Tips and techniques to teach mobile and social technology

COMBINING THEORY AND PRACTICE INYOUR
CLASSROOM:TIPS AND TECHNIQUES TO TEACH
MOBILE AND SOCIAL TECHNOLOGY
Moderator:
Marcia DiStaso, Ph.D., Pennsylvania State University, mwd10@psu.edu
Panelists:
Tina McCorkindale, Ph.D.,Appalachian State University, mccorkindaletm@appstate.edu
Karen Freberg, Ph.D. University of Louisville, karen.freberg@louisville.edu
Carolyn Kim, Ph.D., Biola University, carolyn.kim@biola.edu
Kirsten Bailey, Director HootSuite University

Integrating Mobile Technologies in
the Learning Environment
Tina McCorkindale, Ph.D.
Appalachian State University
AEJMC Montreal

Ubiquity of mobile technologies
63%
of adult cell users
use their phones to
go online3
34%
of cell phone users
do most of their
online browsing on
their phone3
73%
of online adults use
social media1
31%
of Adult internet users
have uploaded or
posted videos2
1 Pew Research Internet Project, Sept. 2013
2 Pew Research Internet Project, Oct. 2013
3 Pew Research Internet Mobile Technology Fact Sheet
42%
of adults own a
tablet computer3

Let’s Face it…..
• The Millennial and Generation Z were raised on technology
• Understanding and integrating technology is vital in the workforce!
• More courses are blending strategies and tactics in the classroom
Course Description from Marcus Messner’s (VCU) iPad Journos class:
“Students work in a newsroom environment to utilize mobile devices and social media platforms to identify
compelling story ideas, effectively break news and report on important news events and issues while applying
theories and concepts of online social networking to journalism. Students develop their own professional
social media portfolios and build online communities.”

What does the research say?
• Research is in early stages investigating impact of mobile on learning
• Chen & Denoyelles (2013)
• Importance of devices to academic success:
• Mobile devices – 45 percent
• Smartphones – 37 percent
• E-Readers – 31 percent
• Harris Interactive (2013):
• Nine in 10 K-12 students said mobile technologies will change the way they
learn in the future and make learning more fun

To ban or not to ban…..
Disadvantages
• Distraction
• Too mobile dependent
• Creates short attention spans
• Time
• Cheating
• Lack of access (Costs)
• Learning challenges Advantages
• Access to internet and texts
• Affordable
• Apps make it easy
• Spot quizzes
• Instant feedback
• Engagement
• No paper
• Can highlight and annotate texts
• 3G/4G access

Questions to ask
• Is the app inviting and does it give a good first impression?
• Is the app intuitive?
• Does the app open up new ways to learn?
• Does the app effectively communicate its subject matter?
• Does the app align to your learning goals?
• Does it allow personalization?
• Does the app support multiple learning modalities?
Source: Apple
Considerations of
app selection
• Engagement
• Instructional design
• Motivation
• Accessibility

Applications
Badges
• Credly
• Mozilla Open Badges
• Integration of Social Media
(including LinkedIn
Mobile Educational Software
• Top Hat
• Blackboard
• Moodle

Helpful Apps
Note Anytime
NoteSuite
pocket

Helpful Apps
Soundnote
Toggl
Google Docs

Question to ask when integrating an app
• Does it fit with the overall course strategy?
• Would it enhance learning?
• Do I have the time and resources to make it work?
• Do my students have access?

Partnership
opportunities
• Partnered with Graphic
Design major in Art
Department
• Developed content, class
designed storyboard
• Visual storytelling
• Tour vs. story
• Application and challenges
Maison Reciprocity, Solar Decathlon Europe

Partnership opportunities
• Developing apps
• Sign-up as a developer
• Coding
• Partner with other departments or organizations
(Business, entrepreneurial degree, other depts.)

Thank you!
Questions?
Tina McCorkindale
mccorkindaletm@appstate.edu

Tips and techniques to teach mobile and social technology

EXPERIMENTING IDEAS AND CONCEPTS

• Headgear (Google
Glass)
• Virtual Reality
Headgear (Oculus Rift)
• Smart Watches
• GoProSource: http://www.innovationexcellence.com/blog/2014
/07/11/wearable-technology-in-the-classroom-infographi
c/

• Professors have to learn new
tools to integrate and apply in
course lessons as well as in
assignments, projects, and
igniting connections.
• HUGE pressure to be innovative,
strategic, and relevant for
students and profession.
• Porter et al (2014) mentioned that
the role of this new blended
learning environment for higher
education courses is considered
to be “the new normal” (p. 185).
• Balancing theory and practice a
challenge.

• Sparks innovation
• Creative
Opportunity
• Captures
attention
• Storytelling
• Course narrative
• Adaptability
• New tool & medium
• Experimentation
• Storytelling from your
POV
• Reputation
For Students For Professors

• Theoretical Applications and Discussions
• Discussions on human/social interactions / social identity
• Implications towards relationship management
• Perception [Attribution Theory] of Glass Explorers -
Reputation Management & Influence
• Uses and Gratification

• Applied
• Creative Brainstorming Sessions [Preliminary - all courses]
• Strategic Briefs for PR initiatives [Social Media Course]
• Capturing soundbites, statements, and interviews for press
releases and media kits [StratComm Writing Course]
• POV Glass Stories [Personal Story, Day-in-the-life of an
Intern/PR pro & professor, Emotional Experience targeted in
Advertisement]

• Undergraduates
and Graduate
Students
• Graduate
Students –
extra research
involved
[primary + IRB]

• Google Glass Etiquette
• Construct etiquette to add to social media and/or mobile application
policy for brands.
• Discuss do’s & don’ts when using Google Glass
• Case Studies involving Google Glass
• Kenneth Cole
• NBA Teams [Sacramento Kings and Indiana Pacers], Medical Schools,
Businesses [Virgin Airlines]
• Legal Cases [Driving, Bars, Restaurants, etc]
• POV [Point of View Exercises]
• Record Lectures from Professor’s Point of View [POV]
• POV Record Speeches, Presentations, and Guest Lectures [*Permission]
• POV Press Conferences [Media Training, Crisis Communications, Event
Planning]

Embrace.
Challenge.
Learn.
WE ARE ALL IN THIS TOGETHER

• Role as a mentor / ambassador, not just an explorer.
• Shared applied experiences with others key for innovation.
• Still has a learning curve as new cards and apps come up.
• Obligation to share story, POV, and technology with others.
• Experimentation is paying off with Google Glass.
• Google Glass is just the beginning [Oculus Rift, etc].

Social Media & Higher Education
Engaging Students And Fostering Learning
Carolyn Kim, PhD | Biola University | Carolyn.Kim@Biola.edu | @CarolynMaeKim

The Power of Social
• Developing Faculty / Student Relationships
Through Out-of-Class Communication
(OCC)
• Creating Personal Learning Environment
(PLEs)

Student SM Perception
Study
• N=207;
• Private, Southern
California University
• Undergraduate Students

Faculty/Student OCC
(Jaasma & Koper, 1999)
• Greater Academic & Cognitive
Development (Terenzini, Pascarella, &
Blimling, 1996)
• Higher Educational Aspirations (Pascarella
& Terenzini, 1991)
• Increased feelings of self-worth, afﬁrmation
and conﬁdence (Kuh, 1995)

Live Tweeting
Use “Keynote Tweet”
Highlight Points from Lectures
Share What’s Happening in
Class

Personal Learning Environments
(Dabbagh & Kitsantas, 2012)
• PLE is a “promising approach for both
integrating formal and informal learning
using social media.”
• PLEs has the potential to help self-
regulating learning, or the process of a
student to independently manage their
gathering of information and progress
toward learning goals.

3 Levels of Interactivity
• Level 1: Create PLEs that allow students to become self-
regulated learners. Examples could include creating a blog,
developing online discussion boards, or creating a proﬁle
presence.
• Level 2:Teach basic sharing and collaborative efforts. Examples
could include responding to other’s discussion boards, replying
to tweets, posting on a Facebook group, etc.
• Level 3:Teach students to aggregate and synthesize
information from the previous two levels.This could include
an infographic creation of a speciﬁc discussion boards
content, or a report based on client interaction through social
media, etc.

Applied Theory
Level 1:
Creating a PLE
✓Class Hashtag
✓Facebook Group
✓Course
Management
System
(Discussion
Boards)

Applied Theory
Level 2: Sharing & Contributing - Tweet Hunt

Applied Theory
Level 3: Aggregating & Synthesizing - Infographic Creation

Some Cautions
• Context Collapse for
Students
• Contrived
Communication
• Potential Damage to
Credibility
• Desire for Equality

Sources
Dabbagh, N. & Kitsntas,A. (2012).“Personal Learning Environments, social media, and self-
regulated learning:A natural formula for connecting formal and informal learning.” Internet and
Higher Education, 15, p 3-8.
Jaasma, M.A. & Koper, R.A. (1999).“The relationship of student-faculty out-of-class communication to
instructor immediacy and trust to student motivation.” Communication Education, 48(1), pp 41-47.
Kuh, G.D. (1995).“The other curriculum: Out-of-class experiences associated with student learning and
personal development.” The Journal of Higher Education, 66, pp. 123-155.
Terezini, P.T., Pascarella, E.T., & Blimling, G.S. (1996).“Students’ out-of-class experiences and
their inﬂuence on learning and cognitive development: a literature review.” Journal of College
Student Development, 37, p. 149-162.
Pascarella, E.T. &Terezini, P.T. (1991). How college affects students: ﬁndings and insights from twenty
years of research. San Francisco, CA: Jossey Bass.

Tips and techniques to teach mobile and social technology

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