Special #MacroSW Chat October 28th at 8pm CST

Laurel Iverson Hitchcock (@laurelhitchcock) and I (@JimmySW) have designed a social media assignment for social work students that involve students watching a documentary and then participating in a live Twitter chat. The assignment is meant for a policy or macro class and involves students watching the documentary Inequality for Alland then participating in a live Twitter chat on October 28th at 9pm Eastern Standard Time or 8pm CST.  We have partnered with the wonderful folks that conduct the #MacroSW chat for this special event and will be using their hashtag #MacroSW to facilitate the live chat.

We are interested in piloting this assignment in classrooms across the country and hope that other social work or human service educators might participate by including the assignment in class and providing us some feedback. Of course if you would rather just join the Live Chat only, that would be wonderful as we hope to have many individuals participate.

 

 

The assignment includes some critical thinking and reflection components that include brief writing pieces and peer- and self-assessment forms. The purpose of this assignment is to 1) help students learn about policies and societal contexts that influence income inequality, and 2) give students the opportunity to collaborate and communicate with other students and professionals using technology. The assignment consists of three parts:

1)  Students will watch the documentary Inequality for All on their own or in class (it is available on Netflix), and then write a brief reaction to the movie including if they agreed with the film maker’s position (why or why not?) and how the movie informed their understanding of poverty in the U.S. (500-700 words).

2)  Students then participate in a one-hour Live Twitter Chat on October 28th at 9pm EST/ 8pm CST. Questions will be based around the film as well as the overarching topic of Inequality. Students will need a free Twitter account, and will demonstrate participation during the chat by: a) posting responses to at least three of the discussion questions; b) responding to at least three other chat participants; and c) include a hyperlink in at least two posts. If you or your students are new to Twitter, you can use the following guide to help get you started (Getting Started with Twitter) or watch this video on how to participate in a Live Twitter chat.

3)  After the live chat, students will write a self-reflection about the experience of participating in the Live Twitter Chat that includes a brief summary of the chat, lessons learned from the chat and how the experience could inform future social work practice (300-500 words).

Naturally you can assign point values or simply include this as part of the class participation. Should you choose to use it as a traditional assignment, the following Rubric will help you with grading and providing directions for students. The rubric is based upon the Educational Policy and Accreditation Standards from CSWE.

 

Criteria Exceeds Expectations Meets Expectations Below Expectations Points
Movie Reaction
Reaction to Movie ReviewEPAS 2.1.3 a – Apply critical thinking to inform and communicate professional judgments Very clearly constructed and communicated reaction or reflection to the documentary. Insightful, thoughtful, and supported. An adequate reaction is provided including thoughts, insights, questions, concerns or “a-ha”s expressed clearly. Weak reaction or reaction is not justified with thoughts, evidence or personal experience.
Understanding of Poverty in Movie ReviewEPAS 2.1.5 a – Understand the forms and mechanisms of oppression and discrimination Review provided description of insights related to poverty with clarity, evidence, included examples from the documentary. Sought to explore diverse viewpoints and provide insight into the lives and thoughts of individuals in the film. Review provided some description of insights related to poverty, but only included some evidence from the documentary to support their thoughts. Discussed only one diverse viewpoint. Review provided some description of insights related to poverty, but little or no evidence or examples from the movie were provided to support discussion. Review did not demonstrate cultural sensitivity or attempt to understand diverse viewpoints.
Writing Mechanics in Movie ReviewEPAS 2.1.3 c – Demonstrates effective written communication consistent with professional social work standards. Writes with no errors in grammar, capitalization, punctuation, and spelling. Writes with minor errors in grammar, capitalization, punctuation and spelling. Writes with major errors in grammar, capitalization, punctuation, and spelling (3 or more errors).
Live Twitter Chat
Policy Content in TweetsEPAS 2.1.8 b – Analyze policies that advance social well-being. Original tweets consistently provide new resources or ideas about income inequality or poverty that add value to the discussion. Tweets are creatively and succinctly written to stimulate dialogue and commentary. Most original tweets provide new resources or ideas about income inequality or poverty that add value to the discussion. Most tweets are written to stimulate dialogue and commentary. No or a few original tweets provide new resources or ideas about income inequality or poverty that add value to the discussion. No or a few tweets are written to stimulate dialogue and commentary.
Hyperlinks and other resources in TweetsEPAS 2.1.3 b – Synthesize multiple sources of knowledge, including research-based knowledge, and practice wisdom. Tweets include accurate hyperlinks to resources that enhance the topic. Effectively uses tiny URLs as needed to stay within the 140-character limit.   Selects hyperlinks representing the most current resources about the topic. Tweets include hyperlinks to resources relevant to the topic. Uses tiny URLs most of the time to stay within the 140-character limit. Usually selects hyperlinks that represent the most current resources about the topic. Some tweets include hyperlinks, but not all resources are relevant to the topic. Inconsistently uses tiny URLs to stay within the 140-character limit.   Hyperlinks connect to many out-of-date resources.
Writing Mechanics in TweetsEPAS 2.1.3 c – Demonstrates effective written communication consistent with professional social work standards. Writes Tweets with no errors in grammar, capitalization, punctuation, and spelling. Writes Tweets with minor errors in grammar, capitalization, punctuation and spelling. Writes Tweets with major errors in grammar, capitalization, punctuation, and spelling (3 or more errors per tweet).
Comments & Contributions in TweetsEPAS 2.1.1 d – Demonstrate professional demeanor in communication. Consistently responds to tweets with positive, respectful, and succinct comments while providing a meaningful addition to the discussion. Re-tweets are appropriate for the assigned discussion topic and always include the source’s Twitter username. Always uses the appropriate hashtag. Creates and sends tweets more frequently than required. Most responses to tweets are positive and respectful while providing a meaningful addition to the discussion. Most re-tweets are appropriate for the assigned discussion topic and include the source’s Twitter username. Consistently uses the hashtag. Creates and sends tweets as often as required. Some responses to tweets are negative and disrespectful and/or provide little value to the discussion. Re-tweets are often inappropriate for the assigned discussion topic and fail to include the source’s Twitter username. Consistently does not include the hashtag. Creates and sends tweets somewhat less often than required.
Self-Reflection
Self-Correction & Self-ReflectionEPAS 2.1.1b – Practice personal reflection and self-correction to assure continue professional development. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. New modes of thinking are not evident. There is some attempt at self-correction, but the self-reflection fails to demonstrate a new awareness of personal biases, etc.
Active LearningEPAS 2.1.1 e – Engage in life-long learning The reflection shows tremendous thought and effort. The learning experience being reflected upon is relevant and meaningful to student and assignment learning objectives. The reflection shows some thought and effort. Student makes attempts to demonstrate relevance, but the relevance is unclear in reference to assignment learning objectives. The reflection showspoor thought and effort. Most of the reflection is irrelevant to student and/or assignment learning objectives.
Writing Mechanics in Self-ReflectionEPAS 2.1.3 c – Demonstrates effective written communication consistent with professional social work standards. Writes with no errors in grammar, capitalization, punctuation, and spelling. Writes with minor errors in grammar, capitalization, punctuation and spelling. Writes with major errors in grammar, capitalization, punctuation, and spelling (3 or more errors).

 

Lastly, to help us with improving this assignment we ask that you assess the quality of the Rubric for this assignment by using the following meta-rubric and share it with us.

Jimmy Young

Laurel Iverson Hitchcock

Criteria

What students did on various aspects of the assignment (Tally for each occurrence):

What can be done better next time (change in assignment & directions):

Content Understands what income inequality is and can write a professional opinion about it:Understands how poverty is a form of oppression:Articulated meaningful learning:
Tweets Multiple links and resources used:Respectful language used:Hashtags and user IDs used:
Writing Skills Understandings what a professional reaction is and can write one:Understands what a tweet is and can write one:Understands what a self-reflection is an can write one:

 

Thank you and we look forward to chatting with you via Twitter on October 28th.

History of Social Work

I will be the first to admit that when I was a student in my BSW program I was not the least bit interested in the history of my profession, but now as I look back I realize how foolish I was. Perhaps it has been due to spending time with a friend who is a History Professor or teaching more about the history of the social work profession in my classes but I understand now that history is incredibly important. To that end I want to share a great resource from the folks over at the Simmons School of Social Work and their Blog. They posted some great resources related to the topic of the History of Social Work recently and I think you should check them out. I plan to incorporate some of these into my classes in the future.

 

Water fountain on Washington St., South End

Image Credit: Boston Public Library.

#husITa14 and The Joint World Conference on Social Work, Education, and Social Development

I recognize that the title to this post is rather long and I hope it transfers to Twitter well. I have actually been back in the States for some time and meaning to follow up here in this space about my experiences at this amazing conference.

husITa14 Session

First, Australia.What can I say other than I love Australia and was so happy to be able to return to a country I love. It was great seeing old friends and meeting new acquaintances. I loved being able to taste the food, see the sights, and interact with the people. It was more than fun, it was truly spectacular. If you follow me on Google+ I will try to add some photos later :D

 

The conference was my first international conference and first time presenting at #husITa14 and I must say I completely over-prepared. Ten minutes is not nearly enough time to discuss the topic of New Media Literacies and my specific research.  I simply ran out of time and did not get to discuss my results, which if you were in attendance at the presentation, I’m sorry and hope that this blog will suffice. There is also a post over on the husITa website with my powerpoint slides and abstract.  I have submitted a manuscript for this study to the Journal of Technology in Human Services and with any luck it will be published soon. I just wanted to share quickly what I didn’t get to during the short 10 minutes I had in Melbourne.

Accessing the link above about New Media Literacies (NML) really gives you the context for the study. What I actually did was replicated a study produced by Ioana Literat who is a doctoral student with Henry Jenkins. I wanted to replicate the reliability and validity of the instrument they created to measure self-reported New Media Literacies skills. You can still take the survey to see your New Media Literacy Score here, and if you feel so inclined it would be great if you shared your score with me via Twitter @Jimmysw. But it is totally up to you. I also wanted to assess the levels of NML’s of social work students and educators and see if there is a significant difference between the two groups when it comes to new media literacies.

Results….

The results indicated that the survey instrument had adequate reliability and that between this study and Ioana’s, seven similar subscales of new media literacies emerged. There was a significant difference between the new media literacies levels of social work students and educators where students had higher levels of NML’s. Examining the number of hours engaged with media may also explain why students scored higher than educators in new media literacies as students spend more time playing games online or on their phones. Despite the argument for distraction with this type of media, the NML’s theoretical framework and concept of participatory culture illustrates how students are learning differently in a digital environment. They are using the skills of multitasking, play, appropriation, and performance to achieve some desired outcome and the reality is that there are tangible skills being learned in gaming and digital environments. Naturally there are some limitations with this study, such as the need for a better recruitment strategy and sample because the current strategy relied heavily on using technology, which could imply an inherent bias towards individuals that may already have higher levels of media literacy.

The social work literature is replete with arguments for increasing the information and communication technology competency of students as well as educators. These digital competencies are important, but I think we also need to include the topic of participatory culture and specifically new media literacies. As social workers we respond to contexts that shape practice, use critical thinking skills augmented by creativity and curiosity, and engage in research-informed practice and practice informed research. These are skills that compliment the concept of participatory culture and new media literacies, and this study provides a starting point to discuss the place of NML’s in social work education.

Lastly, a common misunderstanding of technology is the focus on what the tools do and do not allow. The conversation on digital technology and learning needs to include a focus on the participatory aspects of this new digital culture and how increasing knowledge around new media literacies can address the challenges we face in an ever increasing digital world. Expanding our view of new media, digital technology, and understanding participatory culture will help us to build upon the skills students bring to the classroom. This is an exciting time with the opportunity to empower students to build upon those skills by incorporating new media literacies in a way that will expand knowledge, create opportunities for collaboration, and prepare students for practice in a new and diverse society.

Some of that last part was taken from the manuscript now currently under review. I hope that if you like what you see, you will visit this blog more often or follow me on Twitter, and seek out the manuscript IF it gets published. Fingers crossed!

iPolicy: Evaluating iPads in social welfare

In the Spring of 2013 I authored a couple blog posts on my social welfare policy course that was designated an iPad course. You can find the posts here and here as well as a post about an iPad specific assignment.

I also took the opportunity to conduct a small study on the experience and now you can see the full write up in the Journal of Technology in Human Services. The first 50 people to follow this link can download a free copy of the article “iPolicy: Exploring and Evaluating the use of iPads in a Social Welfare Policy Course.” The iPad was/is a great tool and I am still teaching an iPad required course, although the course is focused on social media, digital activism, and eCitizenship. The exciting thing about this class is that I teach it both online and face-to-face. This summer I am developing an iBook for the course in the Fall and so far using iBooks Author has been relatively easy and even Fun. Yes I dare say fun. I will try to come back to this journal to share my iBook and the experiences I have with this technology throughout the summer but I have a few things to finish up first. I hope you have great plans for the summer and be sure to stop back by this blog again in the future or sign up for email alerts. You can also follow me on Twitter :D

#SWKTweets from #BPD2014

Just a quick note to share the link for the Live Twitter chat Laurel Hitchcock and I presented at BPD.

http://t.co/PiqLkovh0W

I had promised to post more on this presentation a few weeks back but the semester has been a little overwhelming. Laurel has written up a spectacular post on her blog, and you should definitely check it out if you are interested in this presentation and understanding more about teaching Professional Social Work Skills with Twitter.

#SWpolicy410 & Twitter Chats in Social Work Education

Last night President Obama gave his 2014 State of the Union Address. Because I am teaching social welfare policy, I wanted my students to watch and engage with this event outside of the classroom. I have written on this blog before about the use of technology and social media in the classroom, and specifically about Twitter (Twittering and Documentaries) and how we can use it to develop skills. I see Twitter as a very powerful tool to engage students outside of the classroom, and a tool which requires incredible critical thinking skills. Yes, I said critical thinking skills. But it also helps students develop digital literacy and other competencies that are useful in social work practice today and the future. Twitter is space where individuals can interact and share information. Disseminating information in less 140 characters of text may seem mundane but it actually requires one to organize their thoughts and articulate them in a meaningful way. This requires higher level thinking and may frustrate some, so be patient and remember to learn about Twitter and how to use it properly. There are some great resources to get started, such as Dr. Laurel Iverson-Hitchcock or Dean Nancy Smyth and others.

This post is meant to demonstrate how I used Twitter to engage my policy students in the State of the Union Address. I already require students to obtain a Twitter account as part of another assignment in class, so it was a natural fit to encourage them to Live Tweet during the Address. Live Tweeting is essentially sending out messages via Twitter during a live event, such as the State of the Union. I already discussed proper use of Twitter in the classroom, but I gave students some ideas on what to Tweet during the Address. Generally, I wanted to see their reactions or questions to what the President discussed. One main objective of this activity was to help students identify and begin to obtain an interest in policy and issues that impact the profession and our clients. I also made sure that students included the course hashtag (#swpolicy410) in their tweets so that I could archive the event later. I had about 13 students engage in the Live Tweet and I was amazed at the results. Below is a Storify story of the event.

One of the greatest benefits I see in doing an activity like this is that my students have the opportunity to interact with others from around the country and the world. For example, several of my followers started to engage into our Live Twitter Chat/Event by ReTweeting mine and students’ tweets. I think this gives students an opportunity to later connect with these individuals (like @MikeLICSW) and organizations (like @CRISPontheHill) for a variety of purposes. I hope that as we discuss this in class, students will feel comfortable reaching to these individuals/organizations to help with research and policy advocacy. This activity helps students build skills and become competent social workers.  I am not trying to imply that every social work course incorporate Twitter. That would be ludicrous. Assignments and activities should correspond to learning goals and objectives. Live Tweeting and Twitter Chats represent just one innovative way to engage students and help them learn and get excited about social work and social welfare policy. If you have any questions about Live Tweeting or simply want to leave a comment. Feel free to do so, and you can always follow me on Twitter.

Successful Nonprofit Board Governance. Resources and Research.

Building off the steam generated on the ARNOVA listserv several days ago with the question about Why Nonprofits Fail? I decided to ask the List for research and resources related to successful nonprofit board governance. My question was “What are some of the quintessential pieces on board governance or getting the board successfully involved in the organization?” The list responded with some great resources, which I have compiled below. They are presented in random order as they came into my email inbox :D

 

Again, I understand that there is a lot of research out there on successful board governance so this list is in no way comprehensive. It may offer a good starting point or not, but I hope that it is helpful. I know as a member of a nonprofit board that I will be looking into these resources to help my organization (and board) become more successful in the future.

 

Why Do Nonprofits Fail?

One of the other jobs I perform is as a volunter for the ARNOVA Listserv. I act as a facilitator to help others with subscribing, unsubscribing, and posting to the list. Currently, the list has over 1,500 different Nonprofit and Voluntary Organization related individuals, professionals, scholars, and students. It is a great community that I would encourage you to become part of if you are interested in Nonprofit Organizations. The other day Jessica Sowa from the University of Colorado Denver posted a question on behalf of a student. The student was interested in quintessential research on Why Nonprofits Fail. The List responded with some amazing resources that I thought I would share here for anyone interested in the Nonprofit and Voluntary sector. The list may not be comprehensive and as some pointed out on the List, the question about why Nonprofits Fail is fairly broad. Therefore, what follows may or may not answer the question. However, I think provides a great example of how a community of individuals can help shed light on a particular issue. The references may not be complete (as in ready for a Reference list or Bibliography, or even in alphabetical order), but I hope you find this helpful.

  • Hager, M. A., Galaskiewicz, J., & Larson, J. A. (2004). Structural embeddedness and the liability of newness among nonprofit organizations. Public Management Review, 6(2), 159-188.
  • Mark A. Hager. 1999. Explaining Demise Among Nonprofit Organizations. Doctoral dissertation, University of Minnesota, Department of Sociology.   
  • Beth M. Duckles, Mark A. Hager and Joseph Galaskiewicz. 2005. “How Nonprofits Close: Using Narratives to Study Organizational Processes.” Pp. 169-203 (chapter 7) in Qualitative Organizational Research, edited by K.D. Elsbach. Greenwich, CT: Information Age Publishing.  
  • Mark A. Hager. 2001. “Financial Vulnerability among Arts Organizations: A Test of the Tuckman-Chang Measures.” Nonprofit and Voluntary Sector Quarterly 30(2): 376-392.
  • Mark A. Hager, Joel J. Pins and Cheryl A. Jorgensen. 1997. “Unto Thy Maker: The Fate of Church-Based Nonprofit Clinics in a Turbulent Health Care Environment.” Nonprofit and Voluntary Sector Quarterly 26(Supplement): S85-S100.
  • Mark Hager, Joseph Galaskiewicz, Wolfgang Bielefeld and Joel Pins. 1996. “Tales From the Grave: Organizations’ Accounts of their Own Demise.” American Behavioral Scientist 39(8): 975-994.
  • Keating, EK., Fischer, M., Gordon, TP., & Greenlee, J. (2005)  Assessing Financial Vulnerability in the Nonprofit Sector   https://research.hks.harvard.edu/publications/getFile.aspx?Id=151
  • Lecy JD. & Van Slyke DM. (2013),Nonprofit Sector Growth and Density: Testing Theories of Government Support J Public Adm Res Theory  23 (1): 189-214.
  • Joe Galaskiewicz and Wolf Bielefeld’s Nonprofit Organizations in an Age of Uncertainty is really the classic study.  Mark, Joe and Wolf’s “Tales from the Grave” article in a special American Behavioral Scientist issue on organizational failure (8/96) is close to quintessential. The volume, edited by Helmut Anheier, also has takes by other leading sociologists on org failure in general.
  • The Pollyanna Principles: Reinventing ‘Nonprofit Organizations’ to Create the Future of Our World.  You can find those 4 chapters online here http://pollyannaprinciples.org/info/read-part-1/
  • Seibel, Wolfgang (1996): Successful Failure: An Alternative View on Organizational Coping. In: American Behavioral Scientist 39 (8), pp. 1011-1024.
  • Meyer, Marshall W.; Zucker, Lynne G. (1989): Permanently Failing Organizations. London: Sage.
  • Hall, P. D. (1999). Vital Signs: Organizational Population Trends and Civic Engagement in New Haven, Connecticut, 1850-1998. Civic engagement in American democracy. T. Skocpol and M. P. Fiorina. Washington, D.C.; New York, Brookings Institution Press ; Russell Sage Foundation: 211-248.
  • King, W. I. and K. E. Huntley (1928). Trends in philanthropy; a study in a typical American city. New York, National Bureau of Economic Research, Inc.
  • Kingma, B. R. (1993). “Portfolio Theory and Nonprofit Financial Stability.” Nonprofit and Voluntary Sector Quarterly 22(2): 105-119.
  • Chang, C. F. and H. P. Tuckman (1991). “Financial Vulnerability and Attrition as Measures of Nonprofit Performance.” Annals of Public & Cooperative Economics 62(4): 655.
  • Tuckman, H. P. and C. F. Chang (1991). “A Methodology for Measuring the Financial Vulnerability of Charitable Nonprofit Organizations.” Nonprofit and Voluntary Sector Quarterly 20(4): 445-460.
  • Foster, W., B. Dixon, et al. (2003). Funding: Patterns and Guideposts in the Nonprofit Sector. Boston, MA, Bridgespan: 24.
  • Foster, W. and G. Fine (2007). “How Nonprofits Get Really Big.” Stanford Social Innovation Review 5(2).
  • Kim, P. and J. Bradach (2012). “Why More Nonprofits Are Getting Bigger.” Stanford Social Innovation Review 10(2): 15-16.
  • Chikoto, G. L. and D. G. Neely (2013). “Building Nonprofit Financial Capacity: The Impact of Revenue Concentration and Overhead Costs.” Nonprofit and Voluntary Sector Quarterly.
  • Tuckman, H.P., and C.F. Chang. 1991. “A methodology for measuring the financial vulnerability of charitable nonprofit organizations.” Nonprofit and Voluntary Sector Quarterly no. 20 (4):445-460.

So again, the list is not comprehensive, but I know when doing research it is always good to have a place to start. Best of luck in your research and feel free to share any other resources that you find.

Twittering with Documentaries in the Classroom

This semester I have been engaged in teaching my Social Media, Digital Activism, and eCitizenship course in the traditional face-to-face format (previously it was completely online). This class was also selected as an iPad class, so each of the students either brought their own or were provided an iPad to augment their learning. One of the requirements of the course is to use Twitter to extend our conversations and learning outside the classroom. I have incorporated many assignments and skills from other social work educators, such as Dr. Laurel Iverson Hitchcock (@laurelhitchcock) and Dean Nancy J. Smyth (@njsmyth), as well as using New Media Literacies to help students understand social media. I am always trying to think about how to engage my students in hands on learning through experiential methods. This has involved the use of games, both low tech and high tech, and other methods as well.

This semester I have been more and more intrigued by the fact that the Nielsen Media Analytics Group has been tracking and reporting on the behavior of individuals who Tweet while they watch Television. Essentially, they discovered that Tweeting during a television broadcast can influence the ratings of that particular show. This study confirms many suspicions I have had about Twitter and in particular the integration of the Hashtag (#) on television broadcasts. Many television shows, news broadcasts, and even religious broadcasts now incorporate the use of the hashtag on the screen so viewers will tweet what they watch while they are watching and thus engage in a discussion about the show. This gave me the idea to incorporate it into my class while we watched the documentary Pink Ribbons Inc.

pinkribbons_splash

This documentary is very well done and if you haven’t seen it, I would encourage you to find it and watch it. I think it is available on Netflix.

The directions I gave to students were fairly simple. I asked them to share their thoughts, reactions, and or quotes from the documentary using the course hashtag (#SOWK388) on Twitter. I thought this assignment would help them to stay focused on the documentary instead of simply snoozing through the two day event (not to say that students sleep during class, lol), and I knew that some of the students already used Twitter when watching some of their favorite shows, so I figured it would be fairly natural. The results were spectacular. My one regret is that I waited to long to archive the tweets using Storify, otherwise I would share them here.

During the course of the documentary, I followed the course hashtag on Twitter and would also tweet my own thoughts/reactions while at the same time responding to other students with questions and comments to push their critical thinking deeper. At the end of the documentary, I still held an in-class discussion but I was able to go back to Twitter to draw students into the discussion by highlighting their tweets and asking them to expand upon their thoughts and comments. This was by far the best in-class discussion of the semester.

The main takeaway for others who may want to adopt this in their course is to think ahead of time to organize the activity. The idea honestly only hit me the week before we viewed the documentary in hopes of encouraging interaction among the class. The next time I do this, I would like to get the students to also track the Twitter conversation while they view the documentary. There are multiple ways of doing this, from having them use a social media dashboard on their iPads (such as HooteSuite) to also getting an additional screen to display the conversation on Twitter in real-time in the classroom. Although, this might be more distracting for some students. I think asking the students to Tweet a reflection at the end of the period and the end of the documentary that sums up their reaction to the documentary and other’s tweets would also enhance the in-class discussion. Of course the students need to be set up on Twitter and understand the practice of using the Hashtag (#), but I also think archiving the conversation with Storify or some other service would also help students to reflect on the assignment/process. I’m sure there are several other products that could add to this assignment, so please leave a comment below.

In the end, I completely understand that some think the act of multi-tasking makes us less effective. I myself am not much of a multi-tasker for this very reason. However, I think this assignment helped to keep students engaged in the documentary and thinking about what was being conveyed because they needed to think critically about how to share their reaction in less than 140 characters of text (because that is all that Twitter allows). I was so amazed at the level of attention and critical thinking that students shared in relation to the content of the documentary, and I am certain that this assignment also helped students to grasped other concepts in the course as I would later use this assignment as an example in my teaching.

I don’t know that this would work for every class, because not every class is equipped with the technology, but if you plan on using something like this please come back here and share your results. I am very excited about how this assignment turned out and I hope that by sharing my experience others will also get excited to experiment with learning and share their experiences with me. As always, thanks for reading/following my blog and feel free to leave a comment or connect with me via Twitter.

New Article & an Excellent Journal

This is a really quick post to bring some attention to an article that was recently published in Advances in Social Work. The article is title “A Conceptual Understanding of Organizational Identity in the Social Media Environment” and can be found on the publishers website. I also tend to keep a list of my work (and I try to keep it updated) over on my Academia.edu profile. Mainly, I wanted to draw other’s attention to this journal because I believe it is an excellent journal, and it is an Open Access Journal.  Anyone can access the articles and use the information, which the main reason I really like this journal. Additionally, the peer review process and turn around time was excellent. I received some great feedback that I believe made the article much stronger, so thank you to the peer reviewers. Feel free to check out those links and let me know what you think about the article. It was definitely a process and result of several years of study and interaction in with social media. I think looking back at the structure of the article my main goal was to help those individuals unfamiliar with the idea of organizational identity, but who could understand individual identity and identity development, and to take them from the micro to the macro of identity. Situating this concept in the social media environment was certainly the main crux of the article, but I do think that these theoretical terms can help one to grasp the concept more easily. But again, feel free to let me know what you think by leaving a comment here, email, or connect with me on Twitter.

Thanks.

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