Deconstructing an undergraduate social media fundamentals class
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The document discusses the structure and content of an undergraduate social media fundamentals class by Michael R. Berta from Daemen College. It includes his contact information and various social media links. The focus is on deconstructing the elements of the course.
Deconstructing an undergraduate social media fundamentals class
- 1. Deconstructing an undergraduate social media fundamentals class Michael R. Berta, Ed.D. Daemen College @mikeberta fb.me/DrMikeBerta linkedin.com/in/mikeberta www.mikeberta.com mberta@daemen.edu CC By – Gerado Obieta via Flickr
- 19. CC BY: wikipedia
- 21. CC BY: wiki
Editor's Notes
- #5: Audience Participation – What are your thoughts about students and the use of social media?
- #6: What we thought we knew: Students are entranced by their mobile devices and social media to the point of not doing their work or paying attention in class - Facebook Wouldn’t a class on social media just increase this distraction – We tell them to put down their phones now. We can’t have a class about using Facebook – Concerns amongst faculty Students don’t know how to use social media; we just think they do. – The can’t use it responsibly We recognize the need to use Social Media effectively and see it as part of the evolving post-graduation world – job skills
- #7: Main Idea – Business Department wanted to revitalize the marketing major based on a recent social media in business panel discussion. English Department wanted to update or replace the legacy PR/Comm minor with a Social Media minor. Single Course – Test the waters – this is the accounting of that.
- #8: Construct a personal cyber-infrastructure using a variety of interconnected social and Internet technologies. Evaluate the responsible and effective use of various forms of digital communication/social media. Generate multiple forms of digital media for communication. Examine legal, political, and social ramifications of social media use. Create a social media campaign for a “client organization” utilizing communication strategies, media, analytics, and reporting.
- #9: What we wanted to make clear to our students is that social media isn’t a course on Facebook but an intensive examination of the uses of social media, legal and justice issues, social media communities, campaign building, and analytics. Our students were going to work hard and they needed to know that. Lesson 1 – Introduction to Genres and Platforms Lesson 2 – Community Norms and Standards Lesson 3 – Social Media and Internet Law Lesson 4 – Social Media and Social Justice Lesson 5 – Social Media/Internet Analytics Lesson 6 – Multimodal Text for Social Media Lesson 7 – Social Media Campaigns Students would have weekly summaries in addition to periodic topical postings, project work, research, and infrastructure setup activities. The class was taught in a contemporary computing classroom with seminar tables arranged for team collaborations and multiple screen projections.
- #10: So it was time to get this party started. 6 Students – English Majors; PR/Comm Minors Class was substituted for a required course for these students and was therefore mandatory Students were known to Professor Bono from other classes and were known as being reserved students who did not typically take a lean-in approach to courses We pushed ahead given the excitement and engagement we felt the course offered.
- #20: Spend more time on the infrastructure building