Happy Thanksgiving week to you and your families!

Welcome to Week 14 online in Part III: Social Media, Pedagogy & Policy.

I hope you’re both having a great start to your week. This is Part I of a two-part email announcement. Thank you for reading it.

Login to the course site to see the schedule for this week (Nov 25 – Dec 1):

http://greenhow.educ.msu.edu/cep956fs19/14786-2/ 

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week and then, Check-out by answering the Check-out questions at the end of the week.

NEW! Scores on Week 12 Online Discussion Now in D2L.

READINGS & ONLINE DISCUSSION

“Putting it All Together”

Complete the ONE synthesis question in the online discussion forum. As I mentioned in class, no new readings. No response to peers.

UPCOMING ASSIGNMENTS

• NOTE: No new readings! Initial post on ONE “putting it all together question” due Saturday, November 30 by midnight PST. No peer responses required.
• Work on LinkedIn
• Be prepared to informally present your final article during our last class on December 8. (More on this in Part II of this email).
• Final Article due December 16 –> Submit to “Final Article” Dropbox on D2L.
• Screenshot of Submission Due in D2L by Dec. 16
  

I will start working on my feedback for your Draft #2 articles. I will let you know when these are reading in Part II of this email sent sometime later this week.

Any questions for me, please let me know. Thanks, and see you online!

Chris

Welcome to Week 12 online in Part III: Social Media, Pedagogy & Policy.

I hope you’re both having a great start to your week!

Login to the course site to see the schedule for this week (Nov 11-17):

http://greenhow.educ.msu.edu/cep956fs19/w12/

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week and then, Check-out by answering the Check-out questions at the end of the week.

READINGS & ONLINE DISCUSSION

“ Social Media & Policy: Access, Use and Outcomes” 
Last week we considered research on how to “teach” or “facilitate learning” with social media among various groups in various contexts such as K-12 education, college students, adults, and teachers as learners in teacher education.

This week we’ll consider the discussions we’ve been having about “mind” (various theories, aspects and types of learning) and “media” (broad and specific social media and media generally) in “society” as we consider policy perspectives in our discussion.  What role do we as researchers play in informing and influencing policies?  What policies do we need? What controversies exist in the policy realm related to our topic? How do we think about educational technology policy in the broader context of U.S. educational policy?  These readings raise some of these questions.

Please read the three posted readings by Greenhow, et al. and Krutka, et al., and Ahn et al. as you think about the ONE posted discussion forum question for this week.  Skim the other optional readings as your time and interests allow.

• UPCOMING ASSIGNMENTS
  Initial post for wk 12 online due Thursday, November 14 by midnight.
• Responses to peers due Saturday, November 16 by midnight.
• Second Draft of Article due on Monday, November 25 –> Submit to “Second Draft of Article” Dropbox on D2L
• Response to Peers due on Monday, November 25 –> Submit to “Response to Peers” Dropbox on D2L. Please combine all your reviewers’ feedback into one document and provide your response to each critique under the critique point.
• Work on LinkedIn Social Media Activity
  Any questions for me, please let me know. Thanks, and see you online!
  
  Chris

Hi Matt, Hi Matthew, 

In CEP 956, we are now into Week 10 online in Part III: Social Media, Pedagogy & Policy – “Facilitating Learning with Social Media.”

Login to the course site to see the schedule for this week (October 28-November 3):

http://greenhow.educ.msu.edu/cep956fs19/14703-2/

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week and then, Check-out by answering the Check-out questions at the end of the week. 

READINGS & ONLINE DISCUSSION

“Facilitating Learning with Social Media” 
Last week we considered “learning” defined as “literacies” and the “new literacies” or “digital” literacies needed by students, teachers, and teacher-scholars today within and across various socio-technical contexts, and prior to that, we considered “learning” with “social media” defined in various ways within the educational research literature. 

This week’s set of readings turn our attention to research on pedagogy or how to “teach” or “facilitate learning” with social media among various groups in various contexts such as K-12 education, higher education, adult and teacher education.

I’ve asked you to read two readings in common (Roblyer et al. & Ranieri et al.), which have been published in high impact journals, and 1-2 readings of your own choosing within the “Facilitating Learning with Social Media” list. These can be articles related to teaching in K-12 or higher education or teaching adults and can also be pulled from the “Optional” readings under this topic. You pick!  

Two questions are posted in the forum for your consideration and response. 

Provide evidence from the readings to support your points. Remember to address all parts of the questions.

UPCOMING ASSIGNMENTS
Peer review due Friday, November 1 by midnight EST.

• Submit “Peer Review 1” to Dropbox folder on D2L. For your peer review, your review includes one document that answers the peer review guidelines questions & one document that is your Tracked Changes version of draft article.
• Initial post for wk 10 online due Thursday, October 31 by midnight EST. (Spooky!)
• 2 Responses per question due Saturday, November 2 by midnight EST.
• Peer and editor review of your article returned Monday, November 4.
• Work on Linked In Activity
  
  Any questions for me, please let me know. Thanks, and see you online!
  
  Chris

Email 10.14.19
CEP 956: Welcome to Week 8 (Oct 14-20) Online – Part I Email

Hi Matt, Hi Matthew, 

I hope you had a great weekend. (Good luck with Comps, Matthew)! This is my first part of a two-part email today. 

NEW! Find scores and feedback on Week 6 Posts in D2L. 

NEW!  Find my feedback on your outlines posted in D2L.

REMINDER! Schedule for First Draft of Article for Publication changed to October 28. See Schedule overview on the course website.

NOTE: I’m changing the # of guided reading questions that you need to post to from two to only ONE question for this online week to lighten the load a bit during EPET’s Comps exam. 

I had hoped to get the new schedule page for Week 8 online, the forum question, the updated readings, and the rest of my work for our course done over the weekend, but “the schemes of mice and men often go awry,” and I didn’t get that finished. 

Actually, the schedule page is up (http://greenhow.educ.msu.edu/cep956fs19/w8/) so you can check-in with your Base Group but the readings are draft only right now. I’ll get everything else done and updated by midnight tonight. 

Thus, my Part II email will be coming to you sometime tonight. I’m sorry for the delay. I just didn’t want you to think I forgot. 

Happy Monday, and I look forward to seeing you (via Zoom) at the EPET Info Session today if you are planning to attend!

Chris

—————————————————————————————————————-
CEP 956: Welcome to Week 8 (Oct 14-20) Online – Part II Email

Welcome to Week 8 online in Part II: Research on Learning (with/on/through) Social Media – Cognitive, Social, Emotional Issues.

Login to the course site to see the schedule for this week (October 14-20):http://greenhow.educ.msu.edu/cep956fs19/w8/ 

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week (e.g., Tues or Wed) and then, Check-out by answering the Check-out questions at the end of the week.

READINGS & ONLINE DISCUSSION

“Social Writing, Literacies and Scholarship” 
Last week we critically reflected on the findings and argument structure of published research on two of the most popular types of social media worldwide – social network sites (e.g., Facebook) and microblogs (e.g., Twitter) – which are also the most studied in education and considered “learning” within these spaces as defined by several different researchers. 

This week we will consider “learning” defined as “literacies.”  We can consider “new literacies” or “digital” literacies within particular platforms, such as the twitteracy that Benjamin Gleason and I theorize in our article (see optional readings section). We can also consider the literacies more broadly needed by students, teachers, and scholars today within and across various socio-technical contexts.

Week 8 Question

This week’s guided reading question asks you to critically consider the ‘literacy’ debates raging today while reading three short, contemporary news articles (Rich, Slater-Tate, Ajayi) and about the ‘digital turn’ in (new) literacies educational research that Mills (2010) discusses in her literature review published in our field’s top journal: Review of Educational Research.  While these articles consider student learning and K-16 teaching with the internet and social media, the Social Scholarship article by Greenhow & Gleason (2014) suggests new forms of scholarship and scholarly communication that we as educational researchers might develop. (If you are interested in our later critique of this 2014 article, check out the Greenhow, Gleason & Staudt Willet (2019) piece within the optional readings section, which was published this summer).

What ‘literacies’ do you feel scholar-teachers need to develop to work in modern day work environments, which typically include a blend of teaching and research? Why do you feel these literacies are important? Finally, as you reflect on these readings, what important cognitive, social, or emotional issues do they raise for educational researchers to consider?  Provide evidence from the readings to support your points. Remember to address all 3 parts of the question.

GUEST SPEAKER! Sarah Galvin will be joining us next week (10/21). I have included her article “Writing on social media: A review of research in the high school classroom,” published online first in Tech Trends, in the reading list for this week. (Volume and issue number will appear when the article is published in-print).

UPCOMING ASSIGNMENTS
– Initial post for wk 8 online due Thursday, October 17 by midnight.

– 2 Responses/question due Saturday, October 19 by midnight.

– Work on Linked In Activity. Be ready for social media check-in & Reflection 1 on Monday, October 21

– First draft of paper due before class on Monday, October 28. Submit to “First Draft” Dropbox folder on D2L.

NEW! Evidence-based resources for your exploration of LinkedIn.  I have posted the results of my scan of the research base for using Linked In. These articles (also pasted below) are on the About à LinkedIn page of the course website. They are grouped by:  articles relating to scholars’ use of LinkedIn; college students’ or job seekers use of LinkedIn for presenting an online resume; professional networking; and other job search activities.  

Although I haven’t annotated this list yet, feel free to get started browsing them.

In your Reflection #1 on Monday 10/21 you will be asked to report on what you have done with respect to developing your LinkedIn, what resources/articles from this page have you used and your critical evaluation of their helpfulness (or not). What more do you want to know?

Research on using Linked In for Academics (and non-academics)

• Scholars Use of Linked In for Peer and Public Communication
• Faculty Use of Researcher Networking Tools
• Networked Scholarship and Motivations for Faculty Social Media Use in Scholarly Communication
• Learning From the Experts: An Analysis of Résumé Writers’ Self-Presentation on LinkedIn
• Getting a job via career-oriented social networking
• College Students intent to use LinkedIn for job searches and professional networking
• Beyond Resumes: LinkedIn for Marketing Educators
• Personal Branding and Social Media Use for a Competitive Job Market
• Building Networks with LinkedIn: The Potential for Connections, Internships and Jobs
• How many Friends do you Need: How to Network using Social Media

I’m still working on your Supplemental Readings List. More on that soon.

Any questions for me, please let me know. Thanks, and see you online!

Chris

CEP 956 Week 6 Announcement
Subject: CEP 956: Week 6 Online (Sept 30-Oct 6)
Emailed: Monday 9/30/19

Hi Matt, Hi Matthew, 

Welcome to Week 6 Online of CEP 956 as we begin our course’s Part II: Research on Learning (with/on/through) Social Media – Cognitive, Social, Emotional Issues. This email contains several tips on writing and information for this online week. Thank you for reading it carefully!

Login to the course site to see the schedule for this week (Sept 30-October 6):

http://greenhow.educ.msu.edu/cep956fs19/w6-oct-11-synchronous-class/

NEW! Scores for Wk 4 Discussion now available in D2L. Check them out.

REMEMBER! If you haven’t already, check out my feedback on your cover letter email and send it out.

• If you want to revise your cover email based on my feedback, I can take another look at it. The goal, though, is to send your cover email out this week and tell us in class on 10/7 how it went. Did you get a response?

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week (e.g., Tues or Wed) and then, Check-out by answering the Check-out questions at the end of the week.

1) Login to the course website. 
2) Then, go to that week’s schedule page and find the Base Group Check-in (or Check-out) question for the week (e.g., W6 Sept 30-October 6 Online from the drop-down menu)
3) Email or otherwise contact your Base Group members when you have Checked-in and Checked-out to let them know you have done so. This way the group can help support its members, get to know its members, and build trust over time.

READINGS & ONLINE DISCUSSION

“Social Networks, Microblogs and Learning” 
Last week we considered how to define “social media” and “learning” generally and within the field of Educational Technology. We attended to defining these terms in context with a particular underlying learning theory.  

This week you’ll dive deeper to consider the findings and argument structure of published research on two of the most popular types of social media worldwide – social network sites (e.g., Facebook) and microblogs (e.g., Twitter) – which are also the most studied in education. You will consider “learning” within these spaces as defined by several different researchers.  

UPCOMING ASSIGNMENTS

• Post initial responses to Discussion Board questions by Thursday, October 3 at midnight EST.
• Post two responses (per question) by Saturday, October 5 at midnight EST.
• IMPORTANT: The W6 Question 1 and W6 Question 2 in the discussion forum have multiple parts – just like your Comps Questions will. For the Question 1, you are asked to “Argue your position (for or against) use of social network sites or microblogs for learning and/or educational purposes using these readings. Ground your claims in evidence from the readings, with citations and page numbers. Anticipate others counter-arguments in your response.”
  • You will want to quote directly or paraphrase excerpts from the readings that support your key points.
  • In your initial post, you must also anticipate and respond to what critics of your argument might say.
• IMPORTANT: For Question 2, remember to address at least 2 aspects: “What technique(s) does the author use to persuade you of the importance and/or reliability and/or truthfulness and/or accuracy and/or practical impact of his or her findings? You don’t have to address all of these points in your answer but pick at least 2.”
  • A good way to structure your response (here and in Comps) is to repeat part of the question in your topic sentence (e.g., “Ellison et al. uses several techniques to persuade readers of the importance and reliability of her findings. For instance, …”)

• Article for Publication: Outline Due before class on Mon, October 7.  Submit to Dropbox in D2L

• There is no one right way to do this. We talked about looking at sample articles from the target journal and looking at the SITE call for proposals for sample word counts and how to structure these. (Matt, here is info about how to structure your SITE paper: http://site.aace.org/conf/categories/)

• • Be ready to share your Outline when we meet synchronously on 10/7.

COMING TONIGHT/TOMORROW! I’ve assembled a number of resources for your Social Media Activity: LinkedIn. I’m in the process of getting those posted on the course website so be looking for a second email from me by tonight/tomorrow which provides an overview of those resources and some tips for working on your LinkedIn.

I’m also working on your Supplemental Readings List. More on that in my second email to you, too.

Any questions for me, please let me know. Thanks, and see you online!

Chris