Support Files for My Module of DevLab Social Media Pedagogy and Assignments Workshop

Twitter_logo_blueAs part of DevLab’s 2014 Workshop Series at Georgia Tech, Valerie Johnson and I will be leading a discussion today about the use of social media strategically as a part of our pedagogy and tactically in our assignments. We encourage Britts to share their approaches to social media use during the workshop, raise questions about the use of social media pedagogically, and brainstorm new approaches for social media use in the classroom (repurposing, developing literacy, collaboration, asynchronous discussion, participation options, etc.). I am including my workshop notes and files below.

Notes

  • I use Twitter in the classroom for collecting thoughts before discussion, reflecting on reading before writing formal summaries, encouraging discussion/backchannel between students, and demonstrating ways of turning social media to our own purposes (collecting individual thoughts/dataset, professional discussion, and transforming/translating compositions from one media form to another).
  • Discuss WOVEN (written, oral, visual, electronic, and nonverbal) potential for social media platforms including Twitter.
  • William Gibson, “the street finds its own uses for things,” from “Burning Chrome” in Omni, July 1982.
    • Repurpose social media for our needs, purposes, and use.
    • Use social media to collect data, build a data set, and cite data in future self-focused research projects.
  • Develop digital literacy–understand how the technology works, use the technology in different ways, see models of different uses of the technology, and critique how others use the technology.
  • Audience awareness–public facing, multiple audiences, and unintended audiences.
  • Ephemerality and permanence.
  • Examine how the medium effects/shapes/is the message. Mention Marshall McLuhan’s Understanding Media and “the medium is the message.”
    • Transform compositions from one medium to another, share these transformations with peers to observe reception, and discuss how the message might change, lead to misunderstandings, or be more effective (e.g., Twitter > Storify > poster > essay).
    • Explore how we can use rhetoric to maximize each medium’s possibilities to persuasively communicate our message to audiences.
  • Bridging discussion across sections of the same course–especially for students on-campus and off-campus (Summer Online Undergraduate Program–see LMC3214 syllabus below).

Files

Spring 2014 Classes and First Assignments: ENGL1101 and LCC3403 at Georgia Tech

This semester, I am teaching three classes at Georgia Tech: two sections of ENGL1101/English Composition I and one section of LCC3403/Technical Communication.

My ENGL1101 class focuses on learning about rhetoric and multimodality with the neurosciences and evolutionary psychology. My LCC3403 class focuses on a hands-on and collaborative approach to user-centric research, design, testing, and revision.

In both classes, I have revamped my syllabi to try new things such as new parameters for the first major project in ENGL1101 (Twitter, Storify, Poster, and Essay) and a more guided approach to the first major project in LCC3403 (designing a Lego model, creating instructions, testing instructions, and revising instructions). I made changes in both classes based on my observations and reflections and my students’ course survey (CIOS) comments.

You can see my Spring 2014, ENGL1101 Syllabus and first major project assignment (Writing the Brain for Success with Twitter, Storify, Poster, and Essay) here: ellis-jason-2014spring-engl1101-syllabus and ellis-jason-engl1101-01-assignment.

And, you can see my Spring 2014, LCC3403 Syllabus and first major project assignment (Lego, Haptics, and User-Centric Design) here: ellis-jason-2014spring-LMC3403-syllabus and ellis-jason-lmc3403-unit1-assignment.

It’s the second week of classes and now things are in full swing. I am looking forward to seeing what my students create, do, and learn. If you see me carrying around Yorick to/from ENGL1101 or boxes of Lego to/from LCC3403, ask me how it’s going!

Join Me and Fellow Brittain Fellows Mollie Barnes and Marty Fink for “Engaging Students via Class-Related Social Media” Brown Bag

CETL Engaging Conversations Poster.

Register at the link below to join Brittain Fellows Mollie Barnes, Marty Fink, and me at the upcoming Center for the Enhancement of Teaching and Learning (CETL) Engaging Conversation Series Brown Bag: “Engaging Students via Class-Related Social Media.” Mollie, Marty, and I have some great pedagogical stuff to share and discuss with the brown bag participants on using social media, questioning the use/purposes of social media, and engaging students with social media. I hope that others will share their approaches and ask awesome questions.

Writing the Brain Assignment Poster.

In my presentation, I will discuss my “Writing the Brain” assignment [ellis-jason-engl1101-01-assignment] from my ENGL1101 course at Georgia Tech. In this assignment, students use different media to express their thoughts on Twitter, Storify, a visual poster, and a five-page essay. I have adjusted the assignment this semester so that instead of charting their thoughts overall, they now focus on those thoughts related to their academic, professional, and life goals. Also, I no longer require them to use ComicLife for the visual poster–they may use it or any other software for creating a poster with photographs and drawings of their own creation. The poster embedded at the beginning of this paragraph explains an earlier iteration of the assignment.

The information and registration link for the event are included below.

ENGAGING CONVERSATIONS SERIES

Engaging Students via Class-Related Social Media

October 2, 2013

12:00 to 1:00 p.m.

Student Center, Piedmont Room

Brown Bag Luncheon

Song of Myself and Social Media: 

Teaching Reading Practices through Tweets

Mollie Barnes, School of Literature, Media, and Communication

Writing the Brain: 

Using Twitter and Storify in a 

Multistep and Multimodal Project

Jason W. Ellis, School of Literature, Media, and Communication

Autobiography of the Selfie: 

Multimodal Engagements with Instagram

Marty Fink, School of Literature, Media, and Communication

The Georgia Tech Brittain Fellows are collectively leading the way on campus with the use of social media in their classes.  In this session, three Brittain Fellows will highlight how they are using Twitter, Storify, Tumblr and Instagram for teaching and learning.  The Fellows will provide brief demos of the platforms, share their experiences with student assignments that range from using tweets as reading notes to semester-long projects that integrate social media with posters and essays, and discuss the challenges of FERPA.

REGISTER

Curating a Conference Backchannel with Storify: 2013 SFRA/Eaton Conference in Riverside, CA

SFRA-logoWhile I was unable to attend this year’s Science Fiction Research Association Conference, held in conjunction with the biannual Eaton Conference this year, in Riverside, California, I was able to follow along with the goings-on thanks to Facebook and Twitter. As you might know, I am a big fan of Storify as a digital curation tool, so I thought it would make it easier for me to catch up and create an archive of the tweets made during the conference with the hashtags #sfra or #SFRAton (thanks to Glyn Morgan for that one). Unfortunately, I found it too time consuming to try to incorporate #eaton posts, because it is a widely used hashtag by different communities. A word of advice to all future conference organizers: plan ahead by researching available hashtags by seeing what’s unique and unused in the Twitterverse (at least as long as Twitter is a viable backchannel tool–otherwise, go with what works best!).

If you have never used Storify before, you should check it out. Simply go to storify.com and either create a new account or login using your Facebook or Twitter account. Choose to “Create a new story,” and then search among the different social media and web options in the right column. In this case, I searched for #sfra and #sfraton under Twitter. I then loaded all of the publicly available tweets and choose to add them all to my Storify Story (in the left column). Finally, I reordered the tweets chronologically and added a title and description before choosing to publish the Storify Story. What I did is very basic. Storify’s power comes from the ability to intermix/remix tweets with links, photos, and your comments added within Storify. It would be great if other SFRA members who attended the conference to create their Storify Story that includes more comments or photos from the various events.

Follow the link below for my Storify curation of the conference and many thanks to all of the SFRA members who diligently reported on the awesomeness of this year’s conference!

[View the story “2013 Joint SFRA/Eaton Conference in Riverside, CA” on Storify]

Assessing Multimodality: Navigating the Digital Turn Tweet Round Up on Storify and a Picture of Me and My Pedagogy Poster

My Pedagogy Poster on "Writing the Brain" at Assessing Multimodality Symposium.
My Pedagogy Poster on “Writing the Brain” at Assessing Multimodality Symposium.

Today, the Georgia Tech Writing and Communication Program and Bedford St. Martins hosted a symposium on Assessing Multimodality: Navigating the Digital Turn. I co-presented a workshop with Mirja Lobnik on Multimodality and Perception and I presented a poster during one of the day’s sessions. Many of us were tweeting our experiences at the symposium today, too. Click through the Storify embed below to virtually experience the symposium 140 characters at a time.

[View the story “Assessing Multimodality: Navigating the Digital Turn Symposium” on Storify]