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.
AEJMC: Social Media in the Classroom
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.
Social Media and Copy Editing
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.
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.
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.
Incorporating Social Media in a Required Research Course for Advertising / PR / Strategic Communication Majors
By Joe Bob Hester, The University of North Carolina at Chapel Hill
JOMC 279, Advertising and Public Relations Research, is a required course for students majoring in advertising, public relations, or strategic communications in the UNC School of Journalism and Mass Communication. The primary goals of this course are for students to learn 1) to conduct research and evaluate information by methods appropriate to the advertising and public relations professions, and 2) to apply basic numerical and statistical concepts.
JOMC 279, Advertising and Public Relations Research, is a required course for students majoring in advertising, public relations, or strategic communications in the UNC School of Journalism and Mass Communication. The primary goals of this course are for students to learn 1) to conduct research and evaluate information by methods appropriate to the advertising and public relations professions, and 2) to apply basic numerical and statistical concepts.
Incorporating Social Media in the Classroom: A Few Examples and An Overview
By Leslie-Jean Thornton, Arizona State University
I’ve seen so many benefits from using social media in my classes that I have no wish to teach without such tools, no matter the subject. They enhance my ability to teach skills in real-world situations while allowing the growth of community within and without the group.
I’ve seen so many benefits from using social media in my classes that I have no wish to teach without such tools, no matter the subject. They enhance my ability to teach skills in real-world situations while allowing the growth of community within and without the group.
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