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Social Media U:
Best Practices and Case Studies
BYTE 8/09
Rick Reo, [email protected]
Instructional Designer, GMU
Adjunct Instructor, AIT & CEHD
Portions adapted from materials by:
• Glenda Morgan, Ph.D, GMU
• Duke University Libraries
• New Media Consortium
What We’re Going To Talk
About• What is Web 2.0 & why should you care?
• How does Web 2.0 change teaching
practices?
• Educational Social Software (Web 2.0)
tools
• Best educational practices
SMU Workshop
Social Networking/
Resource Sharing Links
• Delicious tags for social media
http://delicious.com/rreo/socialmedia
• Twitter back channel: #byte09
• ShareTabs: http://www.sharetabs.com/?byte09
• Slideshare: http://www.slideshare.net/rreo
What is Web 2.0? It’s open to some interpretation.
But what’s important …
What does Web 2.0 meanto
2006
Social software is a subset of Web 2.0 and a continuation of older computer-mediated communication (CMC) tools such as IM, newsgroups, groupware, and virtual communities (Alexander, 2006; Rheingold, 2003, ¶4).
CMC
Social Software
Web 2.0
Web 2.0 includes a broad range of web technologies, services, and tools, and refers to a renewed pattern of web technology adoption and innovation.
Dabbagh, N., & Reo, R. (in press). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying social informatics for tertiary teaching. Hershey, PA: IGI Global (formerly Idea Group, Inc.).
Educational Social Software
aka Web 2.0 Tools
ESS enable:
• lower the barriers to participation and
self-authoring:
Web-based & easy-to-use
Community-based & sense of ownership
• increased capacity for working together
(social interaction, collaboration, resource
sharing)
mashups
• personalization: goals, interface,
“networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, indentity, and relationship.
~ Terry Anderson, Ch.9, p.227Theory and Practice of Online Learning
We know it when we see it?http://www.go2web20.net/
What’s All the Fuss?
• A new way of interacting with the Internet • The World Wide Web as platform
– Ubiquity, mobility, convergence– Flattens the playing field for getting in the game
• Much more interactive• Social connectivity• Data rich
– Abundance and fluidity of information and data• User-created content (enabled by an Architecture of Participation)• And you can mix the content
– Customization and personalization
Why should you care?
Web 2.0 Transforms
Practice
• Teaching 2.0
• Learning 2.0
• Library 2.0
• Enterprise 2.0
• Journalism 2.0
What do these changes mean for Higher Education?
• Changes in the way we:– collaborate– communicate– provide content,
services, or resources
Why should I care?
• In the end, you don’t really have a choice: Embrace 2.0 technologies– most people are probably already social computing aficionados– that is what our student body is expecting– and what our mandates require with our limited resources and
increasing demands.
• Why Faculty Should Care?1. Students are using these tools2. Improve disciplinary communication and knowledge sharing3. Professional Development4. Authentic learning opportunities
Source WIRED MAGAZINE: ISSUE 17.08http://www.wired.com/culture/lifestyle/magazine/17-08/by_media_diet
Do you have a balanced diet of digital media?
How to Get Startedon Web 2.0?
Source: Marta Kagan http://www.slideshare.net/mzkagan/what-the-fk-is-social-media-one-year-later
ISD 2.0?
• Don’t start with the hot new technology• Think about your course goals – what are you trying to do?• What are your needs, especially in terms of collaboration,
content, and communication• Then you can move to thinking about technology
Web 2.0 Selection Criteria: Save Time Choosing an Appropriate Tool
Source: Sloan-C
Web 2.0 Technology Selection CriteriaEvaluate your possible tool choices using these criteria to eliminate poor choices quickly. Then, do more extensive testing to find that ‘perfect' Web 2.0 technology.
Criteria 1: Access •Is the tool accessible by Windows and Mac users?•Is the tool / product of tool viewable in a variety of web browsers?•Does the tool work well for those with dial-up connections?•Does the tool provide options that support ADA compliance?•Is the tool free?•Will the tool be around for a while?
Criteria 2: Usability•Do you have to create an account to use the tool?•Is the tool easy to use?•Does the tool have a robust and easy to use Help section?•Does anything have to be downloaded and installed on the computer to use the tool?
Criteria 3: Privacy & Intellectual Property•Does the tool allow you to restrict access of your work/your students' work?•Does the tool protect your personal data (e.g. email address given when account created)?•Does the tool allow you / your students to retain sole IP rights to the content you create?•Does the tool allow you to determine the copyright status of the content you've created?•Can you save a copy of the product to your desktop for archival purposes?
Criteria 4: Workload & Time Management•Does the tool make it easy to track student work (for grading purposes).•Does the tool support private and public commenting (for individual and group feedback)?•Does the tool provide for an RSS feed to track work via email or an RSS reader?•Is it possible to embed the tool into the LCMS you're using?
Criteria 5: Fun Factor•Does the tool allow you to be creative during the learning process?•Does the tool allow you to demonstrate creativity in the learning product?•Does the tool provide opportunities for different types of interaction (visual, verbal, written)?•Does the tool increase the perception of connectedness?•Does the tool encourage collaboration?
Types of Uses
Web 2.0 Tools
Private Information Management
Open Resource Sharing
Social Networking
Common FeatureSettings
Setup for private/personal use Disable search engine indexing
Enable public view options Setup personal profile Configure tool for resource sharing
Configure to pull in other people’s content or activity via comments, RSS feeds, etc.
Enable information “push” via subscription, follow, watch list, notifications etc.
Build tool-based communities / groups / collections Employ promotional activities or send invitations Setup multi modal, two-way communication pathways
Blog
(including microblogging)
Use as private online journal • Create multimedia blog posts that are indexed and searchable from a publicly.
• Enable Blogroll• Enable comments
• Dynamic access to related/recommended content, e.g., Trackback• Enable subscribe to comments, Trackback , RSS feeds• Add blog to RSS aggregation services – e.g., Technorati• Stimulate social connectivity via Twitter “mentions “and “retweet“
features.
Wiki
Use as private content or file management space
Password protected collaborative document editing & commenting
• Open collaborative document editing & commenting• Enable view history• Provide user statistics
RSS Reader (Bloglines, Google)
• Private news/ media feed archive • Enable personal archive sharing • Network with like minded subscribers or discover content via recommendations
Social Bookmarking(delicious)
• Private bookmark archive • Personal and collective tagging • Create/join user networks to access other people’s links • Use group tags; bundle tags
Social Media(Flickr, YouTube)
Set-up private media archive or channel (consume only)
• Create/add media content and apply Creative Commons licenses
Create/join public user groups or channels
Start Pages(iGoogle, PageFlakes)
Private multiple media information management web pages built on widgets.
• Enable subscriptions Invite / enable group or open editing of content
Social Networking sites(MySpace, Facebook)
N/A – public view / personal social information sharing enabled by default
• Add contacts, friends, etc.• Enable two-way communication features via comments, subscription,
notifications, chat, or wall graffiti
Social Software Use Continuum
Prepared by Rick Reo, 8/09
Source: Educause
Web 2.0 Toolkit
DecisionFactors Web Pages Weblog Wiki
PurposeTypically used in educational settings to organize and deliver course information, content, and limited interaction in the form of a course Website or instructor’s Home Page. Relatively static display & information sharing
Designed for quick and easy publishing of personal & professional commentary by non-technical users. Regularly updated content –assoc. with links
to other Web resources
May serve as a kind of portal site for collecting and syndicating links to course content and learning objects.
XML-based pages that are designed on the fly to build highly hyperlinked content: Collaborative authoring Dynamic knowledge building
How it works Hypertext-hyperlinkingContent managementRSS syndication Content creation (open authoring)
Publishing Process
Code or author offline, then upload to server needs FTP/SSH software
Create, edit, and publish online (on a server) using plain text web-based publishing multiple authors optional
Create, edit, and publish online using plain text notation or HTML editors web-based publishing multiple authors by definition
Ease of Use Requires training in web page design/development and FTP
Simple - moderately high depending on type of tool and functionality used
Very easy to set-up, learn, and maintain; template based; advanced features easy to implementHTML/CSS not required but useful
Easy to set up and learn: built-in HTML editors; templates based; self-maintaining.Instructors admin controls
Key Features WYSIWIG authoring Individual & team authoring easy cross-linking and syndication e-mail notification archive and search content
collaborative WYSIWIG authoring archive and search content
Advantages Familiar Public access to web pages Easy to update Easy for visitors to contribute Dynamic interaction Scale: large groups or small teams Some 508 built-in
Ease of access and collaboration Portable content Scale: small focused teams / user groups Some 508 built-in
Limitations Standard web pages require frequent multi-step updating and access server space.
Advanced features require advanced capabilities and knowledge
Must build compliancy
Complex graphics display Plagiarism/copyright issues Information authentication, validation, and
integrity
Very open and unstructured Poor cross-linking between comments and
loose organization of content May be hard to assess student contributions.
Educational Uses
Read only course web sites Individual knowledge/community building, ePortfolios, Student Journaling / Writing tool
Group knowledge/community building Promotes student ownership of content Group projects
Educational Features Comparison
Web Publishing and Collaboration Tools
Blogs
• Way of quickly posting reverse time- ordered content or posts.– Easy to use– Single author (or a group of authors)– Comments and audience participation– Public or private
• Increasingly using new media as part of a blog– RSS, Tagging, Blogroll– Audio, video, images
Blogs
Example educational uses:
• A group of bloggers using their individual blogs can build up a corpus of interrelated knowledge via posts and comments. This might be a group of learners in a class, encouraged and facilitated by a teacher, or a group of relatively dedicated life-long learners.
• Teachers can use a blog for course announcements, news and feedback to students.
• Blogs can be used with RSS (below) to enable groups of learners and teachers to easily keep track of new posts.
Blogs
Mark Samples example:
• A group of bloggers using their individual blogs can build up a corpus of interrelated knowledge via posts and comments. This might be a group of learners in a class, encouraged and facilitated by a teacher, or a group of relatively dedicated life-long learners.
RSS – Really Simple Syndication and Notification Technologies
• Helps you to easily keep up to date with new and changed content, particularly if one is interested in multiple sources of information on multiple web sites.
• A feed reader (aggregator) can be used to centralize all the recent changes in the sources of interest, and a user can easily use the reader/aggregator to view recent additions and changes.
• Behind the scenes, RSS list changes (these lists of changes are called feeds). A feed reader regularly polls nominated sites for their feeds, displays changes in summary form, and allows the user to see the complete changes.
RSS – Really Simple Syndication and Notification Technologies
Example educational uses:
• In a group project where a wiki is being developed collaboratively RSS feeds can be used to keep all members of the group up to date with changes as they can be automatically notified of changes as they are made. Similarly for new blog posts made by class members.
• Feed Readers enable students and teachers to become aware of new blog posts in educational blogging scenarios (see above), to track the use of tags in social bookmarking systems (see above), to keep track of new shared media (see above), and to be aware of current news, e.g. from the New York Times: http://www.nytimes.com/services/xml/rss/index.html
Wiki
• Easy way to collaborate on content creation by creating/editing a set of interlinked webpages– eg, Google Docs, PBWiki, Wikispaces
• Or to find content created collaboratively– E.g., Wikipedia
Local Public Library Examplehttp://www.loudounpedia.org/http://www.libsuccess.org/index.php?title=Wikis
Example educational uses:
• Wikis can be used for the creation of annotated reading lists by one or more teachers (see also social bookmarking below, for an alternative method for doing this).
• Wikis can be used in class projects, and are particularly suited to the incremental accretion of knowledge by a group, or production of collaboratively edited material, including material documenting group projects.
• Wikis can be used by teachers to supply scaffolding for writing activities – thus in a group project a teacher can supply page structure, hints as to desirable content, and then provide feedback on student generated content.
• Students can flag areas of the wiki that need attention, and provide feedback on each other’s writing.
Social Media Sharing Services• These services store user-contributed media, and allow users to search for
and display content. Besides being a showcase for creative endeavor, these services can form valuable educational resources.
• Compelling examples include YouTube (movies), iTunes (podcasts and vidcasts), Flickr (photos), Slideshare (presentations), DeviantArt (art work) and Scribd (documents). The latter is particularly interesting as it provides the ability to upload documents in different formats and then, for accessibility, to choose different download formats, including computer-generated speech, which provides a breadth of affordances not found in traditional systems.
Social Media Sharing ServicesExample educational uses:
• Podcasts can be used to provide introductory material before lectures, or, more commonly, to record lectures and allow students to listen to the lectures again, either because they were unable to attend, or to reinforce their learning.
– audio tutorial material and/or exemplar recordings of native speakers to foreign language learners.– Vodcasts for experimental procedures in advance of lab sessions
• Distribution and sharing of educational media and resources. For example, an art history class could have access to a set of art works via a photo sharing system.
• The ability to comment on and critique each others work; including by people on other courses or at other institutions.
• Flickr allows for annotations to be associated with different areas of an image and for comments to be made on the image as a whole, thereby facilitating teacher explanations, class discussion, and collaborative comment. It could be used for the example above.
– FlickrCC18 is a particularly useful ancillary service that allows users to find Creative Commons licensed images that are freely reusable as educational resources.
• Instructional videos and seminar records can be hosted on video sharing systems. Google Video allows for longer higher quality videos than YouTube, and contains a specific genre of educational videos.
Podcasts
• Digital media file distributed over theInternet using an RSS feed
• Or, for the rest of us, a sound file you can listen to on your computer or download to an mp3 player
• Portable, relatively easy to produce
Podcasting Help, Penn State, iTunes U
Podcasting at Mason on iTunes UThere are a number of ways to use iTunes U for academic and institutional content. The strategies below focus primarily on uses in academic courses.
• As a distribution tool for digital audio and video course materials selected by the instructor
– Instructors can post materials in digital audio and video format and organize them into categories called tabs; students can then easily find the materials they need.
• As a shared space for student-created materials– Instructors can set up a tab as a "shared" space. Students can post their audio and video files to this
tab so that anyone else in the class can see what they have created.
• As a drop box for student homework– Instructors can set up a tab to function as a "drop box". Students can use this tab to upload the audio
and video files they create as homework. The instructor is the only one who can see content in a drop box, so student homework remains private and is not accessible to other students who have access to the course album.
• As a showcase for original student and instructor content– showcase exceptional student-created audio or video (such as presentations, mini-documentaries,
travelogues, or short films) by making them available to a larger audience.
Social Bookmarking• Provides users the ability to record (bookmark) web pages, and tag those records
with significant words (tags) that describe the pages being recorded. Examples include del.icio.us and Connotea.
• Over time users build up collections of records with common tags, and users can search for bookmarked items by likely tags. Since items have been deemed worthy of being bookmarked and classified with one or more tags, social bookmarking services can sometimes be more effective than search engines for finding Internet resources. Users can find other users who use the same tag and who are likely to be interested in the same topic(s). In some social bookmarking systems, users with common interests can be added to an individual’s own network to enable easy monitoring of the other users’ tagging activity for interesting items. Syndication (discussed below) can be used to monitor tagging activity by users, by tags or by both of these.
Social BookmarkingExamples educational uses:
• Teachers and learners can build up collections of resources, and with a little ingenuity can also use social bookmarking systems to bookmark resources that are not on the web.
• In this way it is easy to build up reading lists and resource lists. These may, with the use of multiple tags, be structured into sub-categories.
• Groups of users with a common interest can team together to use the same bookmarking service to bookmark items of common interest. If they have individual bookmarking accounts, they all need to use the same tag to identify their resources.
FolksonomyInternet-based information retrieval methodology consisting of collaboratively generated, open-ended keywords, e.g. tags or labels, that categorize any content, such as Web-pages, online photographs and Web links.
FolksonomyArise in Web-based communities where special provisions are made at the site level for creating and using tags, i.e. the Website or service supports user-generated metadata.
Good examples are sites like del.icio.us or Flickr.Here is a link to delish tags page: http://delicious.com/tags/rreo•Here is a link to delish Popular tags: http://delicious.com/tag/
FolksonomyMy Delish Tags
Popular Delish Tags
Social Networking
• A way of making and keeping connections with others
• Best known are Facebook and MySpace• But there use goes beyond youth• Professional networks LinkedIn, Sermo
Case Studies
• Educause -- 7 Things You Should Know• Educause/ELI – Emerging Technologies and Practices section• Duke Case Studies on Web 2.0 Tools • Twitter Experiment by Dr. Rankin, Prof. of History at UT Dallas.
– Comments: http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm
– The video: http://www.youtube.com/watch?v=6WPVWDkF7U8
DUKE - Using web-based tools (Web 2.0) for academic work
Instructors and students at Duke and other universities are making use of a new generation of web-based applications such as Google Docs, Flickr, del.icio.us and Second Life to support their course work. These new tools – often referred to as Web 2.0 – provide for dynamic user participation, socialInteraction and collaboration. Web 2.0 tools offer several benefits to instructors, including:
• Ease of use• Interactions/integrations with other commonly-used tools• Filling needs not currently met with other tools• Inspiring creativity and exploration in teaching
Source: Web 2.0 Toolkit http://cit.duke.edu/resources/getting_started/web20toolkit/index.html
Duke Case Studies
Source: http://cit.duke.edu/help/consult/web20casestudies.html
Misc. Mason Web 2.0 Tool Kit or Faculty Blogs
Mark Sample, English Dept.– http://www.samplereality.com/2009/08/14/pedagogy-and-the-class-blog/ – http://www.samplereality.com/2009/05/13/teaching-technologies-for-large-classes/
CHNM/Dan Cohen & Mills Kelly– http://digitalcampus.tv/
Glenda Morgan– http://gmu-tac.typepad.com/– http://accidentalpedagogy.typepad.com/accidental_pedagogy/web-20/
Instructional Uses of:• Wikis / Blogs• Social Media• RSS• Social Bookmarking• Twitter
Case Study -Twitter Experimentby Dr. Monica Rankin, UT Dallas
Problem• Large lecture class (90) - wanted to find a way to involve students in the materials
via discussions
Solution• Twitter posts short messages that can be posted in real-time (with mobile devices
via texting as well as via Web-based tools on laptops/netbooks.
Setup• Course Twitter account, hashtags, Tweetdeck, how-to training, factor down time
for trial and error use
Good Practices• Experimented with strategies for producing constructive discussions
– Twitter most effective when it was combined with other discussion strategies (small group discussions, Interaction with instructor, time to process as an entire class) also organize discussions by topic, needed TA to monitor Twitter stream on computer and respond to questions
Conclusion • Twitter did not replace more conventional discussion formats; instead, it enhanced
the discussions and brought more student interaction
http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm
Developing a Social Software-based Learning Environment
• Start with a foundation -- my tostada metaphor
• You can add any of the toppings you want, but it's nice to have a solid refried bean or chili con carne base to build upon.
• You can add all sorts of fun tools but strong base
• Often a blog or a wiki• But start by looking at what
others have done.• Scott Leslie’s work
http://edtechpost.wikispaces.com/The+Pros+and+Cons+of+Loosely+Coupled+Teaching
Social Software-based Learning Environment -- Course Examples
• My Examples– Blog - http://blogs.gmu.edu/rreo/edit772-module-3/
• http://rreo.edublogs.org/
– Wiki- http://edit772-sp2009.wikispaces.com/– Startpage - http://www.pageflakes.com/rreo/7151276
• Other Examples– OpenEd Class -
http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus#INST_7150_Introduction_to_Open_Education.2C_Fall_2007
– Econ Class Blog -- http://econ300.umwblogs.org/
Other Resources
User Guides & Educational Best Practices• RSS Ideas for Educators (PDF) v2.0 by Quentin Souza - A compendium of ideas for
using RSS• Univ of Minnesota – TLT resources: http://dmc.umn.edu/teach.shtml• Privacy and Security• Common Craft, Plain English Video Series – Social Media Pack
Tools• Rick’s Delish links for tools (http://delicious.com/rreo/tools)
Content• Connexions• Wikimedia• Wikieducator
Public Domain
No rights reserved
Unrestricted redistribution and
modification
Creative Commons licensing
Some rights reserved
Choice of restriction on redistribution and modification
and Share-Alike
Traditional Copyright
©All rights reserved
Exclusive restrictions on redistribution and
modification
Copyleft
Hype Cycle for Emerging Technologies 2009
Questions?
Turracher Schwarzsee (Austria)Source: Wikimedia Commons