integrating social media into the classroom · 2017. 12. 3. · integrating social media into the...

INTEGRATING SOCIAL MEDIA INTO THE CLASSROOM

Digital Humanities Faculty Workshop SeriesFall 2017

Dr. Stephen GrandchampVisiting Assistant Professor of Digital Humanities

November 8, 2017

Agenda• Socialmediaintheclassroom:Why?

• ProjectOverview:DigitalIdentityAnalysis

• CourseOverview:TheCrowdsourcedClassroom

• Activity

• Questions/Discussion

Theomnipresenceofdigitalmediaaswellastheincreasingpopularityof"newmedia"inacademicjobadvertisementsmakesitclearthatwemustadapttothesetechnologies,ifnotforourselves,thencertainlyforourstudents…Whiletheliteratureremainsthesame,ourstudentsandourresourcesdonot,andwemustconsequentlytakeupthisopportunitytoincorporatetheseexcitingpossibilitiesintoourclassroom.Indoingso,wefostertheintellectualflexibilitynecessaryforourstudentstothriveasprofessionals,citizens,andthinkers.

-PeterC.Kunze,“ToTweetorNottoTweet:UsingTwitterintheLiteratureClassroom”

Digital Identity Analysis• Venue:suitableforGatewayseminars

• Goal:toencouragestudentstoreflectonthemultiplewaysinwhichtheyself-representacrossgenres

• PaperOne:briefmemoir,charactersketch,orautobiographicalessay

• PaperTwo:analysisofonlineidentityacrossvenuesandplatforms

• PaperThree:comparativeanalysiswithimplementationplan

Student ResponsesCyberspacehastaughtmesomethingaboutlivingin“realspace,”andthisremainstruenomatterwhatmyonlinepersonalityisorhasbeeninthepast.IseldomusetheInternetforsocialnetworkingoutsideofFacebookand,whenIdo,Ihavenodesiretobeanyonebutthequintessentialme,unlessinjest.Besides,I’vehadtolivewithmyselfeverywakingmomentsinceMay1st,1995,sotheareaof“Jasmine”istheonlyareaIcanactuallyclaimsomesortofexpertisein.Iamsoinherentlymethatdivorcingmycommunicationfrommypersonalitywouldbeakintoseparatingpurpleintoblueandred;oncethemixtureismade,ittakesaworldofefforttoundue.Ihaveputfartoomucheffortintoknowingmyselftoundo21yearsoftryingtomeshthetwoseamlessly.

Student ResponsesIthinkthatlookingatmyselffromanobjectiveperspectiveviatheInternethasreallymademerealizesomeuncomfortabletruths.Althoughsomeoftheinformationisincorrect,mostofitisnot—includingthenegativeparts.Ihadnotbeenabletoseethisbeforethisproject.IwanttheInternettoshowpartsofmethatIwouldbeproudtoexpresstotheworld.Ialsowantpeopletoknowmeasacaringandthoughtfulperson,eventhoughIhavenotbeenthatwayallofmylife. Yetthesedesiresdonotcompletelycorrespondtoreality.IwishthatIcouldturnablindeyetotheunflatteringtruthsthatmyonlineidentitydemonstratesbecausetheseareaspectsofmyselfthatIwishwerenottrue.However,thisanalysishashelpedmerealizehowonlineidentitycanbeunintentionallyrevealing.

Crowdsourced Classroom• Consistentupdatesrelatedtoclassanditsrelevancetothe

contemporaryworld

• Frequentdiscussionbetweenclassmatesandinstructor

• Lessartificialthanrequireddiscussionboards(duetomorefrequentlyusedtools)

• Usefulmeansforengagementofnon-vocalstudents

• Keyopportunityformeta-analysisofdiscussioninpapersusing“TheySay/ISay”dynamic

Activity• GotoTwitter.com.

• Loginusingtheinformationcard.

• Postfivetweetswith#dhiwu hashtag:• 1)Question• 2)Observation• 3)PersonalResponse• 4)InterestingImage• 5)RelatedText

• Viewpostswith#dhiwu hashtag.

• Posttwocommentsonotherpeople’sposts.

Meta-Analysis• Requireonestudenttolive-tweeteverysession.

• DownloadTweetroot app.

• Enter#dhiwu hashtag.

• Viewwordcloud.

• Integrateintoanyessayas“TheySay”component.

• RequireessayanalyzingtheroleofgenreinliteraryanalysisonTwitter.

ePORTFOLIOS OF STUDENT WORK

Wednesday, November 15, 201712 pm

Ames 129Lunch Provided

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