Using Social Media to teach and assess Macro/Policy-based Social Work Competencies – #BPD2015 Conference

I am presenting with Dr. Laurel Hitchcock at the Association of Baccalaureate Social Work Program Director’s Annual 2015 Conference on March 6, 2015 about our social media assignment designed for social work students to learn about and try their hand at macro- and policy-practice skills. In this workshop, we describe how we developed, implemented and assessed this assignment which incorporates a documentary movie with a live Twitter chat. We will discuss things we learned along the way and offer tips on how other educators can incorporate a similar assignment into their courses. The learning objectives for this session include:

 

  1. Understand how the social media platform Twitter can be incorporated into assignments for social work policy courses at the BSW-level.
  2. Demonstrate how social work educators can assess attainment of competency among BSW students using a social media assignment paired with a Rubric for evaluation of the assignment’s learning outcomes.
  3. Appreciate the role of professional collaboration in the development, implementation and assessment of social media-based assignments.

 

We have previously written about this assignment on our blogs:

 

  1. Special #MacroSW Chat October 28th at 8pm CST from JimmySW’s Blog:

https://jimmysw.wordpress.com/2014/10/03/special-macrosw-chat-october-28th-at-8pm-cst/

 

  1. Follow-up to 10/28 #MacroSW Twitter Chat from Teaching Social Work Blog:

http://www.laureliversonhitchcock.org/2014/11/07/follow-up-to-1028-macrosw-twitter-chat/

 

Here is a link to the Prezi that we will show during the presentation (http://tiny.cc/SMAssignment_BPD2015).

 

Our next live Twitter chat for this assignment will be on March 12, 2015 9 PM EST/8 PM CST and we invite you all to join us. The chat is sponsored by #MacroSW. Click here for more details.

 

Finally, here is the abstract for our presentation:

 

Social media includes applications, digital technologies, and mobile devices that utilize the Internet in a manner to create an interactive dialogue among organizations, communities, and individuals (Richardson, 2006). More specifically, social media are defined as an array of digital technologies that allow for the creation and exchange of user generated content (Kaplan & Haenlein, 2010; Kanter & Fine, 2010). Irrespective of the variety of terms and definitions, the role of the user as an active participant of interaction with others is paramount when describing social media (Kilpelainen, Paykkonen, & Sankala, 2011). There is a growing awareness that social work practitioners, students and educators need to be adept at using social media and information communication technology as part of their practice and interaction with clients and organizations of all sizes (Coe Regan & Freddolino, 2008; Getz, 2012; National Association of Social Workers [NASW], 2005). However, technology in social work education has been integrated sporadically with varying degrees of success, and the literature suggests social work educators need to increase their digital competencies or media literacy while carefully considering how and why to integrate technology into their courses and curricula (Hitchcock & Battista, 2013; Straub, 2009; Young, 2014). By doing so, educators can play a pivotal role in helping students to increase their own media literacy, and ultimately apply this knowledge to their own learning and subsequent practice.

 

This workshop will inform participants about the development, implementation and assessment of a social welfare macro/policy assignment for BSW students using the microblogging platform, Twitter and a documentary film. The assignment involves social work students from four different universities spread across different parts of the country using Twitter to participate in a live chat about a macro/policy issue highlighted in the film, and is embedded as part of a policy and or macro-practice course. Through the assignment, students actively engage in competency-based practice behaviors connected to professional behavior, policy practice and critical thinking while also increasing digital media literacies (CSWE, 2008). Specifically, students are able to use critical thinking augmented by creativity and curiosity to convey their thoughts and reactions to the issue being highlighted (EPAS 2.1.3), and students understand that policy affects service delivery. Students are able to engage in policy practice through this assignment by collaborating with others to advocate for policies that advance social well-being (EPAS 2.1.8).

 

Student assessment of competency attainment is achieved through a rubric designed specifically for the assignment and implemented across multiple classrooms. Rubrics have been increasingly used to evaluate and promote student learning (Gezie, Khaja, Chang, Adamek, & Johnsen, 2012; Stevens, Levi, & Walvoord, 2012). The presenters will share their experiences in designing and executing the assignment along with data demonstrating how the assignment’s rubric assessed student achievement of social work competencies. Lessons learned from the project will be shared and implications for the implicit curriculum will be reviewed.

 

References:

 

Coe Regan, J. A., & Freddolino, P. P. (2008). Integrating technology in the social work

            curriculum. Alexandria, VA: Council on Social Work Education.

Council on Social Work Education. (2008).   Educational Policy and Accreditation

            Standards. Washington, DC: Author.

Getz, L. (2012). Mobile App Technology for Social Workers. Social Work Today, 12 (3), 8 -10.

Gezie, A., Khaja, K., Chang, V. N., Adamek, M. E., & Johnsen, M. B. (2012). Rubrics as a Tool for Learning and Assessment: What

do Baccalaureate Students Think? Journal of Teaching in Social Work, 32(4), 421-437.

Hitchcock, L. I., & Battista, A. (2013). Social Media for Professional Practice: Integrating Twitter with Social Work Pedagogy. The Journal of

             Baccalaureate Social Work, 18(special issue), 33-45.

Kanter, B., & Fine, A. H. (2010). The networked nonprofit: Connecting with social media to drive change. San Francisco, CA: Jossey-Bass.

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media.

              Business Horizons, 53, 59-68.

Kilpelainen, A., Paykkonen, K., & Sankala, J. (2011). The use of social media to improve social work education in remote areas. Journal of

              Technology in Human Services, 29(1), 1-12.

NASW (National Association of Social Workers)/ASWB (Association of Social Work Boards).

(2005). NASW & ASWB Standards for technology and social work practice. Retrieved on July 30, 2012 from http://www.socialworkers.org/practice/standards/NASWTechnologyStandards.pdf.

Richardson, W. H. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.

Stevens, D. D., Levi, A. J., & Walvoord, B. E. (2012). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective

Feedback, and Promote Student Learning (2nd edition.). Sterling, VA: Stylus Publishing.

Straub, E. T. (2009). Understanding Technology Adoption: Theory and Future Directions for Informal Learning. Review of Educational

               Research, 79(2), 625–649.

Young, J. (2014). iPolicy: Exploring and Evaluating the use of iPads in a Social Welfare Policy Course. Journal of Technology in Human

              Services, 32(1-2), 39-53.

 

 

African American Pioneers in Social Work

I would like to thank SocialWork@Simmons for alerting me to this amazing resource and to be honest I meant to share this much earlier in the month but time seems to slip past me relatively easily.

Their blog features digital placards developed in partnership with SocialWorkHelper.com highlighting prominent African-American advocates for Black History Month. Visit their blog for more resources but in the mean time here are the placards below:

Mary Church Terrell:

African American Pioneers in Social Services, SocialWork@Simmons

George Edmund Haynes:

African American Pioneers in Social Service, SocialWork@Simmons

Thyra J. Edwards:

African American Pioneers in Social Service, SocialWork@Simmons

Lester Blackwell Granger:

African American Pioneers in Social Service, SocialWork@Simmons

Dorothy Height:

African American Pioneers in Social Service, SocialWork@Simmons

iPolicy: Exploring & Evaluating the use of iPads

I just received an email this morning that explained my iPolicy article published in the Journal of Technology in Human Services was one of the most downloaded articles of 2014. Now it’s being included in a special open access section along with many other journal articles from across the Routledge journal family for free. Yes FOR FREE. You can access my article at http://www.tandfonline.com/doi/full/10.1080/15228835.2013.860366

and all the other articles at http://explore.tandfonline.com/page/beh/health-social-care-most-read/social-work#20824

Hope you enjoy and find something worth looking for :D

#MacroSW Chat March 12th 8pm CST #Inequality For All

Laurel Hitchcock and I are once again partnering with the #MacroSW Chat to host a live one hour chat on the topic of Inequality. We encourage you to participate and if you get the chance, please view the film Inequality for All prior to the chat. The film is very well done and it sets the context for the chat. We had a great experience last semester with this assignment and hope to replicate it again. The following is a re-blog from Laurel’s website:

Spring 2015 Live Twitter Chat Assignment for Social Work Students

To help social work students and educators learn about Twitter and develop the skills to participate in a live chat, Jimmy Young of the University of Nebraska-Kearney and I (Laurel Hitchcock of University of Alabama at Birmingham) have designed an assignment for social work students that involves joining a live Twitter chat with other social work students, educators and practitioners from around the country to talk about important social and economic justice issues. The assignment is designed for a policy or macro-practice course, but it can be incorporated into almost any social work course. Here are the some of the details of the assignment:

  1. Students watch the documentary Inequality for All, and then write a brief reaction paper to movie.
  2. Then, students participate in the live Twitter chat scheduled for March 12, 2015 at 8:00 PM CST. This chat will be sponsored by #MacroSW, a bi-weekly Twitter chat focusing on macro social work practice issues, and hosted by Jimmy and I. During the chat, we will ask questions about the film and income inequality that will guide the flow of the conversation.
  3. After the live chat, students write a brief self-reflection essay about the experience of participating in the chat.

 

While the written parts of the assignment are optional to participate in the chat, we highly recommend some type of reflection so students are engaged with the content from the documentary prior to the chat, and have an opportunity to critically assess how the experience can inform their future social work practice. We have written in more detail about the assignment in previous blog posts which include detailed instructions for the assignment, grading rubrics and tips on how to introduce your students to Twitter. Our first chat was held on October 28, 2014, and you can read details about it here, including a transcript of tweets from the conversation. There is no cost to educators or students to participate in the chat, and we welcome anyone, especially social work practitioners, to join the chat.

 

Because we are working to improve the chat and the assignment as an educational experience for social work students, we are very interested in any feedback from social work educators. Please contact us (by clicking on our names below) if you plan to have your class or maybe a student group participate in the chat. We also welcome questions.

 

Jimmy Young

Laurel Hitchcock

2014 in review

The WordPress.com stats helper monkeys prepared a 2014 annual report for this blog.

Here’s an excerpt:

A San Francisco cable car holds 60 people. This blog was viewed about 2,800 times in 2014. If it were a cable car, it would take about 47 trips to carry that many people.

Click here to see the complete report.

#Reflections on Fall 2014 Semester

Blogging seems to be one of those things that ALWAYS gets put to the back burner. It’s funny actually, because I think that blogging has a vital place in academia and the world of research, but I just still can’t manage to find the time. Keeping this in mind, I though I would post a couple of thoughts from this semester where I knew I should have posted those thoughts here. The thoughts center around my research interests in the use of social media in social work education as well as the social media course I teach.

First things first, this semester Laurel Hitchcock and I had an amazing experience with our Live Twitter Chat. We partnered with the #MacroSW folks to promote the chat and had students from all over the country, and even a few participants from across the pond, participate in the one hour event about income inequality. Laurel provides a great follow up to the event on her blog, but I would definitely echo here statements about getting students involved and excited about policy/macro issues. Students not only participated in the chat but also were required to write a one page reflection on the experience of being involved in the chat. The reflections were fantastic with many students expressing their astonishment at how they could engage with so many people in different locations from very diverse backgrounds. The civility of the chat was also noted when students politely disagreed with statements and mentioned in the reflection how they felt like it was nearly impossible to have a “political discussion” in this day and age without it turning into a negative battle of seemingly intellectual wit. You probably know what they mean if you have ever engaged in a Political Facebook discussion with your uncle Jerry.

IMG_2055-1

 

Other students noted that they now see value in social media, Twitter specifically, and understand how they could possibly use it to augment their learning. For me, this is one of my foremost goals of integrating social media into the classroom. Students today are bombarded with selfies, viral videos, or other content that has little to no value other than for the ephemeral moment that may or may not bring about a smile. They don’t understand that there is a treasure trove of information on various social media platforms and that once they understand how to use social media in a professional context, they can connect with others to learn and expand their knowledge. Naturally, of course, we need to teach students crucial digital literacies such as judgement because not everything is accurate or trustworthy.

Screen Shot 2014-10-15 at 2.30.29 PM

But the point is that information is readily accessible and if you know how to search and use critical thinking then you can find a lot of very useful information. This is another one of my main goals in using social media in the classroom, that is teaching students critical digital literacies and how to research information or topics by connecting with experts online.

I have operationalized this in my policy class when utilizing collaborative learning groups or CLG’s. Breaking students into small groups and having them work on various questions related to the social security act left some groups wondering where to start. Yes, there is always the book but I knew that at least 2 students in each group had either a tablet or laptop to access the internet. I encouraged them to find any information they could related to their questions dealing with the social security act. I then put Twitter on the big screen in the classroom and simply searched “Social Security” to see what people were sharing and discussing about online. It didn’t take long to find an individual I follow who had actually tweeted a link to a news piece from NPR. The piece directly related to some of the questions and I encouraged the group with those questions to use this source and share it with the class.

I want to reiterate that it is important to use critical thinking and digital literacies when finding information online, whether through social media or that Google machine. Part of my argument for using social media over Google lies in connecting with experts. A small example from my social media class this semester involved tweeting to Beth Kanter and Allison Fine, authors of the Networked Nonprofit and the textbook I use in my social media class.  Beth and Allison are expert social media users so it’s almost no wonder that they responded back but it is still great to connect with individuals online.   Screen Shot 2014-10-15 at 3.27.51 PMI brought this up in class and also had several students throughout the semester share how they thought it was cool when experts or celebrities favorited or Re-Tweeted their tweets. It does feel good and it can be great to connect with these experts to engage in a conversation about a specific topic and then have that conversation impact your research.

One other thing that happened this semester in my social media class was getting our course hashtag #SOWK388 trending nationally on Twitter. It took place when the class was viewing the documentary Pink Ribbons Inc. and live tweeting their reactions to the film. I have written about tweeting with documentaries previously and I have an article that will be published based on this blog post sometime in 2015. I was probably more surprised than the class was when I got the notification in our Twitter feed and I shared with the class. Although they did immediately turn to Twitter to see…

Screen Shot 2014-11-04 at 10.28.27 AM

This is a screen shot of the Trends, along with an arrow to our course hashtag. I was alerted to the hashtag trending because of a service on twitter that provides these notifications and some basic stats. Here is another screen shot:

Screen Shot 2014-11-04 at 10.29.27 AM

 

A hashtag trending on Twitter means that it is one of the most tweeted about topics at that time. It’s being tweeted about so much so fast that Twitter picks it up in the trending pane. This was never a goal of tweeting documentaries but there are some potential educational benefits of having the course hashtag trend nationally and it can actually relate back to how I use live twitter chats. Because the hashtag was visible, we could have had a broader conversation on the topic of Cause Related Marketing, which is part of what Pink Ribbons Inc. is all about. We did not actually have anyone chime into our live tweets that morning but I think it could have been valuable to process with students and others on Twitter the reactions to this film and the topic of the week. This is essentially providing the application of theoretical learning that typically takes place in the classroom. In other words, using social media provides for an actual avenue where students can apply their learning.  I appreciate the opportunities afforded through connected learning and students have really begun to see the importance of social media in their lives. Especially beyond the selfies.

Now it’s time for the Holiday break and because I have a new prep for next semester I am going to unplug and enjoy my kids and everything that goes with the Holidays. Thanks for reading my blog and see you next year.

 

Engaging Students in Online Learning #2014APM

UPDATE: Thanks to those of you who came to the session and if you missed it, no worries. Much of the information is below along with this link to Dr. Melanie Sage’s handout.

 

The Council on Social Work Education Annual Program Meeting takes place this weekend (October 23- 26) in Tampa, Florida. I am fortunate enough to be involved in three different presentations and hope to see many people in attendance, please say hello if you attend.

This post is largely to serve as a placeholder for a panel discussion I am part of entitled “Engaging Students in Online Learning.” I, along with Andrew Quinn and Melanie Sage from University of North Dakota and Dale Fitch from University of Missouri will be discussing this topic.

Here is our abstract for more information.

Although online social work programs and courses are growing, many critiques exist relative to online social work offerings. Critiques often are focused on the ability to engage and assess students in the absence of physical presence . Although research related to learning outcomes often demonstrate no differences dependent on whether the course is offered online or in person (cite), the online environment requires a change in teaching methodology, perhaps especially related to strategies for maintaining active student engagement.

Student engagement in online environments has unique characteristics that set it apart from the face-to-face classroom. Traditional methods such as ice breakers or arranging the desks in certain configurations present challenges in the virtual environment. Other methods such as using our bodily presence to greet students with a handshake are simply not possible. Nevertheless, there are still numerous techniques an instructor can employ in order to effect engagement with students in the online synchronous and asynchronous classroom.

During this online panel, three educators who have expertise in teaching online share the techniques that they use for engaging students.   Each will present engagement strategies that have been found effective based upon their course evaluations and student feedback. The panelists will offer strategies for using course management tools, role-play, break-out groups, conversational discussion, and the virtual world to simulate and accentuate the types of engagement that occur in an in-person classroom.

The first panelist will address engagement by examining classroom authority, using Course Management Software (CMS) such as groups to manage discussion board logistics, building assignments around problem-solving projects, the use of audio and video files by both the instructor and students for presentations, the use of automated course participation reports, matching communication strategies, i.e., lecture, announcements, discussion boards, emails, with the communicative intent, and, most importantly, methods to provide technical support for students who may not be tech savvy.

Media LiteracyThe second panelist will address challenges in providing a rich and engaging learning environment to help students expand their knowledge and develop critical thinking skills while maintaining quality education. Strategies include using social media, course management systems, mobile technologies such as smartphones and tablets to engage students in the learning process. He will discuss pedagogical principles of course design and how he has made choices in determining what methods will help to meet the course objectives (Youn, 2007; Vernon et al., 2009). One method that will be offered in discussion involves using collaborative learning groups and creating an overall learning community that encourages participation and creates social presence online so that students do not feel disconnected.

The third panelist will focus on strategies for engaging students in online clinical courses. Clinical courses taught online are especially vulnerable to critique (Ayala, 2009; Coe Regan & Youn, 2008; Reamer, 2013), although research on distance education in clinical social work courses (Cummings, Foels, & Chaffin, 2013) supports the “no significant difference” hypothesis in which learning outcomes are the same between online and in-person courses. This panelist will describe the ways in which she adapted commonly used classroom strategies such as role play, break-out sessions, guest speakers, discussion design, as well as Web 2.0 technologies such as the use of avatars (McBrien, Cheng, & Jones, 2009; Rockinson-Szapkiw & Walker, 2009; Sage, 2013; Wilson, Brown, Wood, & Farkas, 2013).


 

As I mentioned above, I wanted to provide a place where attendees can access the information I am discussing. Truth is, you can never rely on conference technology and since I’m not exactly sure how this panel will proceed, I like the idea of giving something for individuals to take away, which will ultimately bring them here, to this post. Here is what I plan to (or did) share during the panel.

Engaging students online in a quality way where they are gaining knowledge and developing skills requires a lot of time and energy. I strive to create a learning community high in social presence with good structure to help keep students on task, engaged, and focused on learning. First, I think course design is very important! I use the course learning management system, which is Blackboard at my institution, and use the available tools as much as possible because I know that students are pretty familiar with this platform because of other classes.

Organization is crucial. A layout that is intuitive helps students find information they need. I also do simple things with due dates by including the Due Date in the Heading of the section or areas where we talk about the Assignment.

Screen Shot 2014-10-21 at 11.16.28 AMThis way students have had this come to their attention at multiple places throughout the platform. I also provide my syllabus in a Word Document and in PDF format in an area where they can expect to learn about the expectations and policies of the course.

I use video extensively in my online courses to help instruct, model, and create social presence. Social presence is extremely important to help students feel connected and engaged in their learning. “Essentially, social presence supports the notion that students see the faculty (and each other) as real people in their online class.” Within the course LMS, I have a welcome video, an introduction video that takes students through the various aspects of the course. I also have other videos explaining assignments and I often post summary videos to provide feedback after the learning unit is finished.

One fun way to help create social presence and get students to interact with each other is with an online ice breaker. There are different ways of doing this from using a Wikipage to share photos of who you are, what you are interested in, or what you think defines you. I have done a more interactive version of this by having students make videos to share this information.

Along with video I use social media to help students obtain new media literacy and enhance their critical thinking skills.

imgres

Learning is a social endeavor. The online environment does not have to create silos where students are left alone. Instead we can use technology to learn together. Using social media is probably the best part of my social media course (more on this course here), that is helping students recognize that all their tweeting, facebooking, and social networking has practical significance for their future. Also helping them to realize that they can use social media for research and to help them gain knew knowledge and skills through collaboration.

One way I do this is through a Social Bookmarking assignment using Pinterest. I create a Private Board and invite all the students to “Pin” Infographics, websites, videos, and other information they find on the web to this board as long as the information relates to the course.

LEGO-infographicEffectively I am crowdsourcing the class to find great information I can share in future classes but I am also helping students to realize there is a vast amount of information available online. In this process I teach about the New Media Literacy of Judgement, or Crap Detection and explain that students should not just post random information, but that they first should judge it’s value and also explain how it is valuable.

I use Twitter to extend conversations outside of the class. I often show video documentaries, and in an asynchronous course where students typically complete the assignments by a certain deadline but at almost any time of day or night, this means students can still participate with their peers or myself as the instructor. I typically do not tweet after midnight, which my students understand as I discuss course policies and expectations in the beginning, but I do respond to them the next day. I have a course hashtag #SOWK388 that students use to tweet their thoughts and reactions to the documentaries and other course content (more on tweeting with documentaries here). I provide specifics about participation and expectations on how to Tweet and engage with others using the hashtag. I will often ask follow up questions on Twitter to get students to think deeper about an issue related to the content in the course.

Another important part of engaging students in my online courses is the use of Collaborative Learning Groups or CLG’s.

Collaborative Learning Groups allow students to work together to

  • Gather resources
  • Problem solve questions
  • Process and explore ideas
  • Develop and implement group projects
  • Complete course assignments

The Theoretical foundation of CLG’s is informed by Dewey:

  • Learning is achieved within a social context
  • Learning results from conceptual change in the mind of the learner
  • New knowledge is based on preceding knowledge
  • Student is at the center of the learning experience
  • Learning occurs within authentic, real-world learning tasks

Collaborative Learning Groups help students interact in the online space, collaborate, problem solve, and provide a way for myself to manage grading because with 35 to 50 students in an online class, grading 50- 10 minute videos can be an extremely daunting task and I would still like to have a summer :) But it really is more than that, it is recognizing that on a theoretical level, using CLG’s supports learning in a social context, which is what using social media is all about. The CLG’s allow students to process and explore ideas in the pursuit and development of their Capstone Projects for the class. As part of the CLG, students also develop technical skills that are more implicit. This happens by learning new technologies that help them to collaborate such as using GoogleDocs, Wiki’s, Hangouts, and other social technologies that allow them to accomplish tasks online without meeting Face to Face. This also supports one of the course objectives, specifically developing New Media Literacies.  The big question is, How is this done?

Each group is free to choose the technologies they want to use to accomplish the assignment. The assignment is to create an advocacy or awareness campaign using social media for a specific cause and or nonprofit organization. The students are required to write a paper, per the general studies course requirements, but then they use this information as the foundation for their presentation. The presentation is around 10 minutes and students are to include visual content that helps to provide some background on the cause or organization, supporting literature, and then identify a strategy for using social media to raise awareness. I provide the students with the basic tools that are available in Blackboard but encourage them to use tools outside of the course LMS to help them complete the project. Many students have used tools such as YouTube, VoiceThread, or even Powerpoint and a combination of visual mediums to present their final project. During the presentation, students are encouraged to share a worked example of how they see the implementation, monitoring, and evaluation of their social media strategy. This includes discussing social media platforms, methods of sharing information (such as through Infographics), methods of getting others involved to support the cause, and how they would determine the success of their strategy.

Here are some screen shots from a presentation completed by students.

The Issue About Save the Children Transparency using social media Raiseing awareness at unk Take Action

 

The feedback from students has been overwhelmingly positive with many indicating that it feels good to be learning about a topic that directly relates to their life. Students also expressed frustrations with learning new tools and collaborating online, which requires more time management and organizational skills.

I have enjoyed this class immensely and although I understand some of the frustrations I think this represents how much of the professional world is being shaped today. Professionals are increasingly working in teams, collaborating on cases, and using technology to augment everything they do in practice. I will continue to work on this class, the delivery, and the assignments as new tools and methods evolve. For instance, to help with social presence in my next online class I am going to use an iMovie trailer to welcome the students in a fun and engaging way. Once it’s finished I will be sure to share it here on my blog. Please feel free to contact me if you have any questions.

Social Media, Digital Activism, and eCitizenship

Cyber-activismTwo years ago I developed a new General Studies course for the University entitled “Social Media, Digital Activism, and eCitizenship.” I have been teaching this course online and face to face for several semesters now and I thought I would share with others how I conceived of this class and how it has been evolving as I continue to teach it. I think some things work great and other things not so great.

From my syllabus it states:

The purpose of this course is to examine the role of social media in the human service and nonprofit sector and how to utilize social media for a variety of purposes. The course will identify what social media is and how it can be used for marketing, communications, and advocacy within human services in addition to how social media promotes civic engagement. Students will learn about participatory culture and new media literacies through the discovery of social media platforms as well as how to apply this knowledge, which promotes critical thinking skills, encourages collaborative problem solving, and acknowledges the role of social media in forming networks and affiliations that can strengthen civic engagement. The Capstone project enables students to employ social media to creatively design, organize, and evaluate an integrated strategy that promotes an organization, critical issue, or assists with marketing and communications.

Students are required to complete a Capstone project that requires them to evaluate information from more than one academic discipline, formulate logical connections between disciplines as they relate to the topic, employ the approach of more than one academic discipline in completing the project, synthesize knowledge related to the topic, and communicate effectively in the medium chosen for the capstone project. This is achieved by focusing on marketing and promoting as well as on advocacy or activism. The learning units and assignments are contextualized around the nonprofit sector and more specifically human service organizations.

There are four learning units:

  1. What is social media?
  2. Marketing & Communications in Human Services & the Nonprofit Sector
  3. Advocacy & Digital Activism
  4. Developing an Integrated Strategy

The funnest thing about this course is that because it’s a general studies course I often have a diverse array of majors. Many students have stated on the teaching evaluations that when they first enrolled in the class they did so to complete the Capstone Requirement and thought they already knew everything about social media because they use it everyday. I initially thought this would be and so I start of the course with a history of social media and try to present a different perspective on social media that many students may not have seen before. It’s fun, engaging, and students are usually surprised to learn they actually don’t know that much about social media. I really enjoy the lecture on identity development and how that identity is portrayed online where users can create an image of themselves that may be less than authentic.

Slacktivist or Activist

Unit two and three dig deeper into social media strategies and methods along with some discussions on appropriate or ethical use of social media and how organizations can use social media more effectively. The final unit brings it all together and I usually show several best practice examples of organizations strategic communications, advertising, or raising awareness using social media. In addition to these units and assignments geared towards social media, when I teach the class face-to-face during the semester I also bring in a focus on New Media Literacies and Participatory Culture. I have blogged about New Media Literacies several times but I always link back to this post. I incorporate the 12 New Media Literacies into class by using several of the skills to help students learn and master the content.

For example, one of the New Media Literacies Skills is Play, or the capacity to experiment with one’s surroundings as a form of problem solving. I use games in class to help students get their brain activity up, which can be especially good for early morning classes. Once I have done this then I can move onto focusing on a specific skill, such as Collective Intelligence. This semester I use the Jelly Bean experiment to demonstrate how Collective Intelligence works. If you don’t know what the Jelly Bean experiment is, watch the video below. Collective Intelligence is the ability to pool knowledge and compare notes with others toward a common goal, much the way Wikipedia works. But I was interested in getting students to engage rather than just simply talk about Wikipedia. Using the video below as inspiration, I grabbed some jelly beans and put them into a jar. During class I asked students to guess how many jelly beans were in the jar. Then I asked them to share a photo of the jar to their various social networks in hopes that we would get a higher response rate. In the end, the experiment didn’t work as well as in the video but students were able to understand the wisdom of the crowd, and it was fun to engage their social networks in the lesson as well.

The not so great things about this class include some of the things I have written about before in regards to having an iPad required course. Specifically, the distraction that can exist because students are seemingly more engaged in their iPads than in the class. Fortunately for me, I am easy going enough that it doesn’t bother me, unless it is clearly distracting at which point I talk to that student. But this is also the reason to have a discussion or policy in the beginning outlining the expectations of the course. I do this every semester and remind students that they are adult learners, responsible for their own education. If they want to waste the class checking Facebook or playing Candy Crush, then they should have no misunderstandings as to why they did not receive the grade they expected. More importantly, I think this motivates or even mandates that I become a more engaging instructor. I try to have interactive lectures and videos that draw the students in from Candy Crush and into my lectures. This doesn’t mean everyone is awe struck by my lectures but at least some students seem very interested :D

Overall, I think this is one of my favorite classes. Not just because I designed it from the ground up or because it is one of my substantive areas of research, but because the topic is extremely relevant. It’s also fun but can be serious when needed. I don’t know exactly where it will go in the future as I have several ideas for improvement, but I recognize that the improvement must take place within the confines of the course requirements. If you have any questions, feel free to email or reach out to me on twitter. I like to keep some of these posts short so I’m sure there is something missing!

 

 

Special #MacroSW Chat October 28th at 8pm CST

UPDATE: This Chat was truly amazing. We hope to do this again as we have had spectacular feedback. If you are interested, you can check out this link to see the Chat archive.

 

The Live Chat questions will include:

  1. What is happening today in terms of distribution of wealth? Why is it happening? What do you see happening and what are the causes?
  2. When do you think inequality becomes a problem?
  3. If the government sets the rules for how the market functions, who do these rules benefit or hurt?
  4. Who is looking out for the American worker? Who do you think should be and what could be done?
  5. After watching the film, do you agree/disagree with the idea of equal opportunity and the American Dream?
  6. What do you think most Americans don’t realize about income Inequality?
  7. What single word best describes how the film made you feel?
  8. What’s next? How do we as social workers address inequality or move forward?

 

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.

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