#Interdisciplinary: Teaching interdisciplinary concepts in a course about social media
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In the Spring ‘14 semester, we collaborated to design and deliver a course at Daemen College entitled, “Social Media Fundamentals.” By developing a student-led social media marketing project, course participants engaged real-world social justice issues using real-world tools and techniques. Engaging diversity issues on their own campus, students applied their knowledge through creating their own digital presence, interpreting community norms and standards in virtual worlds, examining legal and justice issues, analyzing common Internet analytics, and appraising their own social media campaign. What was learned was that an expansive interpretation of “classroom space” that included all interactions between participants afforded an interdisciplinary playground for students to explore. This session will demonstrate to participants how the course evolved into an interdisciplinary learning experience, how we mapped the study of social media to interdisciplinary studies, and how we addressed issues of student engagement when introducing new technologies.
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#Interdisciplinary: Teaching interdisciplinary concepts in a course about social media
- 1. #Interdiscplinary: Teaching interdisciplinary concepts in a course about social media Michael R. Berta, Ed.D. Daemen College CC By – Gerado Obieta via Flickr J. Jamie Bono Data Scientist
- 12. CC BY: Wikipedia
- 19. CC BY: Rueters
Notas del editor
- Audience Participation – What are your thoughts about students and the use of social media?
- Main Idea – Mike - Business Department wanted to revitalize the marketing major based on a recent social media in business panel discussion. Jamie - English Department wanted to fill a gap/update the legacy PR/Comm minor with a Social Media minor. Single Course – Test the waters – CA247 was litmus test for future courses or minors on the topic.
- http://daemencollegeenglish.blogspot.com/
- 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. Jamie – Heuristics vs. Algorithms 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
- Audience Participation – What are your thoughts or assumptions about students using social media for learning?
- 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 “Students want workflows not scaffolding “Following vs. writing a recipe” Gaps/Concerns: Expectation and Preparation Interest and Engagement Integration and Application
- Infrastructures Domain Registration and Payment Setup and How-to Delays, Delays, Delays
- Social Justice - Mistaken Ideas
- Breakthrough >>>>>>> I, Too, Am Daemen.
- Contextual make of the campaign: Student motivated / student driven stuff (or lack of it) Multicultural Association as a shared touchstone
- Pipes” as connections between platforms Where were the “pipelines” between ideas and areas of expertise?
- Computer Science – Math Statistics / Data mining / Applied Analytics These things are necessary professional skills, but were often beyond the skill and preparation of our students
- Composition Identity creation / reinforcement as “branding” - community formation Messaging in different platforms
- Visual and Performing Arts Photographic arts and expression
- Political Science, History, Geography, Socio-economics, Psychology Social Justice issues - Ukraine, Venezuela, Diversity/Inclusion Ukraine
- Lessons learned Students have a “monolithic” sense of social media and the Internet The real world is hard to simulate Expectations of student technical skills and understand Interaction level We were underprepared We had unrealistic expectations (some of which were driven by institutional “goals”, which were also poorly understood.) What we would have done differently Our goal was to teach / understand / reveal the infrastructure(s) that contextualize social media That came with an assumption about the level of knowledge students had Our assumption was wrong. More lab and infrastructure days in the beginning They understood the “surface” level in both senses: Only the interface level No desire to understand how it works Find cases of social media that garner interest or have students find them Thus, no interest in thinking through when it does not work Create a class culture of hacking and include resources.