The Plugged-In Professor
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The Plugged-In Professor

Tips and Techniques for Teaching with Social Media

1st Edition - May 15, 2013

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  • Editors: Sharmila Ferris, Hilary Wilder
  • eBook ISBN: 9781780633428

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Description

New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.

Key Features

  • Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favourite tool, social media
  • Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners
  • Exposes students to ways in which these technologies can be used in their professional and personal lives

Readership

Educators in higher education

Table of Contents

  • List of tables and figure

    List of abbreviations

    Acknowledgments

    Preface

    About the editors

    About the contributors

    Part 1: Writing, research, and information fluency

    Chapter 1: Writing for Wikipedia: co-constructing knowledge and writing for a public audience

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 2: Organizing with Pinterest and Delicious

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Organizational/Goal resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 3: Students’ inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 4: Collecting and analyzing primary sources

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Instructions for students – sample for class with a single blog

    Approximate time required

    Required resources

    Technological requirements

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 5: Unraveling the research process: social bookmarking and collaborative learning

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Second class session

    Third class session

    Fourth class session

    Final assignment

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Part 2: Communication and collaboration

    2A: Communication, oral and written

    Chapter 6: Using Wimba Voice Board to facilitate foreign language conversation courses

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 7: Web conferencing and peer feedback

    Abstract:

    Discipline/Academic areas addressed

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Chapter 8: Learning through YouTube

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 9: Wiki-workshopping: using Wikispaces for peer writing workshops

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    2B: Collaboration

    Chapter 10: Using persistent wikis as a pedagogical resource

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 11: Social media and public speaking: student-produced multimedia informative presentations

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 12: Collaborative presentations using Google Docs

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental material

    Chapter 13: Cooperative study blog

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Option 1 Make the students responsible (recommended)

    Option 2 Do it yourself

    Appendix B Tips for posting to the blog

    Appendix C Studying with the blog

    Part 3: Critical thinking and creativity

    3A: Critical thinking

    Chapter 14: Using Facebook to apply social learning theory

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 15: Technology as a tool to develop problem-solving skills in general chemistry

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Chapter 16: Communicating experiential learning through an online portfolio in Tumblr

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 17: The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    3B: Creativity

    Chapter 18: Mobile digital storytelling in the second language classroom

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Cultural aha moment

    Chapter 19: Creating a video dialogue with streaming video clips

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 20: Remix as an educational activity

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 21: Using Twitter to assist students in writing a concise nut graph

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Part 4: Integrative learning

    Chapter 22: Using simulation, video sharing, and discussion threads for practice-based skills

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 23: Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 24: Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Supplemental materials

    Chapter 25: Using opinion leaders on Twitter to amplify PR and marketing messages

    Abstract:

    Discipline/Academic areas addressed

    Instructional purpose

    Student learning outcomes

    Prerequisite skills and knowledge

    Step-by-step directions

    Approximate time required

    Required resources

    Variations on the basic theme

    Observations and advice

    Index

Product details

  • No. of pages: 376
  • Language: English
  • Copyright: © Chandos Publishing 2013
  • Published: May 15, 2013
  • Imprint: Chandos Publishing
  • eBook ISBN: 9781780633428

About the Editors

Sharmila Ferris

Sharmila P. Ferris is Professor in the Department of Communication at William Paterson University, USA. She recently completed a five year term as Director for the university’s Center for Teaching Excellence. Her research is in new technologies, bringing an interdisciplinary focus to computer-mediated communication. In this area she has published in a variety of print and electronic journals.

Hilary Wilder

Hilary A. Wilder is Professor in the Department of Educational Leadership and Professional Studies, and the coordinator for the M.Ed. Curriculum and Learning, Learning Technologies concentration at William Paterson University, USA. Her research is in the use of information and communication technologies in education, particularly the use of online and social networking tools to promote writing literacy.

Affiliations and Expertise

William Paterson University of New Jersey, USA

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