This presentation is created to share with my EDIT 2000 class at the University of Georgia. This presentation aims to provide a framework for designing and implementing student-generated content (SGC) activities using free Web 2.0 tools. I discuss the characteristics of SGC and guidelines to students when they engage with SGC activities.

1. Student Generated Content
and Guidelines to Students
Eunbae Lee
EDIT2000, Spring, 2012
The University of Georgia

2. Overview
Background
Definition
Examples
Guidelines

3. Background: User-Generated
Content and Web 2.0
Prosumers who create products and
services that will be ultimately used by
themselves (Toffler, 1980)
User-generated Content (Tapscott and
Williams, 2006)
Citizen journalists
Amateur video producers

4. Background: Web 2.0

5. Background: Student-Centered
Learning
Where the locus of activity and control
shifts to individual responsibility for
establishing learning goals and
determining learning means (Hannafin
et al., 1999)

6. Background: Self-Determination
Theory (Ryan &Deci, 2000)
Fosters
• Autonomy • Enhanced
• Competence • Volition performance
• Relatedness • Motivation • Persistence
• Engagement • Creativity
Experience
Result in
of

7. Definition
Student-Generated Content is an
educational strategy that represents a
significant shift of student’s role from
content consumers to content
producers, and result in products of
lasting value to students
individually, others students, a larger
community, and society (Sener, 2007;
Lee & Mock, 2009).

8. Student Generated Content
Ownership and autonomy
Real world audience
Lasting value

9. Use of Web 2.0 Tools
• The student • The video is • Students write
group used uploaded to their reflection
Wiki to organize YouTube and in their blogs.
ideas, to write shared with • Their video and
synopsis, make Clark county the refection is
a list of props school students included in
and and the world. their learning
characters, an • People portfolio.
d to plan comment on
filming. the video.
Wiki YouTube Blogs

10. Guideline to students #1
Focus on content learning.
In order to present a good material to
others, you need to first understand all about
it, how it works, the pros and cons, and ins and
outs of the task/ content/ material. Make sure you
have a good grip of the content.

11. Guideline #2
 Choose a tool with which you would have the
most fun with.
If you find it interesting, the chances that others will
find interesting is high. Also, you will keep your
motivation levels high throughout the project.

12. Guideline #3
 Set a SMART
(Specific, measurable, attainable, realistic, and
time-sensitive) goal
E.g., I will create a commercial that is 30 seconds
long, for other educators who are interested in
using the Web 2.0 tool of choice. I will use a free
screen capture tool Jing to demonstrate the
benefits and functions of a tool with my narration. I
will complete the project by Thursday, Feb. 2nd.

13. Guideline#4
 Keep your audience in mind.
Be sure to address what they want and need
rather than what you personally find interesting.

14. Guideline#5
 Make it sweet and short
Chances that you will keep your audiences attention
for a long time is slim . First grab their
attention, make it concise and to the point, and
add some wow factors,

15. Guideline#6
 Stay true to the goal of the project
You might get swept away when you are so focused
on your way. From time to time, review the
evaluation criteria and remind yourself the goal of
the project.

16. References
 Hannifin, M. J., Land, S. M., & Oliver, K. (1999). Open learning environments. In C. M. Reigeluth (ed.).
Instructional-design theories and models: A new paradigm of instructional theory. Volume II, pp.115-140.
Mahwah, N.J: Lawrence Erlbaum Associates.
 Lee, E., Mock, J. (2009, June). Strategies for Designing and Supporting Student-Generated Content.
Presentation at the Sloan-C International Symposium on Emerging Technology Applications for Online
Learning, San Francisco, CA.
 Ryan, R. M. &Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.
Contemporary Educational Psychology, 25, 54–67.
 Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-
determination of behavior. Psychological Inquiry, 11(4), 227-268.
 Sener, J. (2007). In search of student-generated content in online education. e-mentor, 4(21), Retrieved
from www.e-mentor.edu.pl/eng.
 Peckman, S. (1996). Developing student ownership in the `real world'. English Journal, 85(2), 60.
 Platz, D. L. (1994). Student directed planning: fostering student ownership in learning.
Education, 114(3), 420-422.
 Tapscott, D. & Williams, A.D (2006). Wikinomics: How Mass Collaboration Changes Everything. New York:
Portfolio.