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 Twitter. Show all posts
Showing posts with label Twitter. Show all posts
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.
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.
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.
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.
Social Media in the Classroom
By Katie Stansberry, University of Oregon
Because I primarily teach in the public relations sequence, most of my students are preparing for a career in professional persuasive communications. When they enter the workforce, senior employees will look to these fresh-faced young scholars to help lead this industry into a work world increasingly dominated by online communication practices. My students are comfortable, although by no means experts at, using social media tools. There is no need to spend class time walking them through the process of setting up a personal profile or creating a blog. However, they are woefully unaware of the power of social media tools and the potential of these tools to improve the field of professional strategic communication.
Because I primarily teach in the public relations sequence, most of my students are preparing for a career in professional persuasive communications. When they enter the workforce, senior employees will look to these fresh-faced young scholars to help lead this industry into a work world increasingly dominated by online communication practices. My students are comfortable, although by no means experts at, using social media tools. There is no need to spend class time walking them through the process of setting up a personal profile or creating a blog. However, they are woefully unaware of the power of social media tools and the potential of these tools to improve the field of professional strategic communication.
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 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: Tips from a Millennial Professor
By Jennifer Edwards, Tarleton State University
As a professor from the millennial generation, I hold social media to a high regard in my undergraduate communication classrooms. To incorporate social media in the “Foundations for Speech Communication”, “Organizational Communication”, and “Interpersonal Communication” courses (averaging 25 students), I combined my efforts to create opportunities for different classes to interact with one another (and the campus) through social media. To reach the students in my online and face-to-face classes, I decided to incorporate Twitter and Youtube as experiential activities.
As a professor from the millennial generation, I hold social media to a high regard in my undergraduate communication classrooms. To incorporate social media in the “Foundations for Speech Communication”, “Organizational Communication”, and “Interpersonal Communication” courses (averaging 25 students), I combined my efforts to create opportunities for different classes to interact with one another (and the campus) through social media. To reach the students in my online and face-to-face classes, I decided to incorporate Twitter and Youtube as experiential activities.
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.
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.
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