Posted by rebeccaanderson8641
I am a Course Assistant for Indiana University who supports distance learning students. Due to Covid-19, a significant portion of our courses have been shifted to remote learning. This has put remote learning under intense scrutiny. How can we do better? How can we maximize online learning potential? Which tools are even the most effective?
One course that I am assisting on is piloting the use of a popular social media platform as a host for much of, if not the majority of, the course’s content. There have been great successes and notable challenges. The platform has a significantly greater array of features than the standard Learning Management System (LMS), particularly with respect to communication and connectivity. However, there is not the same degree of dedicated course support on broader platforms. Students who are familiar with the platform also have a significant edge over those who are new to it and I observed a noteworthy degree of stress from students who were having to become acclimated to the platform, while already coping with the baseline stress of starting a new semester. There is also the challenge of where to place course materials. The degree of separation between the mandatory LMS and the social media platform does present some challenge regarding where information is to be found.
However, as we move forward into the digital age and these platforms are becoming significantly more prevalent, their tools more intuitive and innovative, and their userbase broader, educators would be doing their students a significant disservice by ignoring the potential learning opportunities.
The 2013 article “Using Social Media for Collective Knowledge-Making” by Bernadette Longo elaborates on this message. Longo writes, “Integrated university programs for transforming learning environments can tap into students’ rich experiences to help shape new ways of teaching and learning. We can also help students shape new, more professional ways of participating in social media. In the same ways that organizations cannot avoid using social media in their practices, teachers cannot avoid using social media in our classrooms.”
Longo posits the notion that communications programs and adjacent academics are uniquely poised to integrate these important tools meaningfully into curriculum. This is a necessity for Longo. Just as a chemistry student has labs and a nursing student has clinicals, it is absolutely essential that communications students be given the opportunity to engage with the tools that they will be using in their careers in a way that emphasizes principle and practice.
The principles of social media use can be emphasized via a discussion on the importance of social media in our communications sphere and how it has changed the manner in which individuals talk to one another, organizations, and how they orient themselves within society more broadly. Understanding the impact of social media on our communications trends will give students the ability to effectively engage with audiences via these platforms.
Practice, being equally as important as principle, seems more challenging to implement. No longer are we discussing the digital space, the realm of social media and content creation in theory. Now we are expecting for students to practically engage with these mediums. Blog writing, website design, eNewsletter writing, social media campaign creation, all of these practices and more can be integrated into a students’ instruction to emphasize the importance of social media use and provide practical experience.
However, with such a rapidly changing digital environment, how can educators effectively do this? What platforms should be used? Even five years ago Facebook would have been viewed as the gold standard of social media, but now Facebook shares the stage with many other platforms, some of which are overtaking Facebook, particularly in younger demographics. How can educators and curriculum hope to keep up with an atmosphere that changes so radically and so rapidly? How can our instruction, and specifically practical instruction, keep up when the platforms continually shift?
This, I believe, becomes a question that is more focused on observing trends rather than strictly understanding individual platforms. It is about students engaging in the digital space in some capacity, encouraging them to learn how to communicate digitally and interpret their successes and failures productively. While social media trends shift rapidly, communication standards are relatively static. Something that is viewed as vulgar, misleading, or harmful on Facebook is very likely to also be viewed negatively on other platforms. While the social media campaign strategies vary from platform to platform, many of the core communications principles remain the same: understand your audience, connect with your audience, use consistent methods of communication, implement digital design principles, etc.
It is more important to involve students in the digital space proactively than it is to specifically categorize how this is done. Students needs to have the opportunity to explore this space for themselves and observe trends, create content, and reflect.
As we move forward as a society, educators will be doing a disserve to students by not involving them in the digital space beyond their LMS. However, it is determining specifically how to best accomplish this in the fairest manner for all students that remains the question for future instructional design.
As I think about my students and their use of the social media platform for class, I consider what they are gaining from the exercise. They are gaining a whole new repertoire of communication experiences and social media skill. They are adapting and growing in a manner that is less restrictive and more in tune with what today’s work force expects. I hope that education continues in this innovative direction because I see a significant degree of potential both for students and the field.
Posted by Amery Bodelson
Greeting, everyone! It’s weird how quickly this fall has flown by, and we’re looking at the holidays in a little over a week.
For my final paper, I chose to research more about the Millennial student, the digital native, and the types of feedback that they respond best to. I teach communication skills courses, and Turkle’s 2011 book Alone Together made me further analyze the students in my classroom and the way to best connect with them and help them learn. My abstract is as follows:
Today’s college students may enter the classroom physically or virtually. Because of emerging technologies, these digital natives, who are often Millennials, bring different communication habits and expectations to the classroom. For those who teach communication skills to college students to prepare them for the workplace and the world at large, it is critical to first understand these tech-savvy students and to give them feedback that will help them learn and improve. Because the modern-day classroom now involves various delivery methods, including video lectures, audio feedback, discussions, and phone conferences, to name a few, today’s educator must adapt different communication approaches best suited to those methods. This paper will attempt to answer the following questions: 1) What are the major changes in communication strategies and preferences for today’s college student (more precisely, today’s technical college student), and 2) How can communications educators provide better feedback to these students to help students improve their communication skills?
I love how research makes you question your own assertions and preferences. Before this research, I was admittedly in the curmudgeonly mindset that “Millennials these days need too much coddling.” Some research supports this, but with a better understanding of WHY they need more feedback, it feels less needy, and honestly, more reasonable.
I came to better understand who the digital native-Millennial student is, why and how she operates the way she does, and what types of feedback she responds to best. I was able to remind myself that just because I was taught to do something one way doesn’t mean it’s the right way or the best way. So, I’ll be taking some of the research findings I learned through this final paper and employing them in my six classes this coming spring. My students will be getting more audio feedback, more specific feedback, more actionable goals, and more timely feedback. I’m not sure yet how I’m going to juggle all of that with six courses, four of which are writing intensive, but I did learn that audio feedback has some advantages for instructors, too, in that it takes less time and makes them feel more engaged with their classes and students, too.
Overall, the research process reinforced the need to stay up to date on pedagogy, to keep learning and trying and growing. It’s something I try to instill in my students, and now I can speak from more recent, relevant experience with them about it.
Thank you all for your kind comments, suggestions, and posts this fall term. I hope you all have a fantastic holiday season and enjoy some much-deserved time away from studies and work.
Posted by Rebecca Snyder
Social Media is more than just a distraction to some. The reading this week made me really step back and evaluate myself with regard to my own level of distraction caused by my response to the notifications from social media and e-mail. I spent and entire day being acutely aware of my habits in a way that I had not previously, and here is what I discovered: I am a social media addict with unchecked OCD!
Each morning, my alarm sounds (on my phone) 15 minutes before I have to get out of bed. This is purposeful because it allows me to silence the alarm and spend those 15 minutes waking up while scrolling through my e-mail, text messages, missed calls, and of course my Facebook business page/messages. I have been known to stay in bed doing this for 30-45 minutes, often missing my opportunity to shower and beginning my day with a coating of dry shampoo and body spray. On days when I do have time for my shower, I take the phone into the bathroom with me and will often prop it against the wall at the top of the shower so that I can be sure to not miss any important messages or phone calls.
When I am out of the shower, I check my phone again for the temperature and the daily weather so that I can get dressed accordingly. By then, it is usually time for me to wake up my youngest son to begin his day (we home school). I often Face Time him as his wake up call, you know, to save those 10 steps I would make to his bedroom.
I spend the remainder of the afternoon as a slave to the pings and bings of notifications. If I am waiting on an important call or email, I find my (actually diagnosed) OCD pattern of checking every few minutes rears its ugly head. I will admit that, often, this pattern does not change when I am in the car driving. In his book, “Net Smart,” author Howard Rheingold notes that, “Texting while driving kills…(and) the fact that anyone would risk life and limb for an LOL is a clue that something about texting hooks into the human propensity to repeat pleasurable behaviors to the point of compulsion” (p. 45). ACK! He is right! Try as I may over the years of driving with my son’s in the car and teaching the boys to drive, I still can’t say that I am 100% cell phone free while driving.
My brain knows I need to be, but something almost uncontrollable begs me to check that phone at every ping. And, turning the volume off doesn’t change that desire to check. In fact, it almost sends it into hyper-drive as I worry that I have missed something imperative!
Most evenings I work my business by doing online Facebook parties to open oysters and sell jewelry. During this time I am totally plugged in – working while checking a barrage of private messages, keeping up my online presence, and reading/responding to live comments as they come through my feed.
To finish my day, I lay in bed and scroll through Facebook or read articles online that interest me until I get tired enough to fall asleep. I can’t even speak to how many times I will be reading through an article or a friend’s Facebook timeline only to find myself in the circle of links and clicks that lead me to chase a white rabbit down the social media rabbit hole. If you aren’t sure what I mean about the rabbit hole, here is a great article I read recently after a night of chasing that rabbit for about 3 hours: Following the White Rabbit Down the Social Media Rabbit Hole
Fine Tuning my CRAP Detector
In Chapter 2, Rhinegold points out that, in order to be smart in our use of the internet, we must learn to filter out what is true and what is false. Rhinegold says, “Don’t refuse to believe; refuse to start out believing. Continue to pursue your investigation after you find an answer. Chase the story rather than just accepting the first evidence you encounter” (p. 78). I am going to take a second here and get really personal in an attempt to give an example of a broken “CRAP detector” (p. 89) and the toll it took on my quality of life for over a year. I mentioned above that I battle OCD. My OCD doesn’t come in the form of counting or repeating steps for fear that something bad will happen. My OCD presents itself with health anxiety – I am a hypochondriac when I allow my mind to take off in whatever direction it chooses. Rheingold assures us by saying, “What person doesn’t search online about their disease after they are diagnosed?” After my youngest son was born (15 years ago), I went through a severe bout with my OCD/hypochondria where I determined from Dr. Google that I was dying from a brain tumor. I lost a good year of my life with worry and anxiety, but I was too afraid to see a doctor or mention these concerns because I just knew I could not handle a horrible diagnosis in my fragile mental state. According to the internet, I had every symptom. I was dizzy, I felt my speech was stumbling and slurred at times (even though friends and relatives had no idea what I meant and had not seen/heard any issues when speaking to me), occasionally my vision was blurry and I was experiencing flashes and floaters. I was feeling like I was in a memory fog and often felt clumsy and off balance. I often would run to a mirror and stick my tongue out to see if it went straight down or off to the side -Google told me to try that. Unfortunately, Dr. Internet failed to tell me that brain tumors generally affect one area of the brain at a time. So, if I had blurry vision caused by a tumor in my brain, it would be located behind my eyes (most likely) and symptoms would all be related to that one tumor in that one place. A tumor behind my eye would not cause me to have slurred speech, a foggy memory, or to lose my balance unless, of course, it was metastatic. It took me a year and a Lexapro prescription to tune my crap detector enough to realize that I had been feeding my unfounded fears by seeking worst case scenario CRAP on the internet. I am happy to report that I continued with that Lexapro prescription and I no longer live my life in fear of dying from whatever Google diagnosed illness I may have.
Working to “Hit It Big”
In Chapter 3, Rheingold begins to discuss meaningful ways that we can participate in social media. Because social media is such a great tool in my business as a network marketer, I can’t just decide to unplug completely. Instead, I can make small changes to the way I operate on social media (perhaps beginning with locking my phone in the glove box when I drive). My inital interest in this graduate course came from my desire to learn how to better present myself online and how to be intentional in my participation on social media. Reingold reminds us that, “The good news is that learning to participate effectively online (like learning attention and crap detecting skills) is a matter of mindset and practice – and the payoff can be big. Knowledgeable online participation can help you land a job, find a mate, organize a movement, or sell a product or service. As citizens, professionals, and consumers, we hit it big, manage to get by, or fail utterly in large part because of our ability to connect and converse with others by way of digital networks…” (p. 114). I am ready to do what it takes to “hit it big!”
Posted by Rebecca Snyder
In this week’s readings, we take a look at how social media has changed and, in some cases, re-defined the role of a Technical Writer. I thoroughly enjoyed reading through the research collected by Blithe, Lauer, and Curran in their article, Professional and Technical Communication in a Web 2.0 World. They point out that the job title of “Technical Writer” seems dated in this current Web 2.0 world, and the authors quote Bernhardt (2010) in saying: “Our graduates are getting jobs, but it is becoming ever more difficult to say just what kind of jobs are out there and what kinds of skills they demand” (265).
I graduated with my Bachelor’s Degree in English with a Technical Communications concentration in May of 2001. My first job out of college was a Technical Writer position with a local water heater manufacturer. I was the sole writer at the time as the position had been created not long before I came on board and had only been filled prior to myself by a graphic design/CAD operator who had some writing aptitude. I recall applying for positions and many companies having absolutely no idea what a Technical Writer was or what I could possibly do for their company. I can’t even count the number of times I was asked if I was, “some kind of secretary.” To say that our field has progressed by leaps and bounds since then is an understatement and, perhaps, social media has played a role.
Some of the data that I found most interesting from the Blithe, Lauer, and Curran study was that most writers responding to their survey seemed to be under the age of 40 and the authors, “…admit that the survey results give us a more reliable picture of what younger alumni are doing, and a less reliable picture of what older alumni in advanced positions are doing” (270).
So, what does this suggest for someone like me – someone who graduated in the field 17 years ago, took a great deal of time off, returned to graduate school, and will graduate and return to the field in the next few years as someone in the over 40-years-old category? While I feel that my current job with Vantel Pearls has helped me to gain some social media skills and aptitude, I question whether it will be enough – or whether I will be skilled enough in the advancing trends in social media to prove competitive with my younger colleagues vying for the same positions. I had better get to work learning these social media nuances!
But – Where is this Headed for the Social Media Illiterate?
In her article, Using Social Media for Collective Knowledge-Making: Technical Communication Between the Global North and South, author Bernadette Longo states that, “We in technical communication applied our expertise in what Maggiani (2009) described as ‘one-to-many’ communication” (p. 23). “In contrast, …Maggiani argued:
In a social setting, the skill set of the technical communicator grows. The ability to successfully apply these skills, however, become more transparent. Ultimately, though, while the line of authorship blurs, content would become richer, deeper, more useful, and would include multiple ownership or collaboration. A collaboration through social media, properly undertaken, results in the truest form of audience-centered content” (p. 24).
During my time as a technical writer for the water heater manufacturer, we went through an issue where I was only receiving feedback from the engineer and the voice of the user was not being heard when it came to the manual design and content. We tried bringing in representatives from the customer service department to help bridge the gap, but it never was quite enough to make the voice of the people fully heard. I left the position in 2003, but a few years ago, they decided to use social media to allow customers to give feedback on the usability of their current manuals. Much has changed since this was done and the manuals have become much more novice user friendly with actual photos (rather than CAD art), larger print, online access, etc. – check it out: Residential Electric Water Heater Manual – Photos/online. While this social media outreach was successful, some voices were still not “heard.”
Longo speaks mostly to the way that social media is not available to everyone around the world (in developing countries) the way that it is here in the US. But, she fails to mention that many people in the US still do not have access. I know families in my area who still live “too deep in the woods” or “too high in the mountains” for internet providers to be able to connect them to a line – or cell phone tower signals to be able to reach their remote locations. Then we also have to consider age as well as expense when it comes to constant connectedness. My mom is almost 70. She has a cell phone but feels she can’t afford monthly internet access on her fixed income. She doesn’t own a laptop or PC and she uses her cell phone date for anything she may want to do online. While that does mean that she is “connected,” she does not have the benefit of a a large screen or keyboard, and some companies have very unusable mobile websites. As social media takes center stage in the lives of the current generations, some in the older generations are being left behind. My momma would much rather make a phone call or go by and visit someone than to go find them on social media or send them a personal message through the messenger app. As a human, that matters to me. When we are discussing peoples’ “voices being heard,” I don’t like to think that we are phasing out the elderly and the poorer people and nations.
I suppose you could say that, in my advanced age, I am accepting change a lot more slowly than I once did.
Posted by lihill630
The topic I choose for my final paper related to Objectives 1, 2 and 5. In this paper I examined the aspects of selecting, creating, and maintaining a Knowledge Management System. This relates to the course objectives 1, 2 and 5 in the following ways:
Objective 1 relates to the way new digital technologies affect writing, specifically technical and professional communication. Most writing being completed in the Knowledge Management System will be technical writing. It will be related to how to perform certain tasks and how specific pieces of functionality work.
Objective 2 relates to the way digital technologies will change the technical writing workplace. With the implementation of a new Knowledge Management System, this changes the way we write based on the types of text the new system can handle.
Objective 5 relates to the consequences of these new technologies for writing, managing and distributing information/knowledge to online audiences. My experience with Knowledge Managements systems is that each has a customer facing option. We create content on our side and then it is available for our customers to use when and where they have the time.
Knowledge Management Systems are an important piece of a software knowledge transfer. A knowledge management systems allows software development/support staff to create content for dissemination to the internal customers and/or customer base. This report provides an overview of things to consider when looking at selecting, creating and maintaining a knowledge management system. Also included is a compare/contrast of Sansio’s current Knowledge Management System to Parature, the lead in what is being selected to replace it.
As could be seen throughout my blog posting, I had a hard time with this class. It took a while for me to get the AHA Moment that really connected it all for me. I think part of my issue was I was looking at this as a Social Media class and the more I thought about it, the more I knew Social Media was not going to be used in my job. It took a while for me to break out of the Social Media and think about it as Digital Communication, which includes a lot of what I do in my job.
I ended up really enjoying this class and can’t wait to find a way to apply what I learned to my job.