Use of social networking media as a pedagogical tool for undergraduate research
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Use of Social Networking Media as a pedagogical Tool for Undergraduate Research. Adele Creer Isle of Man College of Further and Higher education. Assessment for Learning In Research Methods. To be addressed: Traditional assessment New ways of assessing: New media opportunities

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Use of Social Networking Media as a pedagogical Tool for Undergraduate Research

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Use of social networking media as a pedagogical tool for undergraduate research

Use of Social Networking Media as a pedagogical Tool for Undergraduate Research

Adele Creer

Isle of Man College of Further and Higher education


Assessment for learning in research methods

Assessment for Learning In Research Methods

  • To be addressed:

  • Traditional assessment

  • New ways of assessing: New media opportunities

  • Maintaining systematic and critical ground rules necessary for academic rigour

  • To be presented:

  • A range of examples from classroom practice, use of technology for collaboration and assessment, practices of students using computers in a multimodal environment


Pilot research

Pilot research

  • Setting: Teachingresearch methods module to Level 4 Undergraduates. [Degree and Higher National students]

  • Rationale: Experimentation with different delivery, collaboration and assessment methods

  • Questions:

  • How can Web 2.0 and emerging technologies used in everyday literacy practices be acknowledged and built on in the Higher Education Curriculum?

  • Does the employment of new and emerging technologies impact in a positive way?


Web 2 0 practices and emerging technologies

Web 2.0 practices and Emerging Technologies

  • Twitter

  • Blogs

  • Wikis

  • Videocast

  • Web 2.0 practices permit a number of people to read, write and alter the content both at the same time and separately over time.

  • Web space enables an environment for collaboration with an audience


Example of practice delivery

Example of Practice: Delivery

  • Wiki – collaboration and interactivity

  • Link to wiki for demonstration to be inserted here


Examples of practice student research

examples of practice: Student research

  • Data collection: Survey Monkey, Facebook

  • Collaboration: Using Social Media

  • Blog

  • Links to sites for demonstration inserted here


Example of practice assessment

example of practice: assessment

  • Videocast

  • Link to videocast for demonstration inserted here


How to assess

How to assess

  • Traditional Assessment methods do not account for the many different modes

    • Not recognising the full nature of multimodal communication used in social media may impact on assessment techniques

  • Communication can be assessed through different modes (Jewitt, 2009)

  • What is a mode?

    • A mode can be defined as a socially shaped semiotic resource used for making meaning for example image, writing, speech, layout, colour and space (Kress, 2010).


Multimodal framework

Multimodal Framework

  • Creation of Multimodal Transcripts ( Baldry and Thibault (2006): Multimodal Analysis:

  • Provides tools for analysing and describing the resources used by students. Multimodal frameworks can add justification to using new media opportunities for assessment


Multimodal transcript

Multimodal Transcript

  • Link to multimodal transcript for demonstration here


Phenomenological study

Phenomenological Study

  • Situated

  • Hermeneutic

  • Ideas of ‘Practices’

  • Preliminary findings: Is there a need to embrace and include these technologies in the curriculum


References

References

  • Baldry, A. & Thibault, P. J., 2006. Multimodal Transcription and Text Analysis. London: Equinox Publishing Ltd.

  • Jewitt, C., 2009. The Routledge Handbook of Multimodal Analysis,. Routledge: Oxon

  • Kress, G., 2010. Multimodality: a social semiotic approach to contemporary communication. London: Routledge.


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