”
• PLEs has the potential to help self-regulating learning, or the process of a student to independently manage their gathering of information and progress toward learning goals.
3 Levels of Interactivity• Level 1: Create PLEs that allow students to become self-
regulated learners. Examples could include creating a blog, developing online discussion boards, or creating a profile presence.
• Level 2: Teach basic sharing and collaborative efforts. Examples could include responding to other’s discussion boards, replying to tweets, posting on a Facebook group, etc.
• Level 3: Teach students to aggregate and synthesize information from the previous two levels. This could include an infographic creation of a specific discussion boards content, or a report based on client interaction through social media, etc.
Applied TheoryLevel 1: Creating a PLE
✓Class Hashtag
✓Facebook Group
✓Course Management System (Discussion Boards)
Applied TheoryLevel 2: Sharing & Contributing - Tweet Hunt
Applied TheoryLevel 3: Aggregating & Synthesizing - Infographic Creation
Some Cautions
• Context Collapse for Students
• Contrived Communication
• Potential Damage to Credibility
• Desire for Equality
Sources
Dabbagh, N. & Kitsntas, A. (2012). “Personal Learning Environments, social media, and self- regulated learning: A natural formula for connecting formal and informal learning.” Internet and Higher Education, 15, p 3-8.
Jaasma, M. A. & Koper, R. A. (1999). “The relationship of student-faculty out-of-class communication to instructor immediacy and trust to student motivation.” Communication Education, 48(1), pp 41-47.
Kuh, G.D. (1995). “The other curriculum: Out-of-class experiences associated with student learning and personal development.” The Journal of Higher Education, 66, pp. 123-155.
Terezini, P.T., Pascarella, E.T., & Blimling, G.S. (1996). “Students’ out-of-class experiences and their influence on learning and cognitive development: a literature review.” Journal of College Student Development, 37, p. 149-162.
Pascarella, E.T. & Terezini, P.T. (1991). How college affects students: findings and insights from twenty years of research. San Francisco, CA: Jossey Bass.
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COMBINING THEORY AND PRACTICE IN YOUR CLASSROOM: TIPS AND TECHNIQUES TO TEACH MOBILE AND SOCIAL TECHNOLOGY
Moderator: Marcia DiStaso, Ph.D., Pennsylvania State University, [email protected] Panelists: Tina McCorkindale, Ph.D., Appalachian State University, [email protected] Karen Freberg, Ph.D. University of Louisville, [email protected] Carolyn Kim, Ph.D., Biola University, [email protected] Kirsten Bailey, Director HootSuite University