By Serena Carpenter, Arizona State University, Assistant Professor, @drcarp
I design and teach Online Media, which is the required foundation skills online/Web reporting class for journalism and public relations students at the Cronkite School. I focus my social media efforts on helping them understand how to connect content to online users and build their online reputation. To accomplish this goal, I weave social media throughout my assignments and lectures. I have highlighted my major social media exercises for my class.
Social Media is changing everything. Nowhere is this more evident than on our college and university campuses. Yet there are unique challenges in incorporating social media into an established and tested curriculum.
AEJMC asked teachers to share some of their best practices for incorporating social media into the classroom, including suggested articles, exercises, tools and more. The following is a collection their best ideas and experiences.
Showing posts with label Blogging. Show all posts
Showing posts with label Blogging. Show all posts
Integrating social media into the classroom: resources, readings and lessons learned.
By Gary Ritzenthaler, University of Florida, Ph.D. Student/Instructor, @gritz99
Introduction
At the 2009 AEJMC Convention in Boston, I presented a paper (written with David Stanton and Glenn Rickard) entitled, "Facebook groups as an e-learning component in higher education courses: one successful case study." (See the paper here or presentation slides here.) The paper described a study we did in 2007 regarding students use of a Facebook group as a course component. That 2007 study, in turn, grew out of my experiments in building social media websites for a college audience, undertaken as a part of my master's degree on social media, completed in 2006.
Introduction
At the 2009 AEJMC Convention in Boston, I presented a paper (written with David Stanton and Glenn Rickard) entitled, "Facebook groups as an e-learning component in higher education courses: one successful case study." (See the paper here or presentation slides here.) The paper described a study we did in 2007 regarding students use of a Facebook group as a course component. That 2007 study, in turn, grew out of my experiments in building social media websites for a college audience, undertaken as a part of my master's degree on social media, completed in 2006.
Social Media in the Classroom
By C. Michael Elavsky, The Pennsylvania State University
Utilizing interactive media in the contemporary classroom is an important and emerging trend for how such technologies can potentially facilitate greater student engagement with course content, dynamics and other participants therein. This is especially relevant for the large lecture hall, where anonymity, unilateral knowledge transfer (from professor to student), and banking concepts of education (Freire, 1970) are generally the norm. Incorporating Twitter, Google Apps, and the Harvard Moderator Question Tool (HMQT) (http://cyber.law.harvard.edu/questions/credits.php) into such courses encourages the students to contribute more substantively both to the evolving classroom discourse surrounding the themes and discussions therein, as well as the very course design itself by employing these “disruptive” technologies (Camplese and McDonald, 2010) in constructive ways which actually solicit greater student collaborative participation.
Utilizing interactive media in the contemporary classroom is an important and emerging trend for how such technologies can potentially facilitate greater student engagement with course content, dynamics and other participants therein. This is especially relevant for the large lecture hall, where anonymity, unilateral knowledge transfer (from professor to student), and banking concepts of education (Freire, 1970) are generally the norm. Incorporating Twitter, Google Apps, and the Harvard Moderator Question Tool (HMQT) (http://cyber.law.harvard.edu/questions/credits.php) into such courses encourages the students to contribute more substantively both to the evolving classroom discourse surrounding the themes and discussions therein, as well as the very course design itself by employing these “disruptive” technologies (Camplese and McDonald, 2010) in constructive ways which actually solicit greater student collaborative participation.
Social Media in the Classroom
By Cliff Shaluta, Western Kentucky University
01 / Introduction to Social Media
The business of advertising is being transformed. Consumers are choosing new communication technologies to network with others and to consume news, information, and entertainment on the platforms they choose at the times they want. We are witnessing a seismic shift in consumer media behavior, along with a much slower realignment of advertising budgets. eMarketer projects that spending on digital advertising in the United States will reach $23.6 billion this year, which represents about 14.4% of total advertising spending of $163 billion. Advertising spending exclusively on social networks is pegged at $1.3 billion or about 5% of total digital advertising spending for this year. Advertising on social networks is projected to reach just $1.6 billion by 2013. eMarketer projects that overall spending on digital advertising will grow to $34.0 billion in 2014, meaning that the actual percentage of ad dollars spent on the social networks will remain about 5% of total digital ad spending in the United States.
01 / Introduction to Social Media
The business of advertising is being transformed. Consumers are choosing new communication technologies to network with others and to consume news, information, and entertainment on the platforms they choose at the times they want. We are witnessing a seismic shift in consumer media behavior, along with a much slower realignment of advertising budgets. eMarketer projects that spending on digital advertising in the United States will reach $23.6 billion this year, which represents about 14.4% of total advertising spending of $163 billion. Advertising spending exclusively on social networks is pegged at $1.3 billion or about 5% of total digital advertising spending for this year. Advertising on social networks is projected to reach just $1.6 billion by 2013. eMarketer projects that overall spending on digital advertising will grow to $34.0 billion in 2014, meaning that the actual percentage of ad dollars spent on the social networks will remain about 5% of total digital ad spending in the United States.
Building Personal Brands through Social Media
By David Kamerer, Loyola University Chicago
Students in my public relations writing class are assigned to write 12 blog posts during the semester. While we use many social media tactics in the class, blogging requires the largest time commitment. Some complain about the assignment.
“What should I write about?” ask others.
My answer is that they should write about their professional passion and to do it well.
Students in my public relations writing class are assigned to write 12 blog posts during the semester. While we use many social media tactics in the class, blogging requires the largest time commitment. Some complain about the assignment.
“What should I write about?” ask others.
My answer is that they should write about their professional passion and to do it well.
Social Media Challenges in the Journalism Classroom
By Bob Britten, West Virginia University
The typical student in today’s college classroom is a more frequent user of social media than the typical educator; sometimes that use literally takes place in the classroom (say, during the lecture). Students use it to keep up with information that matters to them, to pass notes, to make plans, and to stay in touch. They are experts at using social media in their personal lives, but not necessarily in their academic and professional work.
The typical student in today’s college classroom is a more frequent user of social media than the typical educator; sometimes that use literally takes place in the classroom (say, during the lecture). Students use it to keep up with information that matters to them, to pass notes, to make plans, and to stay in touch. They are experts at using social media in their personal lives, but not necessarily in their academic and professional work.
Social Media in the Classroom
By L. Simone Byrd, Alabama State University
With a 4/4 teaching load, there are a variety of tools and concepts to experiment with, and integrate into the course curriculum. This is especially true in the academic discipline of public relations and advertising. As a junior faculty member completing the second-year on the tenure-track, I’ve noticed that the majority of the courses offered in my department, had not begun to respond to the growing relevance of social media on not only public relations and advertising, but the overall mass communication discipline. To some extent, I’ve used social media tools in my courses, but not to the extent at which they’re currently being used.
With a 4/4 teaching load, there are a variety of tools and concepts to experiment with, and integrate into the course curriculum. This is especially true in the academic discipline of public relations and advertising. As a junior faculty member completing the second-year on the tenure-track, I’ve noticed that the majority of the courses offered in my department, had not begun to respond to the growing relevance of social media on not only public relations and advertising, but the overall mass communication discipline. To some extent, I’ve used social media tools in my courses, but not to the extent at which they’re currently being used.
Communicate, Research and Collaborate: Social Media in the Classroom
By Adam Wagler, University of Nebraska-Lincoln
New Media Design and Advanced New Media Design are courses that study current communication techniques used in interactive media. Discussion revolves around multimedia's role in Integrated Marketing Communications and analysis of successful applications in new media. The primary focus of the course is hands-on experiences and the creation of effective digital communications using current Web technologies. Generally, the classes are made up of undergraduate juniors and seniors, but are also offered as a graduate course resulting in a small population of graduate students. The course focuses on the design and production of Web sites with related topics including social media, mobile and search engine optimization. Three tools are used in class to develop skills using social media to communicate, research and collaborate.
New Media Design and Advanced New Media Design are courses that study current communication techniques used in interactive media. Discussion revolves around multimedia's role in Integrated Marketing Communications and analysis of successful applications in new media. The primary focus of the course is hands-on experiences and the creation of effective digital communications using current Web technologies. Generally, the classes are made up of undergraduate juniors and seniors, but are also offered as a graduate course resulting in a small population of graduate students. The course focuses on the design and production of Web sites with related topics including social media, mobile and search engine optimization. Three tools are used in class to develop skills using social media to communicate, research and collaborate.
Social Media in Classroom: Using Google Tools
By Ingrid Sturgis, Howard University
Teaching writing and reporting in the digital age has moved far beyond demonstrating how to craft an inverted pyramid story structure. Today’s always-on student is wired to friends, family and classmates via cell phones, Facebook, Twitter and Google Buzz. They write and send assignments on their Blackberries and Twittered the news of Michael Jackson’s death to their friends via iPhone before ever reading a complete news article about it.
Teaching writing and reporting in the digital age has moved far beyond demonstrating how to craft an inverted pyramid story structure. Today’s always-on student is wired to friends, family and classmates via cell phones, Facebook, Twitter and Google Buzz. They write and send assignments on their Blackberries and Twittered the news of Michael Jackson’s death to their friends via iPhone before ever reading a complete news article about it.
Can Blogs Replace Journals? Using New Media to Stimulate Pondering and Self-Reflection among Undergraduate Students
By Ric Jensen, University of South Dakota
Introduction
Recently, I began teaching an interdisciplinary course to college juniors and seniors about the public understanding of science. The course examined issues we face in public relations, including the need to communicate in such a way that the message matches the needs and interest of the intended audience (Wilcox, 2009). The course also presented the adoption process with an emphasis on how persuasive communication can be used to get people to embrace new technologies (Kotler, 2009).
Introduction
Recently, I began teaching an interdisciplinary course to college juniors and seniors about the public understanding of science. The course examined issues we face in public relations, including the need to communicate in such a way that the message matches the needs and interest of the intended audience (Wilcox, 2009). The course also presented the adoption process with an emphasis on how persuasive communication can be used to get people to embrace new technologies (Kotler, 2009).
Social Media in the Classroom: Principles of Advertising
By Sara Steffes Hansen, University of Wisconsin Oshkosh
Social media dynamically shapes learning in “Principles of Advertising.” Many forms and uses of social media are underway to meet specific learning objectives:
Social media dynamically shapes learning in “Principles of Advertising.” Many forms and uses of social media are underway to meet specific learning objectives:
- Understand advertising in traditional and new media, which often integrate
- Learn uses of social media, in context of societal and professional trends
- Advance communication skills, creativity and critical thought regarding advertising theory and practice, within a community of “colleagues”
Social Media in the Classroom
By Sheree Martin, Samford University
I introduced social media into two courses I taught this semester at Samford University in Birmingham, Alabama—Principles of Public Relation (PR) and a special topics course, Media of Religion (MOR). The approaches were similar so I will discuss my techniques collectively.
I introduced social media into two courses I taught this semester at Samford University in Birmingham, Alabama—Principles of Public Relation (PR) and a special topics course, Media of Religion (MOR). The approaches were similar so I will discuss my techniques collectively.
The Our House Project: A Social Media Experiment
By Amy Barnes, University of Arkansas at Little Rock
The University of Arkansas at Little Rock, sitting in the state’s capital city and largest population center, brands itself as a metropolitan university, a label that is as much about philosophy as location. It is a philosophy that embraces community enhancement through public service and service learning and one that faculty in all disciplines are urged to bring to the classroom.
The University of Arkansas at Little Rock, sitting in the state’s capital city and largest population center, brands itself as a metropolitan university, a label that is as much about philosophy as location. It is a philosophy that embraces community enhancement through public service and service learning and one that faculty in all disciplines are urged to bring to the classroom.
Teaching Ideas To Help Students (and Professors) Blog, Tweet, and Friend Their Way
By Rick Kenney, Hampton University
BEGIN WITH THE BASICS, AND FOLLOW THROUGH WITH ETHICS
I began teaching social media in an online journalism course a little over a year ago. I determined from the outset that I would make ethics the linchpin. I incorporated readings and discussions about core values of traditional media and conventional reporting. Because of our curriculum’s emphasis on ethics and neglect of multimedia skills, the students caught on quickly to the theoretical but needed help with the practical. We stumbled together toward the semester’s finish line, leaving me thinking they knew how and when to use social media but not what to do with it. Still, it was a start for them, and it was progress for me.
BEGIN WITH THE BASICS, AND FOLLOW THROUGH WITH ETHICS
I began teaching social media in an online journalism course a little over a year ago. I determined from the outset that I would make ethics the linchpin. I incorporated readings and discussions about core values of traditional media and conventional reporting. Because of our curriculum’s emphasis on ethics and neglect of multimedia skills, the students caught on quickly to the theoretical but needed help with the practical. We stumbled together toward the semester’s finish line, leaving me thinking they knew how and when to use social media but not what to do with it. Still, it was a start for them, and it was progress for me.
Successful Use of Various Social Media In A Class
By Ronald A. Yaros, University of Maryland
Summary Of A “Hybrid” Course Devoted to Technology and Social Media
This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address “new problems” facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This “hybrid” course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.
Summary Of A “Hybrid” Course Devoted to Technology and Social Media
This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address “new problems” facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This “hybrid” course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.
How To Integrate Social Networks And Blogs Into Traditional Curriculums
By Keith Quesenberry, Temple University
Introduction
Social Media is growing and changing the way we live, the way we do business and the way we connect. The latest numbers indicate that in December 2009 the social network Facebook surpassed 100 million active users in the U.S. and over 350 million worldwide (Smith, 2010). Blogs are, well, everywhere. The latest number I could find was in 2008 when the Blog Herald reported that there were roughly 200 million blogs (Helmond, 2008). Since then it seems people have given up counting. Even CEOs are blogging. Sun Microsystems CEO Blog gets 400,000 hits a month (Balwani, 2009). Bloggers are now legitimate media gaining access to and asking questions of the President at Whitehouse press conferences (Baker, 2009). And Facebook has become large enough and influential enough to draw fire from U.S Senators over its privacy settings (Patel, 2010).
Introduction
Social Media is growing and changing the way we live, the way we do business and the way we connect. The latest numbers indicate that in December 2009 the social network Facebook surpassed 100 million active users in the U.S. and over 350 million worldwide (Smith, 2010). Blogs are, well, everywhere. The latest number I could find was in 2008 when the Blog Herald reported that there were roughly 200 million blogs (Helmond, 2008). Since then it seems people have given up counting. Even CEOs are blogging. Sun Microsystems CEO Blog gets 400,000 hits a month (Balwani, 2009). Bloggers are now legitimate media gaining access to and asking questions of the President at Whitehouse press conferences (Baker, 2009). And Facebook has become large enough and influential enough to draw fire from U.S Senators over its privacy settings (Patel, 2010).
Social Media in the Classroom
By Ben Eveloff, St. Xavier University
It is a very exciting time to be teaching Social Media at the University level. The developments we have seen in the last few years have fundamentally changed the way we look at the field of communication. The continued evolution of these technologies, in accordance with Moore’s law, will greatly affect the field of Communication at a rate never seen before. This is why it is essential not only to teach the most up-to-date practices and uses of specific social media, but also the fundamentals that will hold true as social media platforms come and go. Below, I will outline strategies I use to teach social media and emerging technologies.
It is a very exciting time to be teaching Social Media at the University level. The developments we have seen in the last few years have fundamentally changed the way we look at the field of communication. The continued evolution of these technologies, in accordance with Moore’s law, will greatly affect the field of Communication at a rate never seen before. This is why it is essential not only to teach the most up-to-date practices and uses of specific social media, but also the fundamentals that will hold true as social media platforms come and go. Below, I will outline strategies I use to teach social media and emerging technologies.
Using Social Media to Develop Students’ Critical Thinking Skills
By Wanda Reyes, Sam Houston State University
I use YouTube and Facebook in Principles of Public Relations to help my students develop critical thinking skills. This course introduces students to theories and their applications in public relations. The main goal is to have students learn to analyze and critically evaluate ideas, arguments, and point of views related to the public relations practice.
I use YouTube and Facebook in Principles of Public Relations to help my students develop critical thinking skills. This course introduces students to theories and their applications in public relations. The main goal is to have students learn to analyze and critically evaluate ideas, arguments, and point of views related to the public relations practice.
Social Media in the Classroom
By Steve Fox, University of Massachusetts
The question I ask is not how educators can use social media in teaching but how can they not?
Social media pervades all aspects of my teaching but it is more than just a tool for teaching and communicating, I believe it is part of an exciting new approach to teaching that embraces not only new tools but also the notion that instructor and students can experiment and learn outcomes together.
How Can You Not Use Social Media In Teaching?
The question I ask is not how educators can use social media in teaching but how can they not?
Social media pervades all aspects of my teaching but it is more than just a tool for teaching and communicating, I believe it is part of an exciting new approach to teaching that embraces not only new tools but also the notion that instructor and students can experiment and learn outcomes together.
Gettin’ Social in the Classroom
By Bret Schulte, University of Arkansas
This is the way stories used to be written in the University of Arkansas journalism department: The student banged away in a computer lab. The student printed off the story, and the student turned it into the instructor. The instructor wielded a pen and slashed the paper with great red strokes (of enthusiasm, naturally) and returned it to the student. The student revised (with equal enthusiasm). The story was graded – and the story was never seen again, most likely.
This is the way stories used to be written in the University of Arkansas journalism department: The student banged away in a computer lab. The student printed off the story, and the student turned it into the instructor. The instructor wielded a pen and slashed the paper with great red strokes (of enthusiasm, naturally) and returned it to the student. The student revised (with equal enthusiasm). The story was graded – and the story was never seen again, most likely.
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