InstCon16 | Using Social Media Effectively in a Large Canvas Network Course
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InstCon16 | Using Social Media Effectively in a Large Canvas Network Course

Richard Edwards: So today they wanted me to
talk about my uses of social media. In all of the courses that we have taught
on the canvas network we have always used a lot of social media. Before I get started I always want to understand
who my audience is. How many of you out there are instructional
designers? Okay so a fair many. How many of you are more in the administration
or the supervision of the courses and the – pardon? That to. The rest will just be others. My goal today is to be very practical to give
you six tips you can use to improve your use of social media. At any point if you want to interrupt me. Just jump in. I will repeat the question so it is caught
on the video. Today I am going to be talking specifically
about a course I taught last year on the canvas network which was called TCM Presents into
The Darkness: Investigating Film Noir. This was an entertainment course that got
20,000 plus students enrolled. I taught it on the canvas network in conjunction
with both fall state and turner classic movies. We had a fairly strong completion rate that
based on mute metrics were 10.1 percent but then when we drilled into the data deeper
we found out that if student took quiz 1, which for me is the mark of student engagement. It doesn’t matter how many students signed
up. How many students actually did the first week
of modules and then even bothered to take the first quiz. Of those students who took quiz 1, 60 percent
of the students achieved a certificate. So I felt that we had a very high completion
rate. In the discussion we have had with both turner
classic movies and Canvas. One of the major elements that they thought
was very successful about the course was the use of social media. Now in order to address the question of social
media – and I know everyone is running a little bit late because the keynote went long so
I will let people find their seats because we have really just barely gotten started. For those of you that just came in I am talking
about a [Phonetic][03:00] mooch that I did last year with 20,000 plus students. Now I am going to get into some of the design
aspects behind that course. So when I am working on these types of courses
I have a very simple goal which I am sure is shared by almost all of us. Is just design an effective learning experience. Now in my course I had three interlocking
considerations. One I had a cable television film festival. So in June and July of last year Turner classic
movies showed 120 Film Noirs at a 24-hour festival every Friday and the course was tying
into that film festival. So it was the first time even though my background,
my background is I have a PHD in film studies. I have taught Film courses before. I usually teach one film a week in a film
course. This was a course where I was teaching nine
to ten films a week. Fully knowing that not all students were going
to watch every single film but it was a bounty of riches that I had to consider in designing
the course. The second we wanted a heavy social media
presence, which is going to be the focus of this talk, but also we wanted to develop the
most effective use of the canvas network that we could. So basically, for those instructional designers
out there, I had a course that was using short video lectures, readings, audio podcasts,
daily doses of darkness which I will explain in a minute, a twitter with a unique hashtag
#noirsummer, used TCM message boards. Now this is going to be important for part
of my talk which is we did not use the discussion boards and canvas network exclusively. Part of my argument with social media is leaving
a public trace of your student work. So a lot of the activity was directed towards
having students comment on the TCM message board. Which is still going. Including, I checked it for this talk, this
most recent posting, this course has been done for a year, was posted yesterday. On the TCM message board. So these types of social media courses can
continue to have a prolonged lifespan after they have [Inaudible][04:34]. So what I had to build was a learner’s centric
ecosystem. So within these three very different footprints
online., twitter, and I had to figure out a way to use social media
to tie all this together so it didn’t feel like three different experience but one unified
effective learning experience towards that end. I think that we were very successful on twitter. I published the statistics here to just give
you a sense of a scope of how we used twitter. So we had 20,000 students. Let’s for all practical purposes call it
7,000 active students which half of those got certificates produced 26,000 tweets during
the course. Which averaged out to about a little over
600 a day. We had 3,000 unique contributors on twitter. Which lead towards a tweet reach. These are kind of our last two statistics
are ones that come from social media aggregation services. A tweet reach of 6.2 million and 53.1 impressions. Which means that when a tweet was posted or
retweeted it was theoretically viewable by 53.1 million people. Whether or not they actually did see it is
not how that statistic works. Still it shows that the learner centric ecosystem
can really drive a lot of activity of where I am more of an orchestra conductor of say
a sage on a stage. So tip number one if you are starting to use
and want to use social media in your course. I have been using social media in my course
since 2006. Just focusing on the TCM course but a lot
of these lessons go back over a decade of using social media tools. Facebook, Twitter, Instagram, Tumblr, you
name it. My first one is doing not just add social
media. If you are just adding social media it is
just something for your course to have a cool effect, or you think it is going to be hip
for your students. It is not going to work. I have never found it to ever work as just
something you add. Social media should transform your design. So for me the key question becomes the first
one. Is are you thinking about how your courses
operate, not just as courses, but as online communities? If you think in terms of online communities,
then your course can effectively use social media because you are going to use it differently
and it is going to affect your pedagogy. To me it then leads to the second logical
question for me. Is does it change your course design? Is social media in the center of your design? Or is it on the periphery? For me I think it needs to be in the center
of your course design. To the extent that even if you didn’t use
social media it would drastically change your learning outcomes. It is hard to do because you have to take
a leap of faith especially if you do not have a lot of experience with social media. As a corollary do not just add social media
I am honestly saying that I have had a lot of stumbles along the way of ten years of
doing that. It will be scary and you will make a lot of
mistakes if you haven’t used social media before. Or even if you have and haven’t been satisfied
with it. It is something that gets better over time. You get more and more use to what the benefits
are. My other tips will get into what the slices
of what I think are the special ingredients of social media. Then finally would it change your teaching? Would it change the way you act as an instructor? Would it change the way that your students
think about what their role is as a learner? My second take away from today is to think
about personalizing a learning path. This is an interesting thing that really has
come up mostly because I have been teaching moons for the last four years. Now I am in a unique situation where I run
a research unit inside a center for teaching and learning so I don’t have to teach a
traditional course as part of my work load. So I have been teaching a lot of experimental
courses to study things such as the effect of social media. As I have taught more and more moons. The first thing that really jumped out at
me is when you have 20,000 students you have to think about how many different categories
those 20,000 students fall into. One size does not fit all. So I really started to put together learning
paths and I find canvas network to be really well designed to support learning paths. I will talk about that on the next slide. Different students will have different learning
goals. Why did they join the course when? How much time are they going to invest? I believe in designing online courses, especially
ones that are moons, that can have a range or a spectrum of learning outcomes. So that if someone only wants to be in the
course a couple hours a week and someone wants to be in at ten hours a week. They are going to get to very different learning
outcomes at the end of six to nine weeks. I want to design courses that have that type
of flexibility and customizability. So the way I created personalized learning
paths was just using the innate capacities of canvas. So I did this on my own. I am not great at HTML and CSS. Although I will have to admit the canvas team
was very helpful with me on some of the CSS design. But I just used pages. I used pages to create for my learning pathways
survey I had these, I believe, it is nine questions. One, two, three, four, five, six, seven, eight,
nine. So these nine questions. Most of them had two to three branching answers. So I had to build nine pages that just had
the questions and then I built out the branching pages. Then I built the custom navigation at the
bottom just using simple HTML tags. Just next page, previous page, home. Just built that at the bottom of my page. Also designed it to look good on both the
web and the mobile. So this learning path survey looked fabulous
on a mobile device. I asked the students these questions. When did you join the course because of my
moons you have the option of enrolling all the way up to the 50 percent mark of the course
so they will have a different set of responsibilities than someone who joins the course at the beginning. I asked the students what best describes their
learning preferences. Now this is something that I am very passionate
about. I believe that, I mean there is probably dozens
of ways to cut this, but in the learners survey I kept it very simple. I said “Do you like structure and linear
instructions or do your kind of like chaos and messes” Because I can design the course
in both ways. I can tell you exactly what to do or I can
say explore. When students identified which one they wanted,
while the person who likes the linear experience, I asked them to just due the modules in order
and do the pages in order. For the exploratory messing around student
I said don’t beholding to that go into the module setting again in canvas network and
jump around on the pages. Go explore what you want to explore because
that is your learner preference. Students really appreciated that because I
was aware that there was going to be different sensibilities among the learners. I asked how familiar you are with the course
subject matter. I teach moons, this doesn’t apply to all
courses, but in the TCM course I taught last year I had over 200 college professors take
the course out of the 20,000 students. There was no way I was not going to use 200
college professors as my secret team of TA’s. There is just no way no how I am going to
that. So out of the learner path survey it helped
me identify who my PHD holders were and who were my active teachers. I empowered them differently. I started to email them and have offline discussions. I asked them to take the lead on discussion
board postings because they could moderate. You have the same credentials I do as the
instructor please help me moderate on the discussion boards. I think it is unimportant on Mooks especially
that some learners are coming to experience how another faculty member teaches this kind
of course. We sometimes forget that that type of student
can sometimes flip a switch and become instructor. I asked what are your habits on discussion
boards. I think there were three habits on discussion
boards. There were people who loved to post. They were heavy posters. I said “Do you like to post a lot on message
boards?” The inverse of that is “do you just like
to read message boards, you are not really a poster, but you want to see what everyone
is saying.” Then I had a third category. “You are somewhere in the middle, you’ll
post if you are excited about the topic, but you will also just read and contribute.” Each one of those students got a different
one of those instructions from me on how to use the message boards. On the message boards, as you will see in
the talk, we had over 18,000 posts. So I didn’t need more posters. I actually needed more readers. I needed more people to engage the content. TCM message boards have a like button. So I was like if you like the post please
upvote it and I need people to just do that. I don’t necessarily need everyone to post. I need some students to curate the information. Again my learning path survey got me there. I asked people if they were a subscriber to
TCM because that would access the film festival. For students that couldn’t be in the film
festival it turns out that there were 68 major film noir movies in the public domain. So I hand curated through internet archive,
or We had our own online film fest completely
in the public domain and some of which were major films. Films by Orson Wells, films by other great
films noir like DOA and so forth. Even five of the films that were actually
on the TCM festival on air were actually also in the public domain. So you didn’t have to be a subscriber. I created a secondary course experience for
non-TCM subscribers. I asked people if they currently used Twitter. Gave people different advice for first time
twitter users, twitter power users, or people who were skeptical about twitter. Gave different instructions so it was feeling
that it was customized. Familiarity with the Canvas network. I think that we forget about this. How familiar in an open course are you with
Canvas network because I will push people who are not familiar with the platform to
at least watch some of the great support videos that are out. Canvas network I think just has tremendous
videos that help first time users but if you already know the canvas network I don’t
want you to even be seeing that. If you have already been taking a lot of another
canvas network Mooks just, please move right on by. Finally, I asked if they were interested in
a certificate of completion. I think we assume this far too often that
if someone signs up that they just always want a certificate. I believe strongly a lot of people take moons
to the equivalent of auditing a college course. So I gave students permission not to get a
certificate of completion. What we did through a variety of metrics,
we had about six different ways that we studied how we considered that a student was live
in the course and it was from Twitter, it was message board usage, it was from response
to an email thing that we did, and it was also in access to Canvas. To the best of our knowledge using all of
those metrics we had 7,000 users active in the course on the last day in the course. Now only about 60 percent of those students
actually wanted a certificate. The other 40 percent took my advice saying
just join this course, don’t take the quizzes, but get the knowledge. Participate when you want to. I think we had close to 3,000 students who
took my advice again off of this. Third point I want to bring up is use social
media to create persistent learning habits. I believe one of the best things we can do
online is to teach students and learners to develop a daily learning habit. It is one of my areas of research. I am very passionate about it. I believe in micro learning. When I was talking early on with TCM and the
canvas network, I said “I want to have, every morning, when students wake up in the
morning and email in their inbox that is just a five-minutes moment of learning that is
delightful, that is interesting. Instead of just going to the sports section,
the comic book section, or your horoscope you are going to be looking forward to my
short little email.” Because it is going to be short. It is going to be to the point, but it is
going to want to awaken an interest as why you even signed up for this course in the
first place. Related to that it reminds me to always remind
anyone that works with social media, active on social media, this doesn’t work by osmosis. It is a lot of work and we can get into that
in the Q and A. I was online every day that the course was taught, in all of the channels. Then create a sense of online community. Towards this end we created this project. The Daily Doses of Darkness. The Daily Doses of Darkness were my micro
learning five-minute email you got in the morning. So we used TCMs email vendor to send out the
email. We designed a beautiful – this is what the
email looked like. We designed a beautiful email template and
on Monday through Thursday of the course you were emailed a three-minute film clip, a curators
note about why that clip is important in the history of film noir, and three discussion
questions. What it ended up doing was we got 109,000
views on YouTube and it generated 10,500 posts on TCM, and another 6,000 posts at Canvas. I thought it was very successful. It generated a lot of energy and a lot of
learning. Every morning that we released the Daily Dose,
our Twitter usage went really high. You could see the moment… My favorite part about this course is I could
see time zones as people were waking up. You could watch it spike in the mid-west,
in the mountain, in the pacific region. It would roll as people were waking up, opening
their email, and then they would jump on their twitter to discuss that days Daily Dose. The key success point of the Daily Dose was
it was short and it was fun. If it was anything else I don’t think it
would have worked. It worked because people like watching a short
video clip. They like having the curators note on each
clip was no more than one paragraph. I could have talked for 500 pages on every
clip. TL; DR, right? That is all you need. Then three discussion questions. Those three discussion questions generated
tens of thousands of posts. It is absolutely fantastic. So we did a student survey at the end of the
course. The survey data was very strong with the design
that we selected. So 93 percent of the students thought it was
the right length as a learning module. They loved five minutes. Five minutes matched. Three minutes for the clip, about a minute
to read the thing, then if they wanted to post they could post just a quick tweet or
jump on the message board. I really wasn’t asking for much more than
five minutes. Of course what happens when you ask for very
little, you get a lot. So I had some students post voluminously on
media, on the message boards, but that was their choice. They didn’t have to. The other part is for all this engagement,
none of this was graded. I don’t think it needed to be graded, so
I didn’t grade it. You are going to do this because you are interested
in the topic and you are going to learn. You are going to do this because it is the
right thing to do not because you are fishing for some grade or some type of instructor
approval. Then I let the community curate it. The students were thrilled when their comments
got upvoted. That’s what they were seeking. They weren’t seeking my approval they wanted
to add value to the community. When the community upvoted them, that’s
when they would tweet “Oh my god. I just got, people are just, I got 20 likes
on my comment.” They would tweet that and I thought that was
great. The We thought that was the right frequency. We did four days a week. That was just because of my teaching design. Friday was the film festival and we didn’t
want the daily dose to take away from the TCM festival. So since the festival was on Fridays I did
Monday through Thursdays. I think you could do it Monday through Friday. I don’t think four is a magic number, but
I don’t think it should be more than that. I think that they liked that it didn’t feel
onerous at any point. Then 71 percent of the students said they
had the choices of I learned nothing, I learned a little, I learned a lot, or no comment. Those were the four choices like [Inaudible][22:09]
scale. 71 percent of the students chose I learned
a lot from the Daily Doses. So I thought that was great to find that it
started to indicate that if you put together these micro learning moments we ended up having
32 Daily Doses over 9 weeks. Those 32 five minutes added up to something
more than the sum of the parts. It became a whole separate learning experience. So the fourth tip that I want to give. How many people here have been designing courses
with social media? Okay some. The one thing that I find generates the most
passion among my students is when I live tweet. Now I am teaching a mook. The mook by definition has to be asynchronous
right? All the videos are pre-canned. All the canvas pages, and they were delightful. TCM gave us photos for us to use. Archival photos for us to use. So my pages looked beautiful. It was like an illustrated passion book. I had copywrited approval on great film stills. You never get that. That is because I had a corporate film partner. My pages looked like pages out of passion
art book. Those are pre-canned. So I had pre-canned pages. So you are looking at pictures, looking at
text, watching videos. I had a gorgeous set of video lectures that
[Inaudible][23:24] state, with the help of Steve Schuler, produced. We shot him in a 1930s classic movie theatre
in Anderson Indiana. I had great moments but it was all pre-canned. The moment I was actually teaching was when
I was live in social media. I do it in a lot of different things. I can do it as an “Ask me anything.” I can do it as a tweeting during a live event. Now for TCM its live tweeting of a movie. So once a week I would tell the students which
Friday night move I am going to watch in real time and I tweeted as I was watching the movie. That was the biggest student fan fair because
they were seeing the film through the instructor’s eyes and as I was watching it I would say
“Oh look at this shot.” Or “Notice how this is one of the things
we studied about, the structure of Film Noir this year in terms of structure” and so
forth. You can also use it for live discussion and
debate. You can also use it to review the course material. I know many of us when we were in grad school
we lead those on discussion sections at the end of a large survey course. Where students will come for the exam review. You can do an exam review on Twitter. It works just as well as if you have people
in the room. I think it helps to announce the times that
you will be online. I think you can prepare for the live event
with pre-created media events. So when I live tweeted a movie I created at
least 30 tweets ahead of time that I just strategically tweet out. Usually with images from the film that I have
already taken from the video. So you can prepare stuff and then I also want
to remind everyone if you haven’t done a lot of social media. Two tools that I think are indispensable for
efficiency. One is Storify where you can take a lot of
student tweets under a similar hashtag and then you as an instructor can create a unified
media story about it. Or Tweetdecks where you can really follow
in multiple columns on your laptop all the activity that is happening around your course. I just find those types of tools to be very
useful. One of the pieces of advice that social media
professionals have been telling me for a lot of years is still to just use a single hashtag. I notice a lot of desires sometimes is this
assignment has one hashtag, and this event has a hashtag. Just create one hashtag for your course. I think you will thank me later for that piece
of advice. Number five is use social media to be more
open. One of the reasons why I really wanted to
use the TCM message boards is they are public. They are still running one year later. They don’t archive when the course ends. Now there is other public message boards out
there I just so happen to have a corporate board client that has a message board system. Then the student work becomes a new online
resource. It becomes something other people online can
refer back to and learn from. I think for many of you especially if we were
taking one of the points Mark [Phonetic][26:30] Penske brought up in his keynote today about
more project oriented work. Social media is the way to connect your course
with broader publics. It is not just left to the students that are
in your course but to other people who might come across your hashtag. Then you can also add this material to the
public domain, and/or canvas commons. So the final takes away before I open it up
to questions is number six which is something that I am also very passionate about. Something I have thought about for a long
time. This one I would like to set up a little differently
than my other points. When we have moved to things like the canvas
network. We do so for many of us in the room as people
who are trying to move from one model we have always taught it. The live face to face classroom to the online
classroom. We try to take as many bits from that first
experience into this other world. The one that I always think we forget about
is when I really think about when I am teaching, is why is it when I teach a night class I
can never get to my car for 30 minutes. I don’t understand that. I finish the lecture at 9, I want to get home,
I am tired and I can’t get to my car for 30 minutes. It is because I get stopped at the stage,
I get stopped in the hallway. When the students see you, they don’t just
see you as a subject matter expert but they want to build a relationship with you. They want to maybe get a letter of recommendation
from you. They might have a question that may not have
to do with the thing but maybe one of your other areas of expertise. Online learning should be like that but I
don’t think we create in my metaphor enough hallways so that students can kind of, online,
come at us and ask us questions that are off the wall. Maybe are not exactly on point. Or just here is the other one why people stop
you at the end of a class that are only of intense interest to that once student. They might have a real narrow thing that they
don’t want to bring up publicly but I use social media for that type of hallway. I like to think about it as an analog for
relationship building and connection with students. I use social media that way. I sometimes just tell students “Hey I am
on social media. If I have a few minutes during the TCM course.” I just went on twitter and just said “Ask
me anything. Turns out I have an extra 30 minutes.” Just tip me or follow me and then I can also
direct message you. I did a lot of direct messaging to students. Which means the communication is not public
and twitter is very useful for that. That is really good for relationship building
for things that you want public. Things that you don’t want public. The other thing I can use direct messaging
for is there is always a subset of students. I have about 50 students from the TCM course. They are kind of like my online posse, that
they are just diehards of whatever it is that I do. I will direct message them on my private email
because I am like we should stay in touch. We have a relationship now. So it is part of that thinking. So as I start to transition into questions
for the last ten minutes. If you are interested in seeing the experiment
done live again. I am teaching another course with TCM in late
August of this year called Painfully Funny: Exploring Slapstick in the Movies. This is my follow up to the film noir course
but I am redoing all of the social media experiments. The course is free but if you want to join
just to see how I do it, to see how the student energy works, to see how much time it is. If you wanted to just back channel email me,
or ask me on twitter how I am doing it. Last year based on the TCM course there were
at least five instructors who I just talked to, even two of them on the telephone that
just said “Oh my god. How do you do this?” The only metaphor that I can think of is I
am an air traffic controller just trying to make sure none of the planes fly into each
other. I am pushing a lot of tin but it is also a
lot of fun. A lot of evenings just to be very plain spoken
about it. I sit at my computer with Tweetdeck open. With eight columns. I am just like just talking across channels
and to various different students. So those are my six power tips to adding social
media. I know it is a quick talk. I only had 30 minutes but I did want to leave
time for questions. So there is about nine minutes left for questions. Are there any questions out there? Audience: [Inaudible][31:00] Richard: Yes. Yeah and that is a tough one. We also have Hillary Milander here from Canvas
network. Right here in the third row. We have had this conversation a lot. Feel free to jump in on this one Hillary. Here is my feeling on it and I think this
is, you know, canvas network to me is the hub. That is where your students are going to identify
that’s where the main course is. It’s like the classroom. This might apply mostly to the open courses
on the canvas network. Once I send them back to the hub there is
a broader world out there. With twitter, with instagram, with Facebook. Those exist outside of canvas network. There is not really any tied integration with
it that directly ties in. So you are frequently going to find yourself
on canvas pages saying go out and tweet. We know you are going to be leaving the LMS
to do that, but at the same time the hashtag for your course ties it all together. That was the part I was trying to get at with
the earlier slide here. The issue here is you have twitter, you have, and you have So I had three landing pages on the web. I have 20,000 students that I am trying not
to get confused. They are asking the same question “Where
do I go? Do I goto Do I go to TCM? Do I go to Twitter?” The answer was always go to first. Designed a course with clear instructions
that say at certain points you will leave the LMS to tweet, you will leave the LMS to
make a discussion board, but you will always come back here because this is where the course
pages are. This is also where the announcements and the
email center is. So that’s the way I have always reconciled
in my brain. I think once you are online I like kind of
like this idea of a learning ecosystem of which the glue that holds the ecosystem together
is the Canvas network, but it is not only the destination. Did that sound like the right answer Hillary? Hillary:: Yeah the only thing that I would
add [Inaudible][33:31] Richard: Yes. Hillary:: [Inaudible][33:32] Richard: Mmhm. Hillary:: [Inaudible][33:50] Richard: Mmhm. Yeah. Right. So just to repeat the questions because I
have been asked to repeat the questions. The audience isn’t mic’d. So what Hillary was saying was – live it
is going to be redundant – was that social media then becomes a second space for the
empowerment of the students. In many ways it is an amplification of the
learning environment. I love that idea still, you know, connecting
with the idea that when we are on these open networks we can have this broader impact. The first question, in case the answer didn’t
match the question. The first question was about how does this
work in relationship to canvas network. Which was kind of like that right? What was it? Audience: Basically [Inaudible][34:44] Richard: Oh yes. Right. So why send people out to twitter instead
of message boards, so just rewind the video now and you will get the right answer. Next question. Audience: [Inaudible][34:59] Richard: Yes. Yes. Audience: [Inaudible][35:06] Richard: Yeah it is a great question. The answer is sort of because we have really,
it is a project that every year we do this. We are trying to get ever better at identifying
how these designs of learning environments are working. We did a kind of qualtrix standard qualitative
survey of message board usage to see if the entry responses matched actual behavior, and
the truth was in terms of self-organizing behavior students who said they don’t post
a lot, actually did not post a lot. People who said we like to type as much as
Stephen King likes to type, they typed as much as Stephen King likes to type. So in terms of that, that worked out. I agree that we probably at the next level
of refinement need to understand what that curatorial experience is. My only evidence here would be anecdotal at
this point. One of the fascinating parts of social media
is how much social media became a space – so what is interesting is the TCM message board
is a standard threaded message board. We would publish a Daily Dose. The first Daily Dose which was on the great
Peter Lori film M from 1932 from Germany got 2,000 threaded discussion board posts. Instantly the students went to twitter saying
this is too much. Many of us have been there. When a message board get too much traffic
it is like too much information. So it is almost like no information at all. On twitter people started to use twitter to
untangle the mess. Part of it was interesting in that the students
kind of self-regulated saying “Posters that are really just saying ditto comments, probably
don’t just repeat things.” And part of what I enjoy as an instructor
and as a researcher in online phenomenon. I kind of step back from that. I think people might want to assert a heavy
hand. I like to see that stuff develop organically
and so the community, because it was so large and so vibrant with so many experts. That is the other part is not only were there
academic experts, you had long time fans at TCM network that has been around for 20 years
and there super posters really enjoyed the course, but they were probably more like fans. Or more like knowledgeable civilians. So they wanted to make this source useful. So you had trained PHDs and just die hard
brilliant film fans and they self-regulated. So then by the end most of the Daily Doses
were only getting 500 posts a day, which some people would say well that is not successful,
it is like no that’s what the community felt was the proper level. 2,000 was too much and people started to complain. So twitter became the conversation space to
solve these other course mechanics. So I thought that was another way some of
us might not think about social media is allowing the community that’s a community space almost
like having a community meeting. Where you can come up with new rules. Audience: [Inaudible][38:29] Richard: Yes. Okay. The question was about, no I remember the
question. So I am sorry again people watching on video
you have to rewind. He asked about if I had any evidence about
the impact of students that were only in the curaton mode of the message boards, what they
learned and took away from the experience. Okay? Next question. I will try and repeat this one first. Are there any other questions? How much time do we have left? Audience: About five minutes. Richard: Oh five minutes. Yes? Audience: [Inaudible][39:00] Richard: Mmhm. Yeah. Yes so I have experimented with pretty much
everything. Facebook was fascinating in this course. Facebook was almost used exclusively in my
TCM course for study groups. The students would love to email me and they
wanted, this is the part that is just always fun, and I don’t have a set policy on this. So we had in this course about three big Facebook
discussion groups. Each one emailed me prior saying please we
want to add you on Facebook but we only want to have like me and my 50 friends like private
access to you. I was always torn about it because I am like
“Should I just be a Facebook friend with these study groups.” I thought that was fun. We also had because it was probably connected
to TCM. We had groups like Flavor Wire which is a
well-known web curation service. They created their own study group that they
hosted at Flavor Wire which I thought was just kind of a nifty thing. We also had a lot of people amplifying the
course message through Instagram and Tumblr. The one other part did I think your question
gets to which is “Did my course experience have other experiences with other social media?” We also created one discussion board in canvas
to list only blogs that were directly relevant to the course. We had about 300 blogs that were regularly
maintained by students. I wanted to have a blog roll so we used canvas
discussion boards so students could paste the URL link and then try to get readers to
the different blogs that were live blogging the course. So does that answer the question somewhat? Yes? Audience: How do you grade the students? Richard: Right. In social media I don’t. I do not grade the social media work. That is a tradeoff. There is no way I have figured out yet, at
these volumes, to grade the work. So I get all of this activity, on the message
boards and on twitter with no grade being involved. I make the argument on the first page of the
course saying you will be doing work in this course that will be publicly reviewed but
not instructor graded. I am using the wisdom of crowds to determine
whether or not this information is viable or not. I am definitely open if anyone has some tricks
for how to grade this, I have never figured it out at theses scales. At 26,000 tweets, I don’t have a clue on
how to grade it. I am just always excited to share how excited
the students are to do this work. They are doing it as part of their learning
and they aren’t expecting a grade in return. Well thank you everybody. I appreciate you all coming this morning.

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