Tips and techniques to teach mobile and social technology

COMBINING THEORY AND PRACTICE IN YOUR CLASSROOM: TIPS AND TECHNIQUES TO TEACH MOBILE AND SOCIAL TECHNOLOGY

Moderator: Marcia DiStaso, Ph.D., Pennsylvania State University, [email protected] Panelists: Tina McCorkindale, Ph.D., Appalachian State University, [email protected] Karen Freberg, Ph.D. University of Louisville, [email protected] Carolyn Kim, Ph.D., Biola University, [email protected] Kirsten Bailey, Director HootSuite University

mailto:[email protected]




Integrating Mobile Technologies in the Learning Environment

Tina McCorkindale, Ph.D. Appalachian State University AEJMC Montreal

Ubiquity of mobile technologies

63% of adult cell users

use their phones to go online3

34% of cell phone users

do most of their online browsing on

their phone3

73% of online adults use

social media1

31% of Adult internet users

have uploaded or posted videos2

1 Pew Research Internet Project, Sept. 2013 2 Pew Research Internet Project, Oct. 2013 3 Pew Research Internet Mobile Technology Fact Sheet

42% of adults own a

tablet computer3

Let’s Face it…..

• The Millennial and Generation Z were raised on technology • Understanding and integrating technology is vital in the workforce! • More courses are blending strategies and tactics in the classroom

Course Description from Marcus Messner’s (VCU) iPad Journos class: “Students work in a newsroom environment to utilize mobile devices and social media platforms to identify compelling story ideas, effectively break news and report on important news events and issues while applying theories and concepts of online social networking to journalism. Students develop their own professional social media portfolios and build online communities.”

In the Classroom

What does the research say? • Research is in early stages investigating impact of mobile on learning • Chen & Denoyelles (2013)

• Importance of devices to academic success: • Mobile devices – 45 percent • Smartphones – 37 percent • E-Readers – 31 percent

• Harris Interactive (2013): • Nine in 10 K-12 students said mobile technologies will change the way they

learn in the future and make learning more fun

To ban or not to ban…..

Disadvantages • Distraction • Too mobile dependent • Creates short attention spans • Time • Cheating • Lack of access (Costs) • Learning challenges

Advantages • Access to internet and texts • Affordable • Apps make it easy • Spot quizzes • Instant feedback • Engagement • No paper • Can highlight and annotate texts • 3G/4G access

Adopting apps

Questions to ask

• Is the app inviting and does it give a good first impression?

• Is the app intuitive?

• Does the app open up new ways to learn?

• Does the app effectively communicate its subject matter?

• Does the app align to your learning goals?

• Does it allow personalization?

• Does the app support multiple learning modalities?

Source: Apple

Considerations of app selection

• Engagement

• Instructional design

• Motivation

• Accessibility

Applications

Badges • Credly • Mozilla Open Badges

• Integration of Social Media (including LinkedIn

Mobile Educational Software • Top Hat • Blackboard • Moodle

Helpful Apps

Note Anytime

NoteSuite

pocket

Helpful Apps

Soundnote

Toggl

Google Docs

Question to ask when integrating an app

• Does it fit with the overall course strategy? • Would it enhance learning? • Do I have the time and resources to make it work? • Do my students have access?

Developing an app

Partnership opportunities

• Partnered with Graphic Design major in Art Department

• Developed content, class designed storyboard

• Visual storytelling

• Tour vs. story

• Application and challenges

Maison Reciprocity, Solar Decathlon Europe

Partnership opportunities • Developing apps

• Sign-up as a developer

• Coding

• Partner with other departments or organizations (Business, entrepreneurial degree, other depts.)

Thank you!

Questions?

Tina McCorkindale [email protected]


EXPERIMENTING IDEAS AND CONCEPTS

• Headgear (Google Glass)

• Virtual Reality Headgear (Oculus Rift)

• Smart Watches

• GoPro Source: http://www.innovationexcellence.com/blog/2014/07/11/wearable-technology-in-the-classroom-infographic/

• Professors have to learn new tools to integrate and apply in course lessons as well as in assignments, projects, and igniting connections.

• HUGE pressure to be innovative, strategic, and relevant for students and profession.

• Porter et al (2014) mentioned that the role of this new blended learning environment for higher education courses is considered to be “the new normal” (p. 185).

• Balancing theory and practice a challenge.

• Sparks innovation • Creative

Opportunity • Captures

attention • Storytelling • Course narrative

• Adaptability • New tool & medium • Experimentation • Storytelling from your

POV • Reputation

For Students For Professors

• Theoretical Applications and Discussions

• Discussions on human/social interactions / social identity

• Implications towards relationship management

• Perception [Attribution Theory] of Glass Explorers - Reputation Management & Influence

• Uses and Gratification

• Applied

• Creative Brainstorming Sessions [Preliminary - all courses]

• Strategic Briefs for PR initiatives [Social Media Course]

• Capturing soundbites, statements, and interviews for press releases and media kits [StratComm Writing Course]

• POV Glass Stories [Personal Story, Day-in-the-life of an Intern/PR pro & professor, Emotional Experience targeted in Advertisement]

• Undergraduates and Graduate Students

• Graduate Students – extra research involved [primary + IRB]

• Google Glass Etiquette

• Construct etiquette to add to social media and/or mobile application policy for brands.

• Discuss do’s & don’ts when using Google Glass

• Case Studies involving Google Glass

• Kenneth Cole

• NBA Teams [Sacramento Kings and Indiana Pacers], Medical Schools, Businesses [Virgin Airlines]

• Legal Cases [Driving, Bars, Restaurants, etc]

• POV [Point of View Exercises]

• Record Lectures from Professor’s Point of View [POV]

• POV Record Speeches, Presentations, and Guest Lectures [*Permission]

• POV Press Conferences [Media Training, Crisis Communications, Event Planning]

IGNITE THE

CREATIVE SPARK

POV is the next medium

Embrace. Challenge. Learn.

WE ARE ALL IN THIS TOGETHER

• Role as a mentor / ambassador, not just an explorer.

• Shared applied experiences with others key for innovation.

• Still has a learning curve as new cards and apps come up.

• Obligation to share story, POV, and technology with others.

• Experimentation is paying off with Google Glass.

• Google Glass is just the beginning [Oculus Rift, etc].

Social Media & Higher EducationEngaging Students And Fostering Learning

Carolyn Kim, PhD | Biola University | [email protected] | @CarolynMaeKim



The Power of Social

• Developing Faculty / Student Relationships Through Out-of-Class Communication (OCC)

• Creating Personal Learning Environment (PLEs)

Student SM Perception Study

• N=207;

• Private, Southern California University

• Undergraduate Students

Student Platform Uses

Student Faculty Engagement

Faculty/Student OCC(Jaasma & Koper, 1999)• Greater Academic & Cognitive

Development (Terenzini, Pascarella, & Blimling, 1996)

• Higher Educational Aspirations (Pascarella & Terenzini, 1991)

• Increased feelings of self-worth, affirmation and confidence (Kuh, 1995)

Live TweetingUse “Keynote Tweet”

Highlight Points from Lectures

Share What’s Happening in Class

Personal Learning Environments(Dabbagh & Kitsantas, 2012)

• PLE is a “promising approach for both integrating formal and informal learning using social media.”

• PLEs has the potential to help self-regulating learning, or the process of a student to independently manage their gathering of information and progress toward learning goals.

3 Levels of Interactivity• Level 1: Create PLEs that allow students to become self-

regulated learners. Examples could include creating a blog, developing online discussion boards, or creating a profile presence.

• Level 2: Teach basic sharing and collaborative efforts. Examples could include responding to other’s discussion boards, replying to tweets, posting on a Facebook group, etc.

• Level 3: Teach students to aggregate and synthesize information from the previous two levels. This could include an infographic creation of a specific discussion boards content, or a report based on client interaction through social media, etc.

Applied TheoryLevel 1: Creating a PLE

✓Class Hashtag

✓Facebook Group

✓Course Management System (Discussion Boards)

Applied TheoryLevel 2: Sharing & Contributing - Tweet Hunt

Applied TheoryLevel 3: Aggregating & Synthesizing - Infographic Creation

Some Cautions

• Context Collapse for Students

• Contrived Communication

• Potential Damage to Credibility

• Desire for Equality

Sources

Dabbagh, N. & Kitsntas, A. (2012). “Personal Learning Environments, social media, and self- regulated learning: A natural formula for connecting formal and informal learning.” Internet and Higher Education, 15, p 3-8.

Jaasma, M. A. & Koper, R. A. (1999). “The relationship of student-faculty out-of-class communication to instructor immediacy and trust to student motivation.” Communication Education, 48(1), pp 41-47.

Kuh, G.D. (1995). “The other curriculum: Out-of-class experiences associated with student learning and personal development.” The Journal of Higher Education, 66, pp. 123-155.

Terezini, P.T., Pascarella, E.T., & Blimling, G.S. (1996). “Students’ out-of-class experiences and their influence on learning and cognitive development: a literature review.” Journal of College Student Development, 37, p. 149-162.

Pascarella, E.T. & Terezini, P.T. (1991). How college affects students: findings and insights from twenty years of research. San Francisco, CA: Jossey Bass.

�7HDFK6RFLDO�ZLWK�+RRWVXLWH7KHRU\��3UDFWLFH��+RRWVXLWHȇV�LQWHJUDWHG�DSSURDFK�WR�VRFLDO�PHGLD�HGXFDWLRQ

'LUHFWRU��+RRWVXLWH�8QLYHUVLW\#�R]

.LUVWHQ�%DLOH\

ZZZ�KRRWVXLWH�FRP�KLJKHU�HG


.LUVWHQ�%DLOH\'LUHFWRU��+RRWVXLWH�8QLYHUVLW\

#�R]


7KH�6WRU\�LQ�1XPEHUV

��RI�FRPSDQLHV�FRQVLGHUHG�WKH�ODFN�RI�GLJLWDO�VNLOOV�DV�WKH�NH\�KXUGOH�WR�WKHLU�GLJLWDO�WUDQVIRUPDWLRQV��

��RI�FRPSDQLHV�WKDW�VWDWHG�WKDW�WKH\��DQG�WKHLU�HPSOR\HHV��ODFNHG�WKH�QHFHVVDU\�VNLOOV�LQ�DUHDV�RI�VRFLDO�PHGLD�`

%RWK�HPSOR\HHV�DQG�FRPSDQLHV�UHFRJQL]H�WKH�GLJLWDO�VNLOOV�JDS�H[LVWV�

��LQ��RQH�WKLUG�RI�8�6��ZRUNHUV�VD\�WKH\�DUH�QRW�SURILFLHQW�LQ�XVLQJ�WKH�WHFKQRORJ\�WRROV�WKH\�QHHG�DW�ZRUN�

7KH�GLJLWDO�VNLOOV�JDS�KLQGHUV�FRPSDQLHV�DQG�FRVWV�PRQH\�

��(PSOR\HHV�QRW�NQRZLQJ�KRZ�WR�XVH�WKH�ULJKW�WHFKQRORJ\�WRROV�LV�FRVWLQJ�WKH�8�6��HFRQRP\�RYHU��WULOOLRQ�SHU�\HDU�

6RXUFHV��)URP�&DSJHPLQL�&RQVXOWLQJȇV�7KH�'LJLWDO�7DOHQW�*DS�DQG�)URP�(QWUHSUHQHXUȇV�+RZ�WKH�'LJLWDO�6NLOOV�*DS�%OHHGV��7ULOOLRQ�D�<HDU�)URP�86�%XVLQHVVHV

http://www.capgemini-consulting.com/resource-file-access/resource/pdf/the_digital_talent_gap27-09.pdf

http://www.entrepreneur.com/article/235366

��(GXFDWLRQ�PDNHV�D�GLIIHUHQFH�

6RXUFH��ΖQWHUQDWLRQDO�'DWD�&RUSRUDWLRQ��Ζ'&��0F.LQVH\�*OREDO�ΖQVWLWXWH�DQDO\VLV�YLD�'U��:LOOLDP�-��:DUG��6\UDFXVH�8QLYHUVLW\

+RRWVXLWH�HPSRZHUHG�D��SHUVRQ�VXSSRUW�RUJDQL]DWLRQ�WKURXJK�HGXFDWLRQ��$IWHU�JRLQJ�WKURXJK�WKH�FRXUVH��RI�VXSSRUW�HPSOR\HHV�IHOW�FRPIRUWDEOH�RFFDVLRQDOO\�RU�IUHTXHQWO\�HQJDJLQJ�WKURXJK�VRFLDO�PHGLD�

6RXUFH��+RRWVXLWH�0HGLD�ΖQF�

ΖPSURYHG�FRPPXQLFDWLRQ�WKURXJK�VRFLDO�WHFKQRORJLHV�FDQ�UDLVH�WKH�SURGXFWLYLW\�RI�ZRUNHUV�E\��

7UXWK��'LJLWDO�1DWLYHV� �'LJLWDO�6DYY\�3URIHVVLRQDOV

&RPELQLQJ�7KHRU\��3UDFWLFH


)UHH�DFFHVV��GD\V�+RRWVXLWH�3UR�+RRWVXLWH�8QLYHUVLW\��VWXGHQWV��FODVVURRPV�



&ODVVURRP�([DPSOHV


7DVN��&UHDWH�D�GLJLWDO�SUHVHQFH�IRU�D�UHDO�FOLHQW�

7HDFKHV�ȏ &OLHQW�PDQDJHPHQWȏ &KDQQHO�EXLOGLQJȏ &RPPXQLW\��IROORZHUV�EXLOGLQJ�

WDFWLFVȏ 0RQLWRULQJ�DQG�UHVSRQGLQJȏ +RRWVXLWH�DV�D�FRPSUHKHQVLYH�WRRO

3URMHFW��:RUNLQJ�ZLWK�D�5HDO�&OLHQW


6DLG�WKH�FOLHQWH[SHULHQFH�ZDV�ZRUWKZKLOH�

ΖQ�DFWLRQ��'LJLWDO�3URMHFW�([HUFLVH��6DOLVEXU\�8QLYHUVLW\

Ȋ<HV��WKHUH�ZDV�SOHQW\�RI�OHDUQLQJ�KDSSHQLQJ�ZLWKLQ�WKH�SURMHFW��Ζ�IHHO�DV�LI�ZH�PDGH�D�UHDO�GLIIHUHQFH�WKURXJK�ZRUNLQJ�>ZLWK�WKH�FOLHQW@��DQG�LQ�WXUQ��ZLWK�RXU�FRPPXQLW\�ȋ��

&OLHQW�EDVHG�SURMHFWV�DV�UHYLHZHG�E\�VWXGHQWV�ȏ ȊΖW�LV�D�YHU\�KHOSIXO�OHDUQLQJ�WRRO��DQG�ZLOO�

GHILQLWHO\�EH�RI�YDOXH�LQ�WKH�IXWXUH�DV�ZH�SXUVXH�RXU�IXWXUH�HQGHDYRUV�ȋ

ȏ Ȋ<HV�WKH�FOLHQW�EDVHG�H[HUFLVH�PDGH�WKH�GHDGOLQHV�IHHO�PRUH�LPSRUWDQW�ȋ

&ODVV�RI�3DXOD�0RUULV��6DOLVEXU\�8QLYHUVLW\�6SULQJ��

'LJLWDO�3URMHFW�([HUFLVH


3URMHFW��%UDQG�$VVHVVPHQWV

7DVN��$VVHVV�D�VSHFLILF�EUDQG�DQG�GHWHUPLQH�KRZ�ZHOO�D�EUDQG�LV�SHUIRUPLQJ��

7HDFKHV�ȏ %UDQGLQJ�IXQGDPHQWDOV

ȏ 6RFLDO�PHGLD�DV�DQ�LPSRUWDQW�FRPSRQHQW�RI�EUDQGLQJ

ȏ ΖQWHJUDWLRQ�VRFLDO�PHGLD�VWUDWHJ\�LQWR�RYHUDOO�EUDQG�VWUDWHJ\

3URMHFW��&RPPXQLW\�%XLOGLQJ

7DVN��%XLOG�D�FRPPXQLW\��LW�FDQ�EH�\RXU�RZQ��DQG�PDNH�LW�WKULYH��ΖWȇV�KDUGHU�WKDQ�LW�VHHPV��

&RPSRQHQWV��&RQWHQW�FDOHQGDUV��SRVWLQJ�VFKHGXOHV��FRPPXQLFDWLRQ�VWUDWHJLHV��PRQLWRULQJ��PHDVXUHPHQW��

7HDFKHV�

ȏ &RQWHQW�FUHDWLRQ

ȏ 0RQLWRULQJ��0HDVXULQJ

ȏ &RPPXQLW\�0DQDJHPHQW


/HVVRQV�LQ�&RPPXQLW\�%XLOGLQJ��4XLQQLSLDF�8QLYHUVLW\�

7KH�PDLQ�OHVVRQ"-XVW�EHFDXVH�\RX�EXLOG�LW��LW�GRHVQȇW�PHDQ�\RXȇUH�JRLQJ�WR�JHW�DQ�DXGLHQFH�

7KH�$K�KDK�PRPHQW��Ȑ�LV�ZKHQ�VWXGHQWV�ILJXUH�RXW�WKH\�KDYH�WR�UHDOO\�ZRUN�WR�EXLOG�D�IROORZLQJ��7KH\�FDQȇW�MXVW�VHW�XS�SDJHV�DQG�DFFRXQWV�DQG�H[SHFW�WUDFWLRQ�

(OHDQRU�+RQJ��3URIHVVRU4XLQQLSLDF�8QLYHUVLW\


3URMHFW��3HUVRQDO�%UDQG

7DVN��6WXGHQWV�DUH�DVNHG�WR�XQGHUVWDQG�DQG�GHYHORS�WKHLU�SHUVRQDO�EUDQG��WR�OHDUQ�KRZ�FUHDWH�D�VRFLDO�SURILOH�WR�VXFFHVVIXOO\�SRVLWLRQ�WKHPVHOYHV�IRU�WKH�MRE�PDUNHW�

&RPSRQHQWV��ΖQWHJUDWLRQ�RI�VRFLDO�DFFRXQWV��VRFLDO�SURILOHV��UHVXPHV��&9V��/LQNHGΖQ��ZHEVLWHV��DQDO\WLFV�

7HDFKHV�

ȏ 3URIHVVLRQDO�XVH�RI�VRFLDO�PHGLD

ȏ (YDOXDWLRQ�RI�VRFLDO�PHGLD�DFFRXQWV

ȏ 3HUVRQDO�EUDQGLQJZZZ�KRRWVXLWH�FRP�KLJKHU�HG

5HVRXUFHV�IRU�3URIHVVRUV�

ȏ 6DPSOH�FRXUVH�FXUULFXOXPV�WR�JHW�\RX�VWDUWHG��0DUNHWLQJ��-RXUQDOLVP��DQG�3XEOLF�5HODWLRQV�

ȏ $FFHVV�WR�+RRWVXLWH�8QLYHUVLW\�FRQWHQW�WR�LQWHJUDWH�LQWR�\RXU�FXUULFXOXPV

ȏ &RXUVHZDUH��0RGXOHV�

ȏ /HFWXUHV��:HELQDUV

ȏ 4XL]]HV�DQG�DVVLJQPHQWV�WR�IDFLOLWDWH�VWXGHQW�OHDUQLQJ


+RRWVXLWH�DV�D�9DOXDEOH�7RRO

ȋ+RRWVXLWH�LV�D�YHU\�YDOXDEOH�WRRO�DQG�WKLV�VXPPHU�Ζ�ZLOO�EH�FHUWLILHG�DQG�ZLOO�XVH�LW�LQ�P\�MRE�DV�ZHOO�LQ�WKH�FRPSDQ\�Ζ�DP�VWDUWLQJ�ȋ

ȋ7KDQN�\RX�IRU�WKLV��7KLV�ZDV�VXSHU�LPSUHVVLYH�GXULQJ�LQWHUYLHZV�DQG�WKH�IDFW�WKDW�Ζ�NQHZ�DERXW�LW�GHILQLWHO\�KHOSHG�PH�JHW�WKH�MRE��7KDQN�\RX�WKDQN�\RX�WKDQN�\RX��ȋ


��6DOLVEXU\�8QLYHUVLW\�6WXGHQWV

ȏ 'U��1DWDOLH�3HWRXKRII��8&/$ȏ 3DXOD�0RUULV��6DOLVEXU\�8QLYHUVLW\ȏ (OHDQRU�+RQJ��4XLQQLSLDF�8QLYHUVLW\ȏ :HQG\�$QJVW��8QLYHUVLW\�RI�1RWUH�'DPH

6SHFLDO�WKDQNV�WR�


7KDQN�<RX�.LUVWHQ�%DLOH\#�R]

0RUH�ΖQIR�KRRWVXLWH�FRP�KLJKHU�HG

COMBINING THEORY AND PRACTICE IN YOUR CLASSROOM: TIPS AND TECHNIQUES TO TEACH MOBILE AND SOCIAL TECHNOLOGY

Moderator: Marcia DiStaso, Ph.D., Pennsylvania State University, [email protected] Panelists: Tina McCorkindale, Ph.D., Appalachian State University, [email protected] Karen Freberg, Ph.D. University of Louisville, [email protected] Carolyn Kim, Ph.D., Biola University, [email protected] Kirsten Bailey, Director HootSuite University



