Using Social Media in the Classroom:

Assessment of its Effectiveness

Jennifer Wright JoeWestern Kentucky University

Brick ‘n’ Click 2015November 6, 2015

The Question

Are we adding social media to our classrooms because it is a good idea, or because it seems like

a good idea?

S o c ia l Me d ia a s a T o o l

“Social media is the means of interactions among people in which they create, share and exchange information and ideas in virtual online communities and networks (Fang et. al, p.336).”

◦Twitter◦Pinterest◦LinkedIn◦Facebook◦Blogs◦Discussion boards◦Virtual Worlds

Social Media as a Topic

Social Media is an Information Source◦Creating savvy information consumers◦Teaching vetting methods◦Clearing up misconceptions of “Digital Natives”

Reviewing Use of Social Media

How useful is social media in our classrooms?

Are we using the right type of network for our goal?

How are we assessing the applicability of social media to the task?

Adapt social media use to the situation.◦External pressures◦Streamlining activities◦Participatory Pedagogy

“Students expect to be part of the educational process, more than they expect to just attend class and receive knowledge (DePietro, 2013, p. 4).”

Guidelines

1. Identify the goal you are trying to achieve.

2. Do research on different social networks.3. Choose a network and design the

implementation.4. Develop an assessment strategy.5. Teach and administer assessment6. Review and revise.

Virtual World Environments

• Virtual World Environments include:• Second Life• Minecraft• MMORPGs, such as World of Warcraft

• Can be developed at your institution• Create controlled environments for

teaching and learning

Twitter

Hashtags, like at conferencesRapid dissemination of informationIncrease potential for active learningDo not readily facilitate discussion.

Assessment with Rubrics

Rubrics can be applied to social media.Effective multi-faceted assessment tool

◦Assess students abilities and understanding◦Assess the utility of social media tools◦Assess your own clarity and teaching

Questions about social media may or may not impact a students’ final grade, depending on assignment type.

Rubric Example

Objective/Performance

Beginning – Does not meet Competency

Developing – Approaches Competency

Proficient – Meets Competency

Use of technology Technology is used sparingly or not at all as a research or presentation medium.

Technology is integrated somewhat into the case, although it may not add much that is substantive to the understanding of the story or proposed case.

Uses technology in innovative ways for stimulating curiosity, critical thinking, and knowledge expansion.

Trekles, Anastasia M. (2012). Creative Writing, Problem-Based Learning, and Game-Based Principles. Paper presented at the International Society for Technology in Education Conference, June 25, 2012.

Rubric Example 2

Objective/Performance

Poor Fair Good

Collaboration *Social media tool does not allow or

support collaboration*Tools and instructions

are not clear*Accessibility by all devices and internet

services is problematic

*Social media tool allows some collaboration

*Tool and instructions are somewhat clear

*Accessibility is 50/50 with come barriers

*Social media tool allows full collaboration*Tools and instructions are easy to use and follow*Accessbility of the social media tool is not an issue

http://www.rcampus.com/rubricshowc.cfm?code=G89XA9&sp=yes

Assessment with surveys

Student satisfaction◦Why they liked or disliked the class/project◦Whether they see a benefit to the project

Ease of use◦ Were the directions understandable?◦ Did the social media aid in completing the project?

Lesson Learned◦ Was social media effectively integrated to further the

lesson?

“In addition, [to the discoveries already mentioned in their analysis] by reflecting on their work, many students found that even when a product seems inherently amenable to viral marketing, fast growth is not guaranteed (Payne, et. al, ).”

Student Response to Social Media

Students find utility in social media in the classroom setting

Shifts professor-student dynamicStudents will seek out technologies that

work for them.Respond better to specific processes

rather than specific technologies

Conclusions

Teaching strategies and tools, including social media, must be continuously assessed.

Social media is ever-changing.Assessment helps pick the right tool for

the job.Traditional assessment tools are an

excellent way to start.

References

Beck, Dennis and Ross A. Perkins (2014). Review of Educational Research Methods in Desktop Virtual World Environments: Framing the Past to Provide Future Direction. Journal of Virtual Worlds Research 7(1) 1-27.

DePietro, Peter. (2013). “Transforming Education with New Media: Participatory Pedagogy, Interactive Learning and Web 2.0.” The International Journal of Technology, Knowledge, and Society 8, p. 1-11.

Fang, Jiaming, Chao Wen, and Victor Prybutok (2014). An Assessment of Equivalence Between Paper and Social Media Surveys: The Role of Social Desirability and Satisficing. Computers in Human Behavior 30, p. 335-343.

Hazari, sunil, Cheryl O’ Meara Brown, and Rachel Rutledge. (2012) Investigating Marketing Students’ Perceptions of Active Learning and Social Collaboration in Blogs. Journal of Education for Business 88(2) 101-108.

Hirst, Martin and Greg Treadwell. (2011). Blogs Bother Me: Social Media. Journalism Students and the Curriculum. Journalism Practice 5)4) P. 446-461.

Jacquemin, Stephen J., Lisa K. Smelser, and Melody J. Bernot. (2014). Twitter in the Higher Education Classroom: A Student and Faculty Assessment of Use and Perception. Journal of College Science and Teaching 43(6), p. 22-27.

Miller, Rebecca K. (2012). Social Media, Authentic Learning and Embedded Librarianship: a Case Study of Dietetics Students . Journal of Information Literacy 6(2) p. 97-109.

Payne, Nathaniel J., Colin Campbell, Anjali S. Bal and Niall Percy. (2011). “Placing a Hand in the Fire: Assessing the Impact of a YouTube Experiential Learning Project on Viral Marketing Knowledge Acquisition.” Journal of Marketing Education, 33(2) p. 204-16.

Tay, Elaine, and Matthew Allen. (2011). Designing Social Media into University Learning: Technology of Collaboration or Collaboration for Technology? Educational Media International 48(3) p. 151-163.

Trekles, Anastasia M. (2012). Creative Writing, Problem-Based Learning, and Game-Based Principles. Paper presented at the International Society for Technology in Education Conference, June 25, 2012.