By Yanick Rice Lamb, Howard University, Associate Professor/Sequence Coordinator, @yrlamb
Students use social media in their daily lives, but they don’t always think about using those skills as journalists. We are revamping how we teach Copy Editing to place a greater emphasis on Interactive Editing for newspapers, magazines and the Internet in print, on the Internet and on mobile devices. Social media is also a key part of the curriculum. However, we stress the importance of solid reporting, sound editing and high journalistic standards so that students don’t focus on speed, bells and whistles at the expense of quality.
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 Facebook. Show all posts
Showing posts with label Facebook. 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.
Tweet a Lead Under the Hashtag #twitternewschat
By Serbino Sandifer-Walker, Texas Southern University
One of the most important aspects of any news story is the lead. It is often the most difficult for beginning news writers to learn to master. It must be well-written, compelling and capture the reader’s attention. The Poynter Institute’s Chip Scanlan said a good lead beckons, invites, informs, attracts and entices the reader. If there is any poetry in journalism Scanlan added, it would have to be in the lead. However, writing a lead that truly captivates a reader can be a daunting task, even for an experienced writer.
One of the most important aspects of any news story is the lead. It is often the most difficult for beginning news writers to learn to master. It must be well-written, compelling and capture the reader’s attention. The Poynter Institute’s Chip Scanlan said a good lead beckons, invites, informs, attracts and entices the reader. If there is any poetry in journalism Scanlan added, it would have to be in the lead. However, writing a lead that truly captivates a reader can be a daunting task, even for an experienced writer.
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.
Using Skype to Teach Live Reporting
By Suzy Smith & Terry Heifetz, Ball State University
Social media has changed the way we interact within our communities. We use it to keep in touch with our families and friends, to connect with people who have common interests, to inform our social and professional groups about upcoming events or happenings, and even to share instant information about our feelings, our whereabouts and even share advice about places to go and things to do.
Social media has changed the way we interact within our communities. We use it to keep in touch with our families and friends, to connect with people who have common interests, to inform our social and professional groups about upcoming events or happenings, and even to share instant information about our feelings, our whereabouts and even share advice about places to go and things to do.
Widgets and Wikis for the Web 2.0 Journo
By Allissa Richardson, Morgan State University
On the first day of class, my students set up their “e-newsrooms.” The technology-shy students usually groan—then ask me what Facebook, Scribd, Twitter and Wordpress have to do with being a journalist. I understand AEJMC begs this question too. Please allow me to share how my affinity for social media in the classroom began and evolved.
On the first day of class, my students set up their “e-newsrooms.” The technology-shy students usually groan—then ask me what Facebook, Scribd, Twitter and Wordpress have to do with being a journalist. I understand AEJMC begs this question too. Please allow me to share how my affinity for social media in the classroom began and evolved.
Social Media in the Classroom
By Jeremy Harris Lipschultz, University of Nebraska at Omaha
A few years ago, my students in Computer-Mediated Communication began using their Facebook “walls” as examples of the core concepts in the course: identity, interaction, community, power and culture. I was intrigued but felt the need to remain cautious. Facebook seemed to belong to them. News reports about faculty members joining students in the social space raised ethical questions. I was not ready.
A few years ago, my students in Computer-Mediated Communication began using their Facebook “walls” as examples of the core concepts in the course: identity, interaction, community, power and culture. I was intrigued but felt the need to remain cautious. Facebook seemed to belong to them. News reports about faculty members joining students in the social space raised ethical questions. I was not ready.
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.
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.
Teaching Research Methods with Social Media Tools
By Kelli Burns, University of South Florida
Today’s tech-savvy student generation is actively participating in social networking and other online communities, so most students not only understand how to use Web 2.0 teaching tools, they thrive in the environment when Web communication solutions are integrated in the classroom.—K. Driscoll, 2007, p. 10
Today’s tech-savvy student generation is actively participating in social networking and other online communities, so most students not only understand how to use Web 2.0 teaching tools, they thrive in the environment when Web communication solutions are integrated in the classroom.—K. Driscoll, 2007, p. 10
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.
Social Media in the Classroom
By Brad King, Ball State University
(Journalism) Media Ethics: Building Data Streams
The use of social media within my Media Ethics class allows the students to aggregate a great deal of information, oftentimes from diverse sources, within a very short amount of time. Since ethics is, by its nature, interactive, emerging technology tools enable me to create a “living conversation” that extends beyond the classroom.
(Journalism) Media Ethics: Building Data Streams
The use of social media within my Media Ethics class allows the students to aggregate a great deal of information, oftentimes from diverse sources, within a very short amount of time. Since ethics is, by its nature, interactive, emerging technology tools enable me to create a “living conversation” that extends beyond the classroom.
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.
Social Media in the Classroom: Mastering the Art of the “Push Post”
By Jake Batsell, Southern Methodist University
The Destination Web is losing ground to the Social Web. Fewer people are using home pages and bookmarks to find their news on the Web – instead, news finds them through shared links on Facebook, link-shortened URLs on Twitter, or “like” buttons on scores of social media sites. For the modern journalist, that prized front-page clip or lead story on the 10 p.m. news may escape the notice of the growing legions of readers who get their news primarily online.
The Destination Web is losing ground to the Social Web. Fewer people are using home pages and bookmarks to find their news on the Web – instead, news finds them through shared links on Facebook, link-shortened URLs on Twitter, or “like” buttons on scores of social media sites. For the modern journalist, that prized front-page clip or lead story on the 10 p.m. news may escape the notice of the growing legions of readers who get their news primarily online.
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).
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