CEP 956: Welcome to Week 12 (Nov 30-Dec 6) Online

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

I hope you’re having a good Monday! This email contains important updates and one change to your assignment for this online week. Thanks for reading it carefully.

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

W12: Nov 30-Dec 6

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 posted discussion forum question (W12 Q1) for this week.  Skim the other optional readings as your time and interests allow.

Complete the second synthesis question (W12 Q2) in the online discussion forum. This one asked you to reflect on the readings as a whole and synthesize what you’ve learned.

NEW! No responses to peers are required for this week so that you may focus on your two initial posts and your article writing. That said, I encourage you to review what your peers have written in the forum and be ready to discuss synchronously in class on December 7^th.  

PREPARE TO SHARE YOUR ARTICLE SUMMARY – MONDAY, DECEMBER 7
Please be ready to informally share a summary of your article in class on Monday, December 7 so that we can learn what each person is writing. No need to prepare a formal presentation, but be ready to speak for about 5 minutes on:

• What is the title of your article?
• What type of article is it (research, conceptual, practitioner-oriented, other?)
• Where are you going to submit it?
• If you had to summarize/pitch your article to us in 4-5 minutes so that we would want to read it, what would you say? (Say it!)
• Question & Answer (5 minutes) for each paper.

UPCOMING ASSIGNMENTS

• Initial post for wk 12 online due Thursday, December 3 by midnight: 2 QUESTIONS!
• NO REQUIRED RESPONSES to peers this week (optional).
• W12 Discussion Synthesis – Instructor
• Second Draftdue TODAY Monday, November 30–> Submit to “Second Draft” Dropbox on D2L
• Response to Reviewersdue on TODAY  Monday, November 30  –> Submit to “Response to Reviewers” Dropbox on D2L
• Optional: sign up for a 30 min mtng to discuss your paper on Dec 1
• Share your article summary in class on Monday, December 7
• Final article due December 18 to D2L

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

Chris

Email 11/16/20
CEP 956: Welcome to Week 10 (Nov 16-22) Online

Hi Brittney, Madison, Selin,  

Welcome to Week 10 online as we begin Part III: Social Media, Pedagogy & Policy. This email contains important updates and directions for the readings this week. Thank you for reading it carefully!

Login to the course site to see the schedule for this week (November 16-22): 

http://greenhow.educ.msu.edu/cep956fs20/14703-2/ 

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.  

This week’s set of readings present 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’s forum question asks you to use the research base—selecting from this week’s readings —and construct an argument for or against enhancing students’ learning with social media. You will need to pick an educational context (undergraduate education, teacher education, graduate education, K-12 education: elementary, etc.) in which to situate your argument. You will also need to focus on the instructor’sperspective and pedagogy. Up until this point, we’ve been talking largely about the students’ or learners’ perspectives. 

Please choose at least 2 readings within the “Facilitating Learning with Social Media” list to substantiate your ideas. These can be articles related to teaching in K-12 or higher education or teaching adults. Please also incorporate at least 1 reading from the “Optional” readings under this topic or the “Supplemental” readings list.    

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

*NOTE: To give you more time for revising your first drafts into second drafts and exploring your chosen social media, there is only ONE required guided reading question. There is also an OPTIONAL second question posted in the forum to push your thinking about how this week’s theme advance/connect to your own research.  Any questions, let me know. 

NEW! Grades for Week 8 online discussion, first drafts and peer reviews are now posted in D2L. 

REMINDER: PREPARE TO SHARE UPDATE FROM SOCIAL MEDIA ACTIVITY! 

• Explore your chosen social media (SM) (i.e., ResearchGate, Flipgrid, Pinterest). 
• What makes your choice a “social media”? 
• As you explore your SM, think about its affordances for learning or teaching or academia. 
• What ideas from class/readings resonate for you in your space, if any? 
• What constitutes being ‘literate’ in your chosen SM space? 
• How might you facilitate learning with your chosen social media as the instructor? 
• Reflection #1on these and other questions done in class on Monday, November 23 

Please be ready to share about your space: (1) What is it and what makes it a social media?; (2) One idea from the readings that is demonstrated or contradicted or otherwise resonates for you in your space; (3) As a teacher, what are your practical recommendations for using it in education (or not) and why? 

UPCOMING ASSIGNMENTS 

• Initial post for wk 10 online due Thursday, November 19 by midnight. 
• Responses to peers due Saturday, November 21 by midnight. 
• Reflection #1 on social media activity done in class on Monday, November 23. Please be ready to share about your space: (1) What is it and what makes it a social media?; (2) One idea from the readings that is demonstrated or contradicted or otherwise resonates for you in your space; (3) Your practical recommendation for using it in education (or not) and why? 
• Second Draft of Article due on Monday, November 30 –> Submit to “Second Draft of Article” Dropbox on D2L 
• Response to Peers due on Monday, November 30 –> 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.
  Here is a Sample Response to Reviewer’s Letter for your reference. 
  
  Any questions for me, please let me know.  Thanks, and see you online!
  
  Chris 

Subject: CEP 956: Welcome to Week 8 (Nov 2-8) Online
Emailed: 11/2/20

Hi Brittney, Madison, Selin, 

I hope you had a Spooktacular weekend! 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 (November 2-8):

W8: Nov 2-8 Online

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 (only one) asks you to critically consider modern ‘literacy’ debates raised in short news articles (Rich, Slater-Tate) and the ‘digital turn’ in 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 last year).

What ‘literacies’ do you feel scholar-teachers need to develop to work in modern day work environments? Why do you feel these literacies are important? Finally, as you reflect on these readings, what important cognitive or social or emotional issues do they raise for educational researchers to consider?  Provide evidence from the readings to support your points, but you may also bring in points from the optional readings or other articles with which you are familiar. Remember to address all 3 parts of the question.

GUEST SPEAKER! Sarah Galvin will be joining us next week (11/9). I have included her article “Writing on social media: A review of research in the high school classroom,” published in Tech Trends, in the readings for this week so that you can review as your time and interests allow.

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

REMINDER!  First Draft of Article for Publication due today, November 2. Please submit to the “First Draft…” Dropbox on D2L.

UPCOMING ASSIGNMENTS

• Initial post for wk 8 online due Thursday, November 5by midnight. (Only 1 question this week).
• 2 Responsesdue Saturday, November 7 by midnight.
• Discussion Synthesis Wk 8 – Instructor
• Draft #1 of Article due November 2— Submit to “First Draft” Dropbox in D2L
• Continue exploring your chosen social media (see schedule page for this week for some things to think about as you use your social media)
• Your assigned first draft to peer review is coming to you via email on Tuesday, November 3.
• Peer review of one paper draftdue by 9am on Monday, November 9. Submit to “Peer Review 1” Dropbox folder on D2L. Be sure your peer review includes one document that answers the peer review guidelines questions & one document that is your Tracked Changes version of draft article.

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 (Oct 19-25)

Emailed: Friday 10/16/20

Hi Brittney, Madison, Selin, 

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 (Oct 19-25):

W6: Oct 19-25 ONLINE

REMEMBER TO SEND OUT YOUR COVER EMAILS THIS WEEK! 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 10/26 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 October 19-25 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.
4) To see how your answers and scores compare with your group overall, go to the Base Groups page. Find your Base Group.  Click on your group and find the appropriate tab at the top to see the other member(s) Check-in or Check-out Answers.
**The inspiration for this week’s check-in question was our beautiful fall colors!

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 (Greenhow, Galvin, Brandon & Askari, 2020). 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 22 at midnight EST.
• Post two responses (per question) by Saturday, October 24 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, …”)
  • For W6 Q2, I picked two articles that are well-cited. Ellison’s article, for instance, has over 13,000 citations on Google Scholar. Wow!

• Article for Publication: First Draft Due before class on Mon, November 2.  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.
• You have my feedback on your Outline. Try to use that and your sample articles to work on your first draft. Email me with any questions.

STAY TUNED! I’m assembling some resources chosen social media activities. I’m also working on your Supplemental Readings List.

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

Chris

Emailed: Sat 10/3/20
Subject: CEP 956: Assignment Feedback & Reminders for Week 4 Online
Hi Madison, Selin, Brittney,  
Thank you for a great asynchronous and synchronous discussion last week. I enjoyed learning more about each of you, your ideas, and your article interests! 

This email contains important information as we look forward to CEP 956 Week 4 online (October 5-11).  Thank you for reading this email carefully. Note the assignments for this coming week, which we went over when we met on Monday.

Login to the course site to see the schedule for this week (Oct 5-11): 

http://greenhow.educ.msu.edu/cep956fs20/w5-oct-4-10-online/ 

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., W4 Oct 5-11 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.
4) To see how your answers and scores compare with your group overall, go to the Base Groups page. Find your Base Group.  Click on your group and find the appropriate tab at the top to see the other member(s) Check-in or Check-out Answers. 

NEW!  Week 2 Discussion Feedback now in D2L 

Now in D2L you will find my feedback on your online forum initial posts and responses to peers for week 2. Please let me know if you have any questions on my feedback and expectations as we head into week 4 online.  

NEW!  Interest Statement Feedback now in D2L 

In D2L you will find my feedback to you on your interest statements.  Please let me know if you have any questions.   Also, you will need to choose a topic, have an abstract for your article, and have chosen a journal to do your cover letter assignment. I’m happy to take another look at interest statements as you start working on the cover letters.  

READINGS & ONLINE DISCUSSION 

“Defining Social Media and Learning in Society” 
Last week we discussed Clark and Kozma’s debate on do/can/will/how do media influence learning? We touched on the importance of underlying epistemologies (e.g., Clark’s positivist versus interpretivist orientations to research), the importance of theoretical framing and assumptions (e.g., behaviorism, constructivism), conceptions of learning and media, and the intellectual history upon which even asking such questions is based. 

This week you are asked to read several papers on (social) media and learning and consider how we ought to define these terms in a particular context with a particular underlying learning theory.   See the readings by Manca & Ranieri, Greenhow et al., and Cormode & Krishnamurphy on this week’s schedule page. (Selin, you might consider whether “artificial intelligence” falls within your definition of social media, as you are coming to understand it, or outside of it, and why that is).   

UPCOMING ASSIGNMENTS 

• Social media activity – be ready to share what you’ve done & link to your site on Monday, Oct. 12     For instance, maybe you want to explore LinkedIn (LI) as your chosen social media. Tell us how LI fits your definition of social media, why you want to explore it, and what you’ve done – such as create a profile or add to an existing one. The idea is just to get started. I’ll be asking you to provide a link to your social media profile. Any questions, let me know. 
• Defining Social Media & Learning Readings  
• Post initial responses to Discussion Board questions by Thursday, Oct. 8 at midnight EST 
• Post responses to 2 peers (per question) OR post response to one peer and respond to your peer’s response (per question) by Saturday, Oct. 10 at midnight EST 
• Cover letter  for publishable article due before class on Monday, Oct. 12 —> Submit to Dropbox on D2L 
  • As we went over in class, see criteria for this Assignment and Sample Cover Letters on the Article for Publication page – check out the “Sample Cover letters” especially the first 3 pages of the Sample document to see two emailed cover letters which ended in successfully published articles by two of our EPET doc students. The first page of the Sample doc shows you how I will score your letter. 
  • Be ready to share your Cover Letter when we meet synchronously on 9/23. 
• Outline  for publishable article due before class on Monday, Oct. 12 —> Submit to Dropbox on D2L 
  • Be ready to share your outline when we meet.  These can be very drafty.
  • As I mentioned in class, one way to overcome the scary blank page is to do a table of contents search in the journal you are targeting and find a few examples of articles that look like the one you want to write. Break it down: how is their article organized, roughly how many words per section? See the journal’s guidelines for authors to help you know what they require in their articles and guide your outline. Skim the journal’s most recent editorials to help you know what editors are looking for and use this info to help inform your outline. 
    
    
• Discussion Synthesis W4 – Instructor 

Any questions for me, please let me know. 

Thanks, and see you online! 

Chris