Wk 6: Oct 4-10 Async

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CEP 956 Week 6 Announcement
Subject: CEP 956: Looking Ahead to Week 6 Online (Oct 4-10)
Emailed: Friday 10/1/21

Hi everyone, 

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

 

Login to the course site to see the schedule for this week (Oct 4-10): 

http://greenhow.educ.msu.edu/cep956fs21/w6-oct-11-synchronous-class/

NEW! COVER LETTER FEEDBACK ON D2L.  

Great start on those cover letter emails! I am suggesting that each of you revise your cover email based on my feedback before sending it to your journal editor.  Outlining your paper will likely help you refine your article’s abstract. I am happy to take a look at your revised cover letter email before you send it out.  The goal, though, is to send your cover email out by 10/15 or so, and then, let us know if you got a response from the editor before our class meeting on 10/25. 

 

 

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 4-10 Asynch 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 

  • Initial post for wk 6 online due Thursday, October 7 by midnight. 
  • Responses to 2 peers/question due Saturday, October 9 by midnight. 
  • IMPORTANT: The W6 Question 1 and W6 Question 2 in the discussion forum have multiple parts – just like your Comps Questions will. For 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. 
    • If Twitter is your chosen social media activity, you might want to focus your reading for this question on the microblogging articles.  
    •  
  • 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 14,000 citations on Google Scholar. Wow!  

 

  • Article for Publication: Outline Due before class on Mon, October 11.  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 that look like the article you want to write (e.g., a review article or a qualitative research article or conceptual article). 
    • You have my feedback on your cover letter. Try to use that and your sample articles to work on your outline. Email me with any questions.  
    •  

NEW! I’ve added several articles to the Supplemental Readings list and am working on assembling short articles related to your chosen social media activities.  

For those of you on Twitter, I’m @chrisgreenhow. Follow your classmates below: 

@SuhaGangopadhy2 

@IAbduvokhid  

@BSandiraz 

@jeongpark91 

 

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

Chris 

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