Teaching arts and science with the new social media

FRONT COVER......Page 1
TEACHING ARTS AND SCIENCE WITH THE NEW SOCIAL MEDIA......Page 4
COPYRIGHT PAGE......Page 5
CONTENTS......Page 6
LIST OF CONTRIBUTORS......Page 10
PART I: SOCIAL LEARNING AND NETWORKING APPROACHES TO TEACHING ARTS AND SCIENCE......Page 12
NEW DIMENSIONS OF COMMUNICATING WITH STUDENTS: INTRODUCTION TO TEACHING ARTS AND SCIENCE WITH THE NEW SOCIAL MEDIA......Page 14
REFERENCE......Page 25
FOSTERING MEANING AND COMMUNITY IN WRITING COURSES VIA SOCIAL MEDIA......Page 26
INTRODUCTION......Page 27
AN INTRODUCTION TO BLOGGING......Page 28
QUICK BLOGGING VIA POSTEROUS TO PROMOTE COLLABORATION......Page 30
AN INTRODUCTION TO MICROBLOGGING......Page 34
MICROBLOGGING VIA TWITTER TO PROMOTE COMMUNITY......Page 39
SUMMARY OF STUDENTS’ OBSERVATIONS ON BLOGGING AND TWEETING......Page 45
CONCLUSION......Page 46
REFERENCES......Page 47
LEARNING ABOUT MEDIA EFFECTS BY BUILDING A WIKI COMMUNITY: STUDENTS’ EXPERIENCES AND SATISFACTION......Page 50
WHAT DOES EXTANT LITERATURE TELL US ABOUT USING HYBRID COURSES TO IMPROVE STUDENT LEARNING?......Page 51
BUILDING A WIKI COMMUNITY IN AN UNDERGRADUATE MEDIA EFFECTS COURSE......Page 55
DATA COLLECTION AND ANALYSIS......Page 56
STUDENTS’ EXPERIENCES AND SATISFACTION WITH BUILDING A WIKI COMMUNITY: SUCCESSES AND CHALLENGES......Page 58
WHAT CAN TEACHERS LEARN FROM THIS STUDY?......Page 65
LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH......Page 67
CONCLUSION......Page 68
REFERENCES......Page 69
THREE-PARAGRAPH OVERVIEW......Page 72
FACEBOOK, ‘‘FRIENDING,’’ AND FACULTY–STUDENT COMMUNICATION......Page 73
INSTRUCTIONAL COMMUNICATION......Page 74
FROM BRICKS AND MORTAR TO BLOGS AND WIKIS......Page 76
FACEBOOK......Page 77
FACEBOOK IN THE UNIVERSITY......Page 78
METHOD......Page 85
‘‘FRIENDING’’ FACEBOOK......Page 89
INTEGRATING FACEBOOK INTO INSTRUCTIONAL COMMUNICATION......Page 90
REFERENCES......Page 94
PART II: SOCIAL MEDIA PEDAGOGIES FOR THE FUTURE OF ARTS AND SCIENCE LEARNING......Page 100
HOW TWITTER SAVED MY LITERATURE CLASS: A CASE STUDY WITH DISCUSSION......Page 102
I.......Page 103
II.......Page 104
III.......Page 112
REFERENCES......Page 115
SOCIAL LEARNING WITH SOCIAL MEDIA: EXPANDING AND EXTENDING THE COMMUNICATION STUDIES CLASSROOM......Page 118
INTRODUCTION......Page 119
METHODOLOGY AND APPROACH......Page 121
NEW LEARNING STYLES AND THEORIES: AN OVERVIEW......Page 122
TECHNOSOCIAL AFFORDANCES OF SOCIAL MEDIA: USES, FUNCTIONS, AND FEATURES......Page 123
SOCIAL MEDIA IN ACTION......Page 127
DISCUSSION......Page 131
REFERENCES......Page 135
TEACHING SOCIAL MEDIA SKILLS TO JOURNALISM STUDENTS......Page 138
SOCIAL MEDIA AND MEDIA LITERACY......Page 139
RELIABILITY OF INFORMATION......Page 140
RELIABILITY OF SOURCES......Page 141
TAPPING IN TO THE TWITTOSPHERE......Page 143
TWITTER AS A CONTACTS LIST......Page 144
CROWDSOURCING......Page 145
ANYONE CAN BE A NEWSPAPER OR A TELEVISION STATION THESE DAYS......Page 146
TRANSPARENCY......Page 147
SPREADING THE WORD THROUGH SOCIAL MEDIA......Page 148
HOW PERSONAL IS TOO PERSONAL?......Page 149
REFERENCES......Page 151
UNLOCKING THE VOICE OF THE UNIVERSITY: THE CONVERGENCE OF COURSE, CONTENT, DELIVERY, AND MARKETING THROUGH SOCIAL MEDIA......Page 152
SOCIAL MEDIA IDEOLOGY......Page 153
CATEGORIZATION OF INFORMATION......Page 155
SILOS DO NOT PROMOTE SHARING......Page 160
ORGANIZATIONAL EFFICIENCY REDUCES COSTS AND IMPROVES ACCESS......Page 161
CONVERGENCE......Page 163
ROUND PEGS: INNOVATIONS EMPLOYING SOCIAL MEDIA IDEOLOGY......Page 164
PIU AND EDUFIRE: CREATING THE BLENDED, SOCIAL-LEARNING MODEL......Page 170
HOW TO EMPLOY SIMILAR TECHNIQUES AND PRINCIPLES TO TRANSFORM OTHER UNIVERSITIES......Page 173
CONCLUSION: CONVERGENCE IN WHOLE......Page 175
REFERENCES......Page 176
PART III: LEARNING ARTS AND SCIENCE IN THREE-DIMENSIONAL VIRTUAL WORLDS......Page 178
UNDERSTANDING COMMUNICATION PROCESSES IN A 3D ONLINE SOCIAL VIRTUAL WORLD......Page 180
THE UNIQUENESS OF SECOND LIFE......Page 183
SOCIAL STRATEGIES IN SOCIAL VIRTUAL WORLDS......Page 185
FOUR FACTORS SHAPING COMMUNICATION PROCESSES......Page 187
CONCLUSION......Page 195
REFERENCES......Page 196
MULTI-USER VIRTUAL ENVIRONMENTS FOR INTERNATIONAL CLASSROOM COLLABORATION: PRACTICAL APPROACHES FOR TEACHING AND LEARNING IN SECOND LIFE......Page 200
THE ART OF THE SOCIAL BRICOLEUR......Page 201
LITERATURE REVIEW......Page 203
CASE STUDY......Page 205
PROJECT ISSUES......Page 215
LESSONS LEARNED......Page 217
FINAL THOUGHTS......Page 218
REFERENCES......Page 219
USING MULTI-USER VIRTUAL ENVIRONMENTS IN TERTIARY TEACHING: LESSONS LEARNED THROUGH THE UQ RELIGION BAZAAR PROJECT......Page 222
STUDIES IN RELIGION AT THE UNIVERSITY OF QUEENSLAND......Page 223
THE RELEVANCE OF ANDRAGOGY AND CONSTRUCTIVIST METHODOLOGIES......Page 225
MULTI-USER VIRTUAL ENVIRONMENTS, THEIR CHARACTERISTICS AND AFFORDANCES......Page 227
BACK TO STUDIES IN RELIGION AT THE UNIVERSITY OF QUEENSLAND......Page 232
GUIDELINES FOR THOSE CONSIDERING TEACHING AND LEARNING IN MUVEs......Page 239
CONCLUSION......Page 244
REFERENCES......Page 245
PART IV: BLOGGING AND MICRO-BLOGGING IN A NEW EPOCH OF TEACHING ARTS AND SCIENCE......Page 250
FOSTERING AN ECOLOGY OF OPENNESS: THE ROLE OF SOCIAL MEDIA IN PUBLIC ENGAGEMENT AT THE OPEN UNIVERSITY, UK......Page 252
A CONTINUUM OF OPENNESS AT THE OPEN UNIVERSITY......Page 253
DEFINING SOCIAL MEDIA......Page 257
OU-HOSTED OPEN AND SOCIAL MEDIA......Page 259
DEVELOPING AN OU PRESENCE ON EXTERNALLY HOSTED OPEN EDUCATIONAL RESOURCES AND SOCIAL DIALOGUE PLATFORMS......Page 264
THE BENEFITS OF USING THE NEW SOCIAL MEDIA FOR PUBLIC ENGAGEMENT......Page 267
THE CHALLENGES OF USING THE NEW SOCIAL MEDIA FOR PUBLIC ENGAGEMENT......Page 268
CONCLUSION......Page 271
REFERENCES......Page 272
DISCONNECT36: A SOCIAL EXPERIMENT TO TEACH STUDENTS TO SHUT DOWN, TURN OFF, AND UNDERSTAND CONNECTIVITY......Page 276
REVIEW OF RELEVANT LITERATURE......Page 279
DISCONNECT36 ASSIGNMENT BASICS AND STUDENT PREPARATIONS......Page 282
PEDAGOGICAL CONCERNS AND IMPLICATIONS......Page 288
CONCLUSION......Page 290
REFERENCES......Page 291
IS PODCASTING AN EFFECTIVE RESOURCE FOR ENHANCING STUDENT LEARNING?......Page 294
STUDENT FEEDBACK ABOUT PODCASTING......Page 296
STAFF PERSPECTIVES......Page 301
REFERENCES......Page 303
INTRODUCING STUDENTS TO MICRO-BLOGGING THROUGH COLLABORATIVE WORK: USING TWITTER TO PROMOTE CROSS-UNIVERSITY RELATIONSHIPS AND DISCUSSIONS......Page 308
INTRODUCTION......Page 309
LITERATURE REVIEW......Page 310
METHODOLOGY......Page 314
RESULTS......Page 316
CONCLUSION......Page 325
REFERENCES......Page 329
SOCIAL MEDIA ASSEMBLAGES IN DIGITAL HUMANITIES: FROM BACKCHANNEL TO BUZZ......Page 332
SOCIAL ASSEMBLAGE NETWORKS......Page 337
EXOHUMANIST MEDIASCAPES......Page 340
MICROBLOGGING MONSTROSITIES......Page 344
REFERENCES......Page 348
SOCIAL MEDIA AS A PROFESSIONAL DEVELOPMENT TOOL: USING BLOGS, MICROBLOGS, AND SOCIAL BOOKMARKS TO CREATE PERSONAL LEARNING NETWORKS......Page 350
INTRODUCTION......Page 351
BUILDING A PERSONAL LEARNING NETWORK......Page 354
MAINTAINING A PLN......Page 363
PLNS AT WORK IN A UNIVERSITY SETTING......Page 367
CONCLUSION......Page 371
REFERENCES......Page 372
MICRO-BLOGGING AND THE HIGHER EDUCATION CLASSROOM: APPROACHES AND CONSIDERATIONS......Page 376
CHAPTER HIGHLIGHTS......Page 377
THE LARGER CONTEXT OF MICRO-BLOGGING......Page 378
MY EXPERIENCE IN INTEGRATING TWITTER IN THE HIGHER EDUCATION CLASSROOM......Page 382
LARGER CONSIDERATIONS FOR TWITTER’S USE......Page 390
MY EXPERIENCE, IN SUMMARY......Page 391
REFERENCES......Page 393
ABOUT THE AUTHORS......Page 396
SUBJECT INDEX......Page 404