The plugged-in professor : tips and techniques for teaching with social media
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書誌事項
The plugged-in professor : tips and techniques for teaching with social media
(Chandos social media series, 6)
Chandos Pub., 2013
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Includes bibliographical references and index
内容説明・目次
内容説明
New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.
目次
List of tables and figure
List of abbreviations
Acknowledgments
Preface
About the editors
About the contributors
Part 1: Writing, research, and information fluency
Chapter 1: Writing for Wikipedia: co-constructing knowledge and writing for a public audience
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 2: Organizing with Pinterest and Delicious
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Organizational/Goal resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 3: Students' inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 4: Collecting and analyzing primary sources
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Instructions for students - sample for class with a single blog
Approximate time required
Required resources
Technological requirements
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 5: Unraveling the research process: social bookmarking and collaborative learning
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Second class session
Third class session
Fourth class session
Final assignment
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Part 2: Communication and collaboration
2A: Communication, oral and written
Chapter 6: Using Wimba Voice Board to facilitate foreign language conversation courses
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 7: Web conferencing and peer feedback
Abstract:
Discipline/Academic areas addressed
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Chapter 8: Learning through YouTube
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 9: Wiki-workshopping: using Wikispaces for peer writing workshops
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
2B: Collaboration
Chapter 10: Using persistent wikis as a pedagogical resource
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 11: Social media and public speaking: student-produced multimedia informative presentations
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 12: Collaborative presentations using Google Docs
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental material
Chapter 13: Cooperative study blog
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Option 1 Make the students responsible (recommended)
Option 2 Do it yourself
Appendix B Tips for posting to the blog
Appendix C Studying with the blog
Part 3: Critical thinking and creativity
3A: Critical thinking
Chapter 14: Using Facebook to apply social learning theory
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 15: Technology as a tool to develop problem-solving skills in general chemistry
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Chapter 16: Communicating experiential learning through an online portfolio in Tumblr
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 17: The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
3B: Creativity
Chapter 18: Mobile digital storytelling in the second language classroom
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Cultural aha moment
Chapter 19: Creating a video dialogue with streaming video clips
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 20: Remix as an educational activity
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 21: Using Twitter to assist students in writing a concise nut graph
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Part 4: Integrative learning
Chapter 22: Using simulation, video sharing, and discussion threads for practice-based skills
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 23: Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 24: Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Supplemental materials
Chapter 25: Using opinion leaders on Twitter to amplify PR and marketing messages
Abstract:
Discipline/Academic areas addressed
Instructional purpose
Student learning outcomes
Prerequisite skills and knowledge
Step-by-step directions
Approximate time required
Required resources
Variations on the basic theme
Observations and advice
Index
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