D4L-social-week4
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Slides for week four of the Social Module for the Design for Learning Program, about "Maintaining a Strategy for Social Media for Online Learning," by instructor Arden Kirkland. Videos for this module at https://www.youtube.com/playlist?list=PLw6HBD7UyT3kS-x52X2Lbybnz9ILZgeYP
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D4L-social-week4
- 1. Maintaining a Strategy for Social Media for Online Learning D4L Social Module Week 4, Part 1 presentation by Arden Kirkland
- 2. Keeping the Discussion Going How? Will depend on: synchronous/asynchronous? public/private? intrinsic/extrinsic motivation? Brookfield, S. D., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2 edition). San Francisco: Jossey-Bass.
- 3. Discussion as a Way of Teaching take discussions to a higher level experiment with different forms: circle of voices circular response think, pair, share snowball jigsaw Brookfield, S. D., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2 edition). San Francisco: Jossey-Bass. (some selections at http://sphweb.bumc.bu.edu/otlt/teachingLibrary /Discussion/discussion_techniques.pdf) Gonzalez, J. (n.d.). The Big List of Class Discussion Strategies. Retrieved from http://www.cultofpedagogy.com/speaking- listening-techniques/
- 4. Translating discussion to social media E X E R C I S E How could you translate some of these different discussion forms to different social media platforms?
- 5. Maintaining a Strategy for Social Media for Online Learning D4L Social Module Week 4, Part 2 presentation by Arden Kirkland
- 6. Online Community Lifecycle - Establishment critical mass community members generate 50% or more of content more discussions started by members more responses to discussions Millington, R. (2012). Buzzing communities: how to build bigger, better, and more active online communities. [United States]: FeverBee. p. 21.
- 7. Online Community Lifecycle - Establishment Macro tasks write about the community organize regular events and activities recruit and train others to help moderate collect and analyze data resolve conflicts get members to invite others increase sense of community Millington, R. (2012). Buzzing communities: how to build bigger, better, and more active online communities. [United States]: FeverBee. p. 24.
- 8. Online Community Lifecycle - Maturity community members generate 90% or more of content level of activity has plateaued external attention – clear that this is the definitive community on a particular subject Millington, R. (2012). Buzzing communities: how to build bigger, better, and more active online communities. [United States]: FeverBee. p. 24.
- 9. Online Community Lifecycle - Maturity Macro tasks optimize social density steer community direction ensure community influence externally manage team of moderators optimize ratio of newcomers improve usability re-affirm goals and vision Millington, R. (2012). Buzzing communities: how to build bigger, better, and more active online communities. [United States]: FeverBee. p. 30.
- 10. Online Community Lifecycle - Mitosis create appropriate sub-groups when approaching information overload switch from one too-large community to multiple smaller ones for these new smaller communities, cycle back to the inception stage Millington, R. (2012). Buzzing communities: how to build bigger, better, and more active online communities. [United States]: FeverBee. p. 30- 31.
- 11. Moderation / Facilitation pedagogical – to contribute unique experiences or insight social – to promote relationships managerial – set the agenda, manage flow and direction of discussion technical – ensure comfort with technology Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22–30. Retrieved from http://www.cordonline.net/mntutorial2/module _2/Reading%202-1%20instructor%20role.pdf
- 12. Interventions variety of formats audio video visual hands-on discussion keep it simple low barriers to entry/low learning curve reward participation in any form
- 13. Interventions E X E R C I S E What ideas do you have for maintaining variety in your social media strategy, and keeping the learning community engaged?
- 14. Maintaining a Strategy for Social Media for Online Learning D4L Social Module Week 4, Part 3 presentation by Arden Kirkland
- 15. Planning for the Worst Social media policy – for each platform what specifically isn’t allowed? how can people report issues? what will your process be for responding? Anderson, S. (2012, May 7). How to Create Social Media Guidelines for Your School. Retrieved May 15, 2016, from http://www.edutopia.org/how-to-create-social-media-guidelines-school Balance Interactive. (2012, April). Nonprofit Social Media Policy Workbook. Idealware. Retrieved from http://idealware.org/sites/idealware.org/files/sm_policy_full_web_versi on.pdf
- 16. Planning for the Worst imagine worst case scenarios - how will you respond to: bullying profanity negativity from outsiders (on public platforms) imagine best case scenarios what kind of tone/voice do you want to project? how will your values be represented in your content and approach?
- 17. Social Media Policy E X E R C I S E Does you institution already have a social media policy in place? Does it cover the type of social media usage you have in mind? If you need to develop a policy or add to the existing one, what should you include?
- 18. Maintaining a Strategy for Social Media for Online Learning D4L Social Module Week 4, Part 4 presentation by Arden Kirkland
- 19. Kaushik’s Major Social Media Metrics
- 20. Metrics when do members start/stop being active? when do members start/stop viewing other content passively? what patterns emerge? what hurdles can you eliminate or improve?
- 21. Plans for Assessment E X E R C I S E What metrics will you need to collect? How frequently? How frequently will you adjust your instruction based on the metrics? What interventions can you implement?
- 22. Maintaining a Strategy for Social Media for Online Learning D4L Social Module Week 4, Part 5 presentation by Arden Kirkland
- 23. The Three Elements of Social Media Success Community Management Content Creation Social Media Measurement déjà vu . . . Step 1 – needs assessment and instructional goals: learner characteristics, teacher Step 3 – entry behavior and characteristics Step 4 - learning outcomes and motivating learners Step 1 – extant materials Step 2 – task analysis Step 5 – instructional strategies Step 6 - developing instructional materials or learning objects Step 1 – needs assessment and instructional goals: learner characteristics Step 1 – mode of instruction Step 5 – instructional strategies Step 7 – formative evaluation
- 24. Learning Activity 4 E X E R C I S E edit your instructional design for your capstone project to incorporate your strategy for using social media
- 25. Learning Activity 4 E X E R C I S E for each specific platform, this should include: SMART objectives outline of specific plans to meet those objectives plans for assessment planned interventions social media policy
- 26. Thank you! general info: d4l.syr.edu Moodle: d4lmoodle.syr.edu Program email: dflprojectcoordinator@gmail.com Presenter email: akirklan@syr.edu
Notes de l'éditeur
- Hi there! This is Arden Kirkland. This is the first video for week four of the social module for the Design for Learning program, about Maintaining a social media strategy.
- This really is just about keeping the discussion going, wherever it is! if you’re face to face, how do you keep the discussion going? how do you prepare in advance, how do you deal with it in the moment? What do you do when people aren’t speaking up? We just have to figure out how to translate that to each different social media platform. That will depend on whether it’s synchronous or asynchronous, public or private, and what kind of motivation your students have. Do they care about the discussion for its own sake, or do they need to be lured in with the promise or threat of a grade?
- For all those different factors, I want you to be thinking of Discussion as a way of teaching, which incidentally is the title of a book I’ve cited here. for some of you, we may have already discussed this while using different forms of social media during week 2. In many instructional settings, whether it’s face to face or in a forum or on Twitter, it’s easy to fall into a traditional discussion model of an instructor sharing a prompt to which only a few people respond – that’s even been the case with much of the D4L discussion so far. But this model really depends on students who are both motivated and somewhat outgoing, and therefore can be hard to maintain, even if people do participate at first. As time passes, whether it’s across an hour of short term instruction or a month of a longer term activity, you’re going to need to step up your game. If I didn’t already bring this up in your discussion group for learning activity 2, please take a look at the 2 links I’ve shared here (and they will be below the video on the page for this presentation in our Moodle) – these are some ideas for more creative approaches to discussions. Mostly they’re oriented toward a face to face setting, but I think there’s a lot of potential to transfer these to different online platforms.
- Or, if there’s really no way in which you can get participants talking to each other, at the very least you can get them talking to themselves, as I’ve been doing throughout all my presentations for you! Here’s a moment to stop and think to yourself, discuss with yourself, as it were - How could you translate some of these different discussion forms to different social media platforms, especially ones that you might use for your class? We’ll stop this video here, so please pick up with part 2 once you’ve taken some notes about this.
- Hello again! This is Arden Kirkland, and this is the second video for week four of the social module for the Design for Learning program.
- Very quickly I just want to revisit some slides from the community module, to remind us of different factors at different stages of community development. When community members are generating 50% or more of the discussion themselves, you’re established.
- and here are some of the things you may want to do to continue to lead that discussion
- When 90% or more of content is coming from community members, your community is mature – good job!
- and here are some of the things you may want to do to continue to lead the group at this stage
- Finally, if your community is so active that it’s reaching information overload, then it’s time for mitosis – to break the group down into a few smaller sub-groups
- And more review here to remind you of the 4 different roles you will have while moderating a discussion using social media.
- So, how do you keep the discussion fresh? Think about differentiated instruction – try a variety of formats to keep diverse community members engaged – audio, video, visual, hands-on, discussion. Also, keep it as simple as possible, and be sure to reward their participation in whatever form it takes, so they grow more comfortable using the platform you’ve provided.
- So, time for another pause. Looking back at those different parts of your role in moderation, thinking creatively about different formats for discussion prompts, etc., What ideas do you have for maintaining variety in your social media strategy, and keeping the learning community engaged? As this video ends, take a few notes about this, and then start up the next video when you’re ready.
- We’re back with the third video for week four of the social module for the Design for Learning program. This is Arden Kirkland.
- In the Community Module we already discussed the importance of developing a code of conduct or netiquette guide. Now that you’ve chosen one or more specific social media platforms to focus on, you need to supplement your code of conduct with a social media policy that addresses potential issues with specific social media platforms. What specifically isn’t allowed? How can people report issues? What will your process be for responding? Your institution may already have a social media policy in place, but if not, or if you need to revise it or make it more specific, I’ve cited a couple of guides here that you may find helpful.
- Of course you need to imagine worst case scenarios - how will you respond to bullying, profanity, or (on public platforms) negativity from outsiders? But you also should consider your best case scenarios - what kind of tone/voice do you want to project? How will your values be represented in your content and approach? The second of the two guides I shared, the Nonprofit Social Media Policy Workbook, is particularly helpful for you to figure out some of the do’s, and not just the don’ts.
- All right. Here’s a moment to stop, think to yourself, and take some notes about what you need as a part of your social media policy. Does your institution already have one? If not, or if you need to revise it, what should it include? Once you’ve given that some thought, please start up the next video.
- Hello again! This is the fourth video for week four of the social module for the Design for Learning program. This is Arden Kirkland.
- As we start thinking about assessment, I wanted to share some useful terms from Avinash Kaushik these describe the kind of engagement you’re seeking, and how to count it conversation = comments per post amplification = re-shares per post applause = favorites per post in a graded situation, you may want to require a certain amount of each kind of post from each student in response to one of your prompts, or you may reward students whose original posts get more of all of the above. Or you may just want to count some of this for yourself to gauge if your discussion prompts, etc. are being very effective.
- revisiting another slide from the community module, you may also want to look at some other patterns over time: when do members start/stop being active? when do members start/stop viewing other content passively? what patterns emerge? what hurdles can you eliminate or improve?
- But, all of these metrics are meaningless if you don’t use them to improve your instruction. So, another moment to stop and take some notes. For your specific instructional objectives, combined with the social media platforms you may use, What metrics will you need to collect? How frequently? How frequently will you adjust your instruction based on the metrics? What interventions can you implement as needed? After you’ve gone through that, please start up the next (and last) video.
- Can you believe it? This is Arden Kirkland here with the fifth and last video for week four of the social module for the Design for Learning program – which means after this you’re moving on to your capstone project! Wow!
- OK, before I send you off to complete your final activity for this module, one last time, I’m bringing back a slide from week 1 of the community module, so you can remember how this all might fit into Diane’s 7 step model for instructional design. Be sure to think about how each of these different steps has been affected by what you’ve learned about online learning communities and social media.
- And now, drumroll please, your final learning activity before your capstone module! No surprise here, after all that we’ve gone over in this module, please edit your instructional design for your capstone project to incorporate your strategy for using social media.
- Make sure that you address each specific platform you might include (at least one), and that your revision includes your SMART objectives, an outline of specific plans to meet those objectives, plans for assessment, planned interventions, and a social media policy. Ok, go ahead and get started on this final assignment! Please visit the page in the Moodle for the assignment for a few more specific instructions.
- This is it! I can’t wait to see your new and improved instructional design plans, and to help you make them a reality in your capstone project. Please contact me if you have any questions.