Using video and facebook for student itc february 2012 mk_rhodes

Kathryn Rhodes

Dean, Student Academic Services

Roane State Community College

• Adjunct Business Faculty

• Teach online, hybrid or accelerated courses

• Previous 20+ years experience in Human

Resources for TRW Koyo, Magna

International, Shop at Home and Furtex Corp.

• Mom of two college students – 23 and 21

years-old and both males!

• Provide students with an approximation of the

“classroom” experience

• Allow students to view the instructor as a “real

person”

• Connect with students and materials in a time

sensitive manner

• Increase immediacy as defined by Griffiths

and Graham for positive student motivation

• Review course chapter and PowerPoint slides

• Gather other materials needed for lecture

• Open PowerPoint slides

• Turn on camera and record

• Aim for a “real life” experience not

production quality

• Modified IDEA evaluation with additional

questions

•Were the video lecturettes helpful to you in

understanding the content? Please explain.

•Did you use the FaceBook page for xxxx? If so,

what did you like or find helpful? If not, why did

you choose not to use it?

•What have you liked best about this accelerated

course? Any changes that need to be made?

• iTunes U

• Open Source – MIT, Stanford, Khan Academy

• YouTube / TeacherTube

• “Also, the teacher displayed encouragement to use our study of the subject matter in a way that seemed like a classroom as we interacted in online discussions with our classmates, and tried to demonstrate thru video lectures how it applied to the real world. I liked have the lectures from the teacher to refer to.”

• “I enjoyed the videos that could be used

with the PowerPoint. It helps with the

learning aspect of the material.”

• “The video lectures and ppt.”

• “Yes. She used real world examples

which helped a lot.”

• “Yes they helped by showing real life

stories”

• “More video lectures and efforts to pass

on her business expertise to the students.

It would give help and direction on the

difficult topics. It really made the virtual

classroom have a more personal touch so

that you didn’t feel like you were all

alone in taking this class online.”

• “All the other classes need to follow the example of different learning types as Mrs. Rhodes has by using the web cam making videos and ppt lectures was great.”

• “The course was well laid out by Mary Rhodes. She provided a lot of extra material in the form of powerpoints and videos to aid with the assignments.”

• “More teachers should use video lectures”

• Recorded videos 1 – 2 weeks prior to

schedule

• Included real time business events e.g.

Japan’s earthquake, tsunami and nuclear

reactor meltdown

• Added the length of time for each video per

student suggestion

• Felt more connected to students and the

content

• “The thing that I liked best about this

course is that Mrs. Rhodes posted lectures

online which were very helpful, not to

mention awesome because it was like you

still went to class. The online lectures

made unclear things from the reading

clear and also being able to follow

along with power point.”

• Use of FB Pages to develop resource page

• Post or link to articles in the subject discipline

• Advantage – students do not “friend” you

personally

• Students “LIKE” your page and posts show

up on their page when they check their FB

page

• MGT 203 FB Page

• “Very helpful with research”

• “Yes, I loved the articles that were posted and

liked that we were allowed to use them for our

environmental scan”

• “Yes I did and it was helpful in pointing me in

the right direction for research topics”

• “I really liked the links to the HR websites.”

• “Yes, it was a useful tool in finding current

events.”

• “No, never got on facebook.”

• “Yes I did got one good website for my

presentation and paper.”

• Students used FB page when needed to

complete assignments

• Excellent tool to direct students to current

events / articles for MGT 203 research

projects

• Used FB page as an extra-credit assignment

for BUS 281 with minimal results

• Griffiths, M. & Graham, C. (2010). Using Asynchronous Video to Achieve Instructor Immediacy and Closeness in Online Classes: Experiences from Three Cases. International Journal on E-Learning, 9(3), 325-340. Chesapeake, VA: AACE. Retrieved: http://editlib.org/p/30315.

• Joosten, T. (July, 2011). Social media for teaching and learning. Presentation at the Desire2Learn Fusion conference in Denver, CO.

• Junco, R. & Heiberger, G. (March, 2009). You can use Facebook for that? Research-supported strategies to engage your students. Presentation at the National American College Personnel Association Meeting, Washington DC.

• Mazer, J., Murphy, R. & Simonds, C. (2007). I’ll See you on “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education, 56(1), 1 – 17. Retrieved: http://www.tandfonline.com/doi/full/10.1080/03634520601009710.

• Morrison & Foerster Social Media Newsletter Vol. 2, Issue 4. (August 2011). Retrieved: http://www.mofo.com/files/Uploads/Images/110810-Socially-Aware.pdf