1. Agenda: Student Expectations Developing Social Media Skills - Preparing Graduates for Work Life - Educational Strategies Corporate Recruiter Use

2. Provide course content information ? Provide access to articles and other academic documents? Provide access to the PowerPoint s used in a course? Provide access to course assignment s? Access a homework assignment ? Communica te with the professor? Communica te with other students in the class? Access your grades in a course? Access a video? Access an article? Access a link to an assignment on a social media site? Access a Moodle forum? Provide feedback on an academic project? Provide feedback on your academic performanc e? Very Important 103 120 132 163 166 124 124 149 106 113 113 92 109 112 Fairly Important 138 151 134 112 103 131 147 120 160 155 138 139 137 140 Not too Important 73 47 51 41 47 56 54 46 55 52 61 75 66 59 Not at all Important 23 18 18 20 19 24 12 21 15 15 24 30 24 22 Not at all Important Not too Important Fairly Important Very Important 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Students Perception of the Importance of Social Media Use in Classes 3. 0 50 100 150 200 250 300 350 Access a homework assignment? Provide access to course assignments? Access your grades in a course? Provide access to the PowerPoints used in a course? Communicate with the professor? Communicate with other students in the class? Provide access to articles and other academic documents? The Importance to Students of Using Social Media to Provide Access to ... Very Important Fairly Important Not too Important Not at all Important 4. 0 20 40 60 80 100 120 140 160 My interest in the subject has increased. I was more engaged in the course. I was more successful in the course. The use of social media increased my understanding of the course material. The use of social media increased my interaction with my instructor in the course. The use of social media increased my interaction with other students in the course. Impact of Social Media Use on Students Engagement Agree Neutral Disagree 5. 0 50 100 150 200 250 300 350 YouTube Facebook Twitter Castleton App LinkedIn Instagram SnapChat Comparison of Social Media Used in the Classroom to Students Social Media Use Classroom Student 6. Personal Use of Social Media During Class! Once or more a class period, 20.40% Once or more a week, 32.29% Once or more every couple of weeks, 11.05% Once or more during a semester, 11.33% Never, 24.93% 7. Classroom Integration Our observations and experiences. 8. 1. Define Objectives a. Introducing a topic b. Instructional c. Providing Supplemental information 2. Student Role a. Answering a Question b. Reflection after viewing a video or reading an article, blog, etc. c. Review/practice a process 3. Select Social Media a. YouTube b. Facebook c. Twitter d. Moodle 4. Execute 5. Evaluate 9. VSC Example 1 -- For 2014 VSC Conference YouTube Integration 10. 1. Provide the link to the Video Normandy: The Airborne Invasion of Fortress Europe (D-Day Documentary) http://www.youtube.com/watch?v=ZleB-MUEkQk 2. Embed the video in the PPT Normandy: The Airborne Invasion of Fortress Europe (D-Day Documentary) 11. Extend Life Develop into Story Online Versions 12. *Many to Many *Collaboration *User Generated Content *Fun *YouTube *Course Assignemt *Red Bull * 13. Hertzberg's Theory of Motivation Compare and contrast the two discussion of Hertzbergs Theory of Motivation. (The text identifies and discusses the two factors as Dissatisfiers and Satisfiers, while the video discuss the two factors as Hygiene and Motivators.) 14. 1. Handout / Homework 2. Teams 3. Play a. Practice Round b. Real Game 15. Social Media as a Professional Tool Prisoners' Dilemma and Nash Equilibrium Nash Equilibrium 16. 1) Create a Professional Profile page: a. Determine what information you want to make available to students about yourself. i. i.e., favorite music or books, educational group, professional contact information, and a photo, 2) Creating a course group: a. Create a separate group on Facebook specifically for a course. i. To begin creating a course group, designate a course group name, upload a group profile image, specify additional group settings, and add students to the group. b. Students must be your friend to be invited to the course group. d. By default, groups are closed, meaning that content is only visible to group members; however, the group name, description, events, and members are visible to everyone. 3) Upload Content 4) Monitor Reference: Lego Munoz, Caroline & Terri Towner. "Back to the "wall::Facebook in the college classroom. 17. Table 1: Facebook features: Definitions and educational uses. Feature Definition Educational use Messaging Messaging is internal Facebook email. Privately communicate with students. Chat Chat is similar to instant messaging. Privately communicate with a student in realtime. Instructors can hold virtual office hours using Chat. Wall The Wall is a public writing space. It is the most visible communication feature. Post relevant articles, videos, Web sites, photos, announcements, and upcoming events. Students can respond by commenting or liking a posting. Students can contact you directly on the Wall and questions can be publically answered. Students can answer each others questions. Events The Events function allows the organization of social gatherings or parties. Event reminders are visible on the Wall and News Feed. Remind students about exam dates, meetings, campus speakers, and study sessions. Notes Notes is a blogging tool. Instructors and students can write comments and respond to reading materials, current events, assignments, class activities and study guides. Instructors can tag students in the Note to solicit comments. Instructors with external blogs can use the RSS feed to automatically import their blogs to be posted as Facebook Notes. News Feed The News Feed reports whats happening in your social circles on Facebook. That is, anything that is posted on your Wall becomes visible on your News Feed. Make courserelated announcements and remind students about posted Events. Reference: Lego Munoz, Caroline & Terri Towner. "Back to the "wall::Facebook in the college classroom. 18. * 19. * 20. 1. Identify a local small business that does not have a social media presence. 2. Ask them if they would be interested in having your students design, a social media campaign for them over the course of semester. (Ensure that the business owner(s) realize that they will be involved in the project.) 3. Conduct a: a. Information meeting focusing on the characteristics of the business b. Identify a specific outcome(s) c. Identify benchmark to assess the effectiveness of the social media campaign over the semester. i. increase traffic to the business store/site by X%. ii. the number of followers/twits and attribute that to greater brand awareness iii. Identify something specific that you can assess at the end of the semester 4. Brainstorming session to craft a social media strategy around Refer to Handout 21. Utilize fakebook available through classtools.net to have your students create a fake profile for a historical (for English a fictional) individual. Downside: Unless you get a premium account, you will have numerous ads. 22. Corporate Recruiter Use 23. Very Likely 37% Fairly Likely 42% Not too Likely 18% Not at all Likely 3% Students Expectation of Utilizing Social Media as Part of Their Job Search 24. Never 39% Once 15% Twice 15% Three times 12% Four or more times 19% Use of Social Media in a Current or Previous Job Search 25. Jobvite, Social Recruiting Survey Results, 2013 26. Jobvite, Social Recruiting Survey Results, 2013 27. 78% Of Recruiters Have Hired Through a Social Network Jobvite, Social Recruiting Survey Results, 2013 28. Walmart's Social Media Guidelines Walmart Jobs for Veterans: Hiring Our Heroes Aug 5, 2011 - Uploaded by WalmartCorporate 29. US Navy Recruitment Video | RaffertyWeiss Media USAF Recruitment Ad 'Fuel' 30. * 31. Student Expectations Developing Social Media Skills - Preparing Graduates for Work Life - Educational Strategies Corporate Recruiter Use 32. Bill W. Godair Ph.D., MUS, MBA Billy.Godair@Castleton.edu Ed C. Dansereau, MBA edmond.dansereau@castleton.edu