Table Of ContentThe Plugged-In Professor
CHANDOS
SOCIAL MEDIA SERIES
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(email:[email protected]@gmail.com)
Thisseriesofbooksisaimedatpractitionersandacademicsinvolvedinusingsocial
mediainallitsformsandinanycontext.Thisincludesinformationprofessionals,
academics, librarians and managers, and leaders in business. Social media can
enhance services, build communication channels, and create competitive
advantage.Theimpactofthesenewmediaanddecisionsthatsurroundtheiruse
in business can no longer be ignored. The delivery of education, privacy issues,
logistics, political activism and research rounds out the series’ coverage. As a
resource to complement the understanding of issues relating to other areas of
information science, teaching and related areas, books in this series respond
with practical applications. If you would like a full listing of current and
forthcoming titles, please visit our website www.chandospublishing.com or
[email protected]þ44(0)1223499140.
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The Plugged-In
Professor
Tips and techniques for teaching
with social media
E
DITED BY
S P F
HARMILA . ERRIS
AND
H A W
ILARY . ILDER
OxfordCambridgeNewDelhi
ChandosPublishing
HexagonHouse
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OxfordOX284BN
UK
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www.woodheadpublishing.com
Firstpublishedin2013
ISBN:978-1-84334-694-4(print)
ISBN:978-1-78063-342-8(online)
ChandosSocialMediaSeriesISSN:2050-6813(print)andISSN:2050-6821(online)
#S.P.FerrisandH.A.Wilder,2013
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AcataloguerecordforthisbookisavailablefromtheBritishLibrary.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinorintroducedintoaretrieval
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ProjectmanagementbyNeilShuttlewoodAssociates,GtYarmouth,Norfolk,UK
PrintedintheUKandUSA
List of tables and figure
Tables
1.1 Wiki Article Review Form 13
3.1 Leadership traits 32
3.2 PeerReviewSheet 34
5.1 Creating andusingthe Diigo social-bookmarking network 59
5.2 Reflection on research process 60
9.1 Peerrevisingandcommentingrubric 100
9.2 Response to peer revisions and comments rubric 102
10.1 Samplerubric forfeedback/revision 118
10.2 Samplerubric forfinalevaluation ofwiki project 118
11.1 Hickerson Oral CommunicationBehavioral Assessment
(Part 1) 136
11.2 Hickerson Oral CommunicationBehavioral Assessment
(Part 2) 138
12.1 CollaborativeClassroom ManagementPresentation Rubric 160
12.2 CollaborativePresentation Using Google Docs – student
instructions 162
14.1 Assignmentrubric 190
16.1 E-portfolio grading 210
17.1 Studentrubric – monitoring andevaluating Wiktionary
activity 219
19.1 Evaluation rubric 248
20.1 Rubric forremix 259
22.1 Rubric formannequin-based simulation 284
23.1 Assessment rubric:studentFacebook discussion
engagement 298
24.1 Assessment rubric forpeer-ementoring activity 314
ix
The Plugged-In Professor
Figure
17.1 Screenshotof Biology Taboo Wiktionary page 220
x
List of abbreviations
AACE Association for the Advancement of Computing in
Education
AASL American Association of School Librarians
ACLS Advanced Cardiac Life Support
ACMC Asynchronous Computer Mediated Communication
ACRL Association of College and Research Libraries
ACTFL American Council on the Teaching of Foreign
Languages
ATP Adenosine TriPhosphate
CMC Computer Mediated Communication
DM Direct Message
FL Foreign Language
GTA Graduate Teaching Assistant
HTML HyperText Markup Language
ICT Information and Communication Technology
IMTE Integrated Media and Technology Education
ISP Internet Service Provider
ISTE International Society for Technology in Education
LGBTQ Lesbian, Gay, Bisexual, Transgender, and
Queer/Questioning
LMS Learning Management System
RT ReTweet
SALG Student Assessment of Learning Gains
SLO Student Learning Outcome
SM Social Media
TA Teaching Assistant
TESL Teachers of English as a Second Language
xi
Acknowledgments
We’dlikefirstandforemosttoacknowledgetheunwaveringsupportand
encouragement from our husbands, Brian Lubbert and Michael Merritt,
who never once grumbled about the long phone calls or many takeout
Indian dinners.
WearegratefulforJeanM.Stewart’shelpwiththeIndex.Herpatience
and attention to detail were invaluable.
We appreciate William Paterson University’s commitment to research.
The university’s continued emphasis on faculty scholarship was an
excellent motivator when the pressures of teaching and service
threatened to shipwreckthisproject.
We’dliketothankDr.GlynJonesandoureditorsandsupportstaffat
Chandos,withspecialthankstoJonathanDavis.OureditorsatChandos
always provided prompt responses and clear guidance, as did Neil
Shuttlewood, our project manager.
Last,butfarfromleast,weappreciatethehardworkanddedicationto
teachingofallthosewhosubmittedessaysforconsiderationinthisbook.
Wewereimpressedwiththerangeandscopeusedforsocialmediainthe
class,andregretthatthereweremanysubmissionswecouldnotinclude.
xiii
Preface
Wewrite this Preface using toolsthatwere conjecturemere decades ago,
andinconceivablejustcenturiesago.Reed,chalk,andquillwereusedfor
millennia; today information is routinely recorded, stored, and retrieved
digitally. Although we have lived through the development of electronic
mediaandwitnessedfirst-handthegrowthoftheWorldWideWeb,social
mediawerenotonourradareveninthe1980sorearly1990s.Asnewas
computeranddigital technologiesare, socialmedia areevennewer!(For
example, MySpace and Delicious were launched in 2003, Facebook and
Flickrin2004,Twitterin2006,andTumblrin2007.)Socialmediamaybe
newtous,buttoday’sclassroomsarefilledwithagenerationofstudentsto
whom socialmedia areawayof life– andwho cannotenvisageaworld
beforeInternetanddigitaltechnologies.Socialmediausagehasspreadto
encompass adults as well as youth – and educators are increasingly
considering social media as teaching tools, both in order to more
effectively reach students, and because these technologies are being used
more and more in the workplaces our students will be entering. One
problemthatoftendevelopswithouruseofsocialmediaintheclassroom
isthatthetechnology,ratherthanthepedagogy,canbecomethefocusof
the teaching. This book puts pedagogy first, considering ways in which
underlying instructional purposecan guideour use of social media.
Social media and education
Beforeweproceed,weshoulddefineouruseoftheterm‘‘socialmedia’’in
thisbook,sinceithasbecomesuchapopularbuzzword.Socialnetworking
isthemostpublicfaceofsocialmedia;inasocialnetworksuchasFacebook
users deepen connections by sharing thoughts, photos, links of interest,
etc., and develop relationships by creating cohorts of ‘‘friends’’ who can
then become ‘‘friend of a friend’’. But in this book we do not limit our
understanding of social media to social networking. With Kaplan and
xv
The Plugged-In Professor
Haenlein (2010), we define social media as any medium enabling
connectivity and interaction among users and communities. So we
include wikis, blogging. and Web conferencing in our understanding of
social media. In our opinion, wikis are the oldest social media (Ward
Cunningham launched his wiki in 1995, with the iconic Wikipedia
introduced in 2001) and perhaps have the longest history of educational
application.WealsoincludeWebconferencingandbloggingaselectronic
media that allow users to interact easily, offer quick feedback to
communication, and collaborate effortlessly.
Having defined social media, we should consider the question of
whether social media have a place in education. The fundamental
question indeed is whether social media are a relevant and useful tool
for learning. The importance of social media in our lives is indisputable,
and undeniably there is a growing interest among educators in the
potentials of social media in the classroom. At the same time, social
media are evolving so rapidly that it is a challenge to determine what
works best to promote which specific learning goals. It is our opinion
that while social media pose challenges for teaching and learning, they
alsoofferopportunitiesthatjustifyexplorationoftheiraffordances.Social
media can expand opportunities across a wide range of higher order
learning: communication, collaboration, research, information literacy,
critical thinking, and creativity, among others. Social media have the
potential tohelpour studentslearn atmany levels.
Thisisapotentialnotlightlydismissed,giventheimportanceofsocial
mediainthelivesofyouthtoday.Whileestimatesoftimespentusingsocial
media vary, estimated use is nothing less than astounding. Social media
account for 22.5 percent of the time that Americans spend online,
compared to just 7.6 percent for e-mail (Nielsen, 2011). An illustrative
example of the importance of social media can be seen in the use of a
leading social medium, Facebook. Its use has grown from 175 million
active users in January 2009 to 350 million users in 2011 (Socialbakers,
2012a) to 901 million in July 2012 (Facebook’s S-1 filings with SEC at
http://en.wikipedia.org/wiki/Social_mediadcite_note-19). At the same
time, every minute, ten hours of content were uploaded to the video-
sharing platform YouTube (Socialbakers, 2012a). Student use of social
mediasupportsthisdata.Whileitisdifficulttoestimatethetimestudents
spend in social networking, one recent empirical study (Junco, 2012)
found that the average time American students spent on Facebook was
106minutesperday,althoughmanyspentmore.InWesternEuropemost
countriesreachedover75percentInternetpenetration‘‘withupto99%of
a population social networking’’ in Portugal (Socialbakers, 2012b). Asia
xvi
