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Social Media as Teaching/Learning tool Prepared for presentation at The 10 th Annual National Economics Teaching Conference San Diego, California November.

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Presentation on theme: "Social Media as Teaching/Learning tool Prepared for presentation at The 10 th Annual National Economics Teaching Conference San Diego, California November."— Presentation transcript:

1 Social Media as Teaching/Learning tool Prepared for presentation at The 10 th Annual National Economics Teaching Conference San Diego, California November 6th, 2014.

2 There is a famous Chinese adage “Tell me and I will forget, show me and I will remember, involve me and I will understand”

3 Challenges of economics instructors,  striving to perfect the art of our teaching,  teaching economics is the number one criteria for assessment of faculty performance  teaching economics to non-econ majors.

4  economics is an abstract often a boring subject  passive teaching leads to the perception that what students learn is conceivably irrelevant to real-life cases

5  Teaching strict economic concepts, relying solely on textbooks do not resonate with students  Theoretically, these concepts may be rich but poor when it comes to practical applications and real life applications.

6  There are some elements of learning that cannot be acquired by students from lecturing alone  They are best grasped through practice, trial and error, problem solving, case study, open discussion, and etc.  Accordingly, instructors must create alternative opportunities for students to apply their theoretical knowledge in a suitable environment.

7  While there is no universal method that works best for all students, some methods have worked better for me.  There are a few pedagogical methods that I believe can make teaching more effective, rewarding, and a pleasant experience for students.  I believe good teaching must be rich in terms of both “content” the “delivery” method.

8 ContentStrongPoor Delivery StrongExcellentMediocre PoorLacklusterAwful

9  A digital native is a person who was born during or after the general introduction of digital technologies and through interacting with digital technology from an early age, has a greater comfort level using it.  These students may also be referred to as the "Net Generation" where their exposure to technology begins at birth

10  Effective use of online resources may strengthen both elements of good teaching: content and delivery  It, however, requires a good knowledge of available tools like social media  The more we learn, the greater is the possibility of their utilization in higher education and the improvement in student learning.  According to a survey results Facebook is the fastest growing tools in education

11  Everyone is using it  Xn5boM

12  1 Billion people have a Facebook account, 50% login on any given day  The average user has 150 friends  2.7 Billion “Likes” every day  43% of users say they have rejected a candidate because of something negative they have found on social media  250 Million pictures uploaded every day  Career Builder reports that 80% of potential employers will do an online search using a candidate’s name.

13  Understandably, courses in areas of social science are more amenable to the use of online resources than courses in natural science like mathematics, chemistry, or computer science.  Survey results show an increasing number of faculty members in social science are already using social media like Facebook in classroom

14  Whatever is the real purpose for which Facebook was created, its application has been extended into new areas such as, marketing, recruiting, information delivery, solicitation, and promoting public discourse, fomenting public action, and of course teaching/learning.

15  Online resources are inexpensive to utilize, and often free  Social media has some of the characteristics of public goods like global “non- excludability”  No dress code! Real World: No shirt, no shoes, no service  Virtual world; no clothes, come in!

16  Not all of us have a favorable view when it comes to the use of social media, even those who use it acknowledge its limitations and the possible drawbacks  Whereas, there is no perfect substitute for in person communication in classroom, when we have to teach large classes to busy students, it will be necessary to use the additional tools to facilitate not only students involvement but also to get to know them better.

17  The use of social media can leverage the instructor's ability to share relevant materials that that cannot be effectively and economically shared  It should also be emphasized that social media like Facebook can serve just as another tool of teaching to supplement the traditional class experience.

18  There are many pivotal economic issues, with profound implications on the US economy, such as poverty, economic inequality, healthcare costs, infiltration of market forces into unlikely sphere of our life, and the fair and sensible operation of capitalism that must be brought into students’ attention.  It is imperative to economics professors to bringing such issues into their classroom and engage their students in debate an open and interactive forum.

19  Some students are too shy to express themselves in classroom and in person, often, they will be unfairly punished for not being able to express themselves  There are also many students, who are knowledgeable on the subject matter of economics courses, however, traditional evaluation methods like test taking alone do not measure their knowledge and their analytical ability adequately.

20  Nowadays, students get most of their information from social media, than from any other sources, to write a paper or conduct a research.  Raising students’ awareness of contemporary issues by allowing them to participate in a debate on an open democratic equal opportunity platform.

21  Facebook is a multifaceted platrorm that allows students to not only share information, but also photos, videos, and links.  Facebook allows students to get to know each other better through their profile thus creating a more friendly atmosphere for sending messages and exchanging other information.

22  Facebook also teaches students who to express themselves responsibly in a cordial manner, tolerate, and respect one another.  Unlike traditional media that are like a one-way relationship, social media are like a two-way street.  They are unique in terms of their live global connectivity, traditional tools do not have such capabilities.  Using Facebok is practically inexpensive compared to traditional methods.  Comments are always there in virtual world, you do not lose them as we do the paper comments are often lost and you can easily lose track of them.

23  Facebook allows others (non students) to participate in underlying debate. Although some instructors are critical of this idea, I consider it as an advantage.  These people that might be experts in a field, like medical doctors and lawyers, can provide professional opinions that benefits students.  larger classes might create obstacles to effective interaction, the use of Facebook helps to alleviate this problem.

24  Responding to incentives, the extra points serve as a reward to students that stimulates their active participation  even though this project was not mandatory. It was especially a good opportunity for those busy students who missed some classes, a quiz and/or a homework, and sincerely wished to improve their overall grade.

25  Some may argue that social media like Facebook may not be suitable for college courses since it does not have the necessary rigor.  Getting too close to your student, by often becoming their friends on Facebook is a matter of concern for some but not necessarily so especially as they become former students  Some believe that schools should have a policy concerning the previous point.

26  The most important concern is about “privacy” and “integrity” online  Some students may not use social media, do not a Facebook account. You may force them to do something they may nor want to do.  Possibility of hacking  May create extra work for instructor, sifting through comments, reading, and grading them, and may take too much of your time.

27  According to Pearson Survey, Over 72% of respondents report that “lack of integrity of student submissions” is an “important” or “very important” barrier, and 63%say “privacy concerns” are an “important” or “very important” barrier

28  Privacy concerns:  Risk to the personal privacy of faculty  Risk to the personal privacy of students  Others outside of class should not be able to view: class-related contents, class discussions, participate in class discussions

29  Ethical and legal problem, Facebook may claim intellectual property right over the materials posted on its website  Schools may want to control what instructors can post onlie  Poorly written comments may imperil students’ creditability and negativity

30  Different approaches for implementing social media;  I used it as a tool so that students can obtain information, post comments, and provide additional information related to the underlying topic.  Student can use social media only as consumers with no interaction, commenting, or creating of new media required.

31  Likewise faculty may use social media as part of individual assignments, where each student is expected to act on their own.  Alternatively, students may practice group assignments, where multiple students are expected to work together  Faculty who teach online courses have greater levels of engagement for both personal and professional virtual communities.

32  The use of social media like Facebook for me originated from the fact that I used to post business/economic news stories and articles on my personal page to share information publically and I still do that.  Many of my students studied these articles and often posted comments. Some of them inquired if they can post comments for extra points.

33  I explain the process in my syllabus and discuss it in more detail usually at the first class meeting each semester  Students are being briefed on the rules, the benefits, and the online etiquette, the extra-point system, the dedlines, and etc.  I review the comments carefully and points are assigned, based on the merit and the relevancy of comments not its length.  The process will be modified each semester based on the inputs collected from students at the end of semester.

34  Wide agreement among faculty is whether the introduction of digital communication into their professional lives has increased their levels of communication, 79% of respondents.  Nearly two-thirds of faculty surveyed report that digital communication has increased the number of hours that they worked.  Faculty personal use of social media sites is rather high; 84% use social media sites monthly or occasionally.

35  A comparison of 2013 with 2012 surveys shows a growth in all three types of use of social media.  Professional use had the largest year-to-year gain, followed by teaching use, then personal use  Faculty in the two middle age groups (35 to 44 and 45 to 54) both have higher rates of teaching usage than the youngest faculty members.  Faculty in the Humanities and Arts, Professional and Applied Sciences, and the Social Sciences use social media for teaching purposes at higher rates than those in Natural Sciences or Mathematics and Computer Science.

36  However, this difference has narrowed considerably over the past year, as faculty in the Natural Sciences or Mathematics and Computer Science have shown the greatest degree of year-to-year growth (12 and 8 percent, respectively). Faculty are relatively sophisticated users of social media—they pick each site based on their specific needs and its function. This report has shown that the pattern of popularity of sites for teaching use is consistently different than the pattern for either personal or professional use.

37  The most often used group of sites for teaching is blogs and wikis, while the sites most often accessed for personal and professionaluse Facebook  LinkedIn is used far less frequently for teaching purposes.  Podcasts, the second most-used type of social media for teaching, are used at much the same rate for teaching as they are for personal or professional purposes.

38  Students overwhelmingly provided postive feedback with respect to the follwing question:  Continue to use Facebook  Relevance of the articles to the subject matter of this course  Contribution to my knowledge of economics  Helpful in meeting the goal of this course Almost all of them are opposed to:  Make it a requirement

39  Many students chose to comment, comments are overwhelmingly positive and sincere. These are some of the more frequently repeated comments:  Also post the articles on blackboard and e-mail because everyone does not have Facebook, so it is hard for them to comment  It may not be appropriate for the instructor to be friend with their students, not frequently though.

40  I like the opportunity for extra credit, the articles are very interesting helped us practice our skills  the Facebook postings produce excellent insights which I really enjoyed  I engaged Facebook because it allowed us to receive extra credit which also allowed us to learn more information about the material

41  Some people do not have a Facebook account therefore it should not be a requirement in the future however  The articles were relevant and interesting  I enjoyed the course very much, thanks for great semester, Facebook articles were great  the only thing I had doubt with is the extra credit that I sent comments over Facebook twice and over twice and it didn't receive credit so I printed and brought them in

42  Keep doing it next semester, example and assignments walked us through  I learned a lot from the articles, they wear interesting and informative grate class  This is good for people who may need some extra points  I think using Facebook articles for extra credit is a good idea because it relates to the material and future education you are nice I like having you great job thanks  I really enjoyed the articles and assignments that went along with them I liked how they were open ended so that could just give our opinions and thoughts about the topic  Your humorous remarks keep the class interesting and fun thanks for the time

43  I believe that using articles related to economics is a good idea because students get the Real life in formation. However I don't think that Facebook comments should be made a requirement because some people do not want other people to know their ideas and opinions publicly  The idea of having his students comment on relevant articles was a good idea. Commenting on these articles I believe should be strongly recommended, make sure that students understand the subject however I don't believe it should be made a requirement

44  Not only where the Facebook postings informative but they've their great incentives to earn extra credit  I learned a lot of terminology and definitions that help with reading economics articles. I would have been more interested if you related the power point slides to cases and economic issues and examples  I don't feel it is appropriate for his students to be friend with their professors on social media website. I would just prefer that you put the link on blackboard

45  Yes use Facebook but may be make and open group. I was not able to comment on some of the articles the Facebook. Articles made the class more interesting by showing us how economics affect us with current examples from current events, does a good job trying to make economics more interesting  I like the idea of using the Facebook articles as extra credit opportunities I would not make it a requirement  Great course tests and quizzes very helpful in understanding the material the Facebook Articles has been extremely helpful as well

46  I like the fact that we got the opportunity to read the opinions of other classmates I believe that it helped to further discussion, an interesting way to learn about current event and the economy  Very informative class Facebook helps keep it interesting and doing it in the future  If you want to use Facebook, make a page for your class don't use your personal page you can create a page for each class each semester, this way only economic topics can be discussed and not lots of your page feed

47  This was one of my interesting classes, the only thing is that we did not always use the textbook, so I bought it for no reason  The Articles are great for learning what is happening in the economy because they focused on things we don't really learn in the textbook  Continue to use the Articles for extra points makes Facebook optional not everyone has Facebook account

48  Facebook gave us the opportunities to use real world examples and discuss them publicly  I think there should be more extra credit assignments like Facebook assignments  not everyone has a Facebook account  I think that Facebook is helpful and contributed to my knowledge however I think that it should be done in blackboard for private I don't really use Facebook

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