W7: Oct 26 FTF/Sync

		Social Network Sites, Microblogs and Learning
	Base Group Check-in	Q1 and Q2 in Base Groups Base Group Check-in Check-in Question: What are your greatest talents? If I needed your help to do something, what would it be? You do not have permission to view this form.
	Readings	Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28, 187–198. Robelia, B., Greenhow, C., & Burton, L. (2011). Adopting environmentally responsible behaviors: How learning within a social networking application motivated students to act for the environment. Environmental Education Research, 17 (4), 553-575. Ellison, N.B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends”: Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143-1168. Gao, F. Luo, T. and Zhang, K. (2012) Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 43(5), 783-801. Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in Higher Education – A chance to facilitate informal and process-oriented learning?Computers & Education, 55 (1), 92–100. Elavsky, M., Mislana, C., & Elavsky, S. (2011). When talking is more: exploring outcomes of Twitter usage in the large-lecture hall. Learning, Media, and Technology, 1-19.
	Whole Group Discussion	Discussion Ground Rules Ideas or controversies you want us to address New questions or burning issues How these readings connect to your research interests or goals for this course Discussion Synthesis W6 – Instructor
	15 min	Take a break!
	Guest Speaker Bret Staudt Willet	Tell us about your research – what do you study? Finding a home for your article Tell us about your process of selecting a journal and pitching the editor. Do you have any advice? Publishing process: from outline to final What tips do you have about moving from outline to first draft and/or the drafting process? Did the publishing process go smoothly for you? What was the most challenging part? What advice would you have for turning the first draft assignment into a publishable article? Bret’s slides: https://bretsw.github.io/publishing-lecture Bret’s website: http://bretsw.com/ – connect with him on social media! Check out Bret’s awesome article: Staudt Willet, K. B. (2019). Revisiting how and why educators use Twitter: Tweet types and purposes in #Edchat. Journal of Research on Technology in Education 51, 273-289.
	Article for Publication	Cover email – how did it go? Writing Draft #1 of Article Due Nov. 2 Peer Review Assignment Assigned by Nov. 3 via email Complete peer review of one paper & submit to D2L by 9am November 9
	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 your in your space, if any? Add your social media to our list
	Assignments	Initial post for wk 8 online due Thursday, November 5 by midnight. 2 Responses/question due 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 with your chosen social media Peer review of one paper draft due 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.
	Base Group Checkout	Q3 and Q4 in Base Groups Base Group Check-out Δ