In this session the presenters shared best practices in using social media by presenting data derived from multiple case studies at a large university in the western United States. The researchers will discuss the effects of these technologies on students’ learning experiences, general principles for successful use of social media, challenges encountered by their use, and ideas for improving the use of social media in higher education courses from both the instructor and student perspectives. For more information on our cases, see http://spreadsheets5.google.com/a/byu.edu/ccc?key=tponeuwhMQ-XEY2p0c5i02A&hl=en

1. Case Studies
in Teaching and Learning
with Social Media
in Higher Education
Michael C. Johnson
Jeff Fox
BYU Center for Teaching & Learning
AECT 2010 - Anaheim, CA

2. Purpose
Axiom 1: LMS is time-bound, course-centric, instructor-centric,
walled garden
Axion 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?

3. Methodology
• Case Studies Drawn From:
o Campus wide tech survey
o Experiences serving faculty at CTL
• Data Collection
o Survey
Faculty
Students (where possible)
o Interviews
• Thematic Analysis

4. Third Party Tool Usage
300/2000 = 15%
(excludes online courses)

5. Social Media Tool Usage

6. Types of Tools Used by
Faculty
see summary of cases

9. More info:
• http://lava7.com/2010/04/how-ning-social-networks-can-improve-
university-classes/
• http://www.byucomms230.com/

12. More info:
• http://vsfp.byu.edu

14. More info:
• http://mmc.byu.edu

15. 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

16. Summary of Challenges
• Administrative Hassles
o Accounts
o Tool peculiarities
o Technical problems
o 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)

17. 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

18. 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 goals
o Help faculty setup technology and get started
(training)
• Development
o Major modifications
o Creation of new tools

19. Examples
mmc.byu.edu
vsfp.byu.edu
digitaldialog.byu.edu

20. 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.

21. Questions & Comments
• What successes have you seen?
• What additional problems have you seen?
• How do we help those who could benefit?

22. Contact Info
Mike's Twitter: @michaelcjohnson
Jeff's Twitter: @utfoxes
BYU Center for Teaching & Learning
http://ctl.byu.edu
Twitter: @byuctl
facebook.com/byuctl
youtube.com/byuctl

23. Thank You!