case studies in teaching and learning with social media in higher education
DESCRIPTION
In this session the presenters shared best practices in using social media by presenting data derived from multiple case studies at a large university in the western United States. The researchers will discuss the effects of these technologies on students’ learning experiences, general principles for successful use of social media, challenges encountered by their use, and ideas for improving the use of social media in higher education courses from both the instructor and student perspectives. For more information on our cases, see http://spreadsheets5.google.com/a/byu.edu/ccc?key=tponeuwhMQ-XEY2p0c5i02A&hl=enTRANSCRIPT
Case Studies in Teaching and Learning
with Social Media in Higher Education
Michael C. JohnsonJeff Fox
BYU Center for Teaching & Learning
AECT 2010 - Anaheim, CA
Purpose
Axiom 1: LMS is time-bound, course-centric, instructor-centric, walled gardenAxion 2: Free (or cheap) web tools (PLE) enable social learning and perform LMS functions better. Conclusion: Social Media and web applications will make the LMS obsolete - build your PLE today.
Research Question: What are average faculty actually doing? What do they use? How do they use it? What problems do they encounter? What is the impact?
Methodology
• Case Studies Drawn From:o Campus wide tech surveyo Experiences serving faculty at CTL
• Data Collectiono Survey
FacultyStudents (where possible)
o Interviews• Thematic Analysis
Third Party Tool Usage
300/2000 = 15%
(excludes online courses)
Social Media Tool Usage
Types of Tools Used by Faculty
see summary of cases
More info:• http://lava7.com/2010/04/how-ning-social-networks-can-improve-universit
y-classes/• http://www.byucomms230.com/
More info:• http://vsfp.byu.edu
More info:• http://mmc.byu.edu
Summary of Intended Uses
• Discussion board replacement• Work sharing • Feedback and comment• Public product, better product• Build and maintain community• Learn online tools/technology of their trade• Co-creation of content• Get to know students• Just in time assessment and teaching• Share "extra" resources
Summary of Challenges
• Administrative Hassleso Accountso Tool peculiaritieso Technical problemso Hard to monitor what everyone is doing
• More complaints if usage is required and involuntary
• No connection to campus grading tool• Lack of student buy-in due to fear or confusion• Keeping social life separate from work life• Disappearing products (Google groups features,
Free Ning)
Summary of Perceived Impact
• Improved learning• Students coming prepared, more engaged• Some connections and learning that extend
beyond boundaries of the course• Students intentionally trying their best• Students finding meaning in their work• Students learning useful technological skills• Improved relationships with students and among
students
Faculty Support
• Stay current on tools and uses as a Center• Research tools and uses• Model their use• Tech Tips• Individual Consultation
o Match tools to goalso Help faculty setup technology and get started
(training)• Development
o Major modificationso Creation of new tools
Examples
mmc.byu.edu
vsfp.byu.edu
digitaldialog.byu.edu
Conclusions
• Begin with the end in mind...let pedagogy drive tool usage
• Good use of good tools can expand learning and community, if you can tolerate the hassle of products beyond your control.
Questions & Comments
• What successes have you seen?• What additional problems have you seen?• How do we help those who could benefit?
Contact Info
Mike's Twitter: @michaelcjohnson
Jeff's Twitter: @utfoxes
BYU Center for Teaching & Learninghttp://ctl.byu.eduTwitter: @byuctlfacebook.com/byuctlyoutube.com/byuctl
Thank You!