case studies in teaching and learning with social media in higher education

Case Studies in Teaching and Learning 

with Social Media in Higher Education

Michael C. JohnsonJeff Fox

BYU Center for Teaching & Learning

AECT 2010 - Anaheim, CA

Purpose

Axiom 1: LMS is time-bound, course-centric, instructor-centric, walled gardenAxion 2: Free (or cheap) web tools (PLE) enable social learning and perform LMS functions better. Conclusion: Social Media and web applications will make the LMS obsolete - build your PLE today.

Research Question: What are average faculty actually doing?     What do they use? How do they use it? What problems do they encounter? What is the impact?

Methodology

• Case Studies Drawn From:o Campus wide tech surveyo Experiences serving faculty at CTL

• Data Collectiono Survey

FacultyStudents (where possible)

o Interviews• Thematic Analysis

Third Party Tool Usage

300/2000 = 15%

(excludes online courses)

Social Media Tool Usage

Types of Tools Used by Faculty

see summary of cases

More info:• http://lava7.com/2010/04/how-ning-social-networks-can-improve-universit

y-classes/• http://www.byucomms230.com/ 

More info:• http://vsfp.byu.edu

More info:• http://mmc.byu.edu

Summary of Intended Uses

• Discussion board replacement• Work sharing • Feedback and comment• Public product, better product• Build and maintain community• Learn online tools/technology of their trade• Co-creation of content• Get to know students• Just in time assessment and teaching• Share "extra" resources

Summary of Challenges

• Administrative Hassleso Accountso Tool peculiaritieso Technical problemso Hard to monitor what everyone is doing

• More complaints if usage is required and involuntary

• No connection to campus grading tool• Lack of student buy-in due to fear or confusion• Keeping social life separate from work life• Disappearing products (Google groups features,

Free Ning)

Summary of Perceived Impact

• Improved learning• Students coming prepared, more engaged• Some connections and learning that extend

beyond boundaries of the course• Students intentionally trying their best• Students finding meaning in their work• Students learning useful technological skills• Improved relationships with students and among

students

Faculty Support

• Stay current on tools and uses as a Center• Research tools and uses• Model their use• Tech Tips• Individual Consultation

o Match tools to goalso Help faculty setup technology and get started

(training)• Development

o Major modificationso Creation of new tools

Examples

mmc.byu.edu

vsfp.byu.edu

digitaldialog.byu.edu

Conclusions

• Begin with the end in mind...let pedagogy drive tool usage

• Good use of good tools can expand learning and community, if you can tolerate the hassle of products beyond your control.

Questions & Comments

• What successes have you seen?• What additional problems have you seen?• How do we help those who could benefit?

Contact Info

Mike's Twitter: @michaelcjohnson

Jeff's Twitter: @utfoxes

BYU Center for Teaching & Learninghttp://ctl.byu.eduTwitter: @byuctlfacebook.com/byuctlyoutube.com/byuctl

Thank You!