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