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.
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 LinkedIn. Show all posts
Showing posts with label LinkedIn. Show all posts
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.
The Teaching of Social Media: A Cross-Curricular Infusion Approach
By George Daniels, University of Alabama
From teaching an introductory course in journalism to leading a graduate-level seminar on the role of mass media in society or facilitating an advanced public relations writing course, social media can be a part of your teaching strategy. As facilitators of professionally-oriented courses of study, our goal is always to produce critical thinkers with a skillset that enables them to be “ready to work” in media environments that require flexible, forward-looking employees. What better way to be “forward-looking” than to see not only how social media have evolved in recent years, but how audience use of these social media is changing the way traditional media operate. Structured around five “core principles” presented as 140-character tweets (like those found on Twitter), this essay reviews teaching approaches by a journalism instructor whose core teaching area is cross-platform/multimedia reporting, but who also teaches a freshman-level introductory course in journalism, basic news reporting as well as a junior/senior-level course in media management for students studying in all areas of mass media.
From teaching an introductory course in journalism to leading a graduate-level seminar on the role of mass media in society or facilitating an advanced public relations writing course, social media can be a part of your teaching strategy. As facilitators of professionally-oriented courses of study, our goal is always to produce critical thinkers with a skillset that enables them to be “ready to work” in media environments that require flexible, forward-looking employees. What better way to be “forward-looking” than to see not only how social media have evolved in recent years, but how audience use of these social media is changing the way traditional media operate. Structured around five “core principles” presented as 140-character tweets (like those found on Twitter), this essay reviews teaching approaches by a journalism instructor whose core teaching area is cross-platform/multimedia reporting, but who also teaches a freshman-level introductory course in journalism, basic news reporting as well as a junior/senior-level course in media management for students studying in all areas of mass media.
Social Media in the Classroom
By Marsha Ducey, The College at Brockport (SUNY)
Being able to use social media well is critical for journalism students. Ask college students if they are good at social media and most say yes. Ask them if they use any social media BESIDES Facebook and suddenly a new picture emerges.
I start my online journalism class by taking a poll of what social media students use. No surprise, Facebook is used by almost all. The same goes for YouTube. But when it comes to Twitter, blogs, wikis, social bookmarking, Linked In and other social media, few students have experience creating something in these areas. They use Wikipedia, but they don’t give any thought to the fact it is user-generated content and that they can contribute to the knowledge.
Being able to use social media well is critical for journalism students. Ask college students if they are good at social media and most say yes. Ask them if they use any social media BESIDES Facebook and suddenly a new picture emerges.
I start my online journalism class by taking a poll of what social media students use. No surprise, Facebook is used by almost all. The same goes for YouTube. But when it comes to Twitter, blogs, wikis, social bookmarking, Linked In and other social media, few students have experience creating something in these areas. They use Wikipedia, but they don’t give any thought to the fact it is user-generated content and that they can contribute to the knowledge.
Incorporating Social Media in the Classroom
By Ronald R. Rodgers, The University of Florida
Let me begin with a recent blog post from one of my Advanced Editing students:
I really feel like there should be some major changes to the curriculum to suit present day journalism's needs. The technology is not going to go away, and the newsroom is never going to stop wanting bigger and better ways to show their news, so why not make it a permanent addition to our curriculum?
Let me begin with a recent blog post from one of my Advanced Editing students:
I really feel like there should be some major changes to the curriculum to suit present day journalism's needs. The technology is not going to go away, and the newsroom is never going to stop wanting bigger and better ways to show their news, so why not make it a permanent addition to our curriculum?
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