You are previewing The Plugged-In Professor.
O'Reilly logo
The Plugged-In Professor

Book Description

New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.

  • Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favourite tool, social media
  • Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners
  • Exposes students to ways in which these technologies can be used in their professional and personal lives

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of tables and figure
  6. List of abbreviations
  7. Acknowledgments
  8. Preface
  9. About the editors
  10. About the contributors
  11. Part 1: Writing, research, and information fluency
    1. Chapter 1: Writing for Wikipedia: co-constructing knowledge and writing for a public audience
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Variations on the basic theme
      10. Observations and advice
      11. Supplemental materials
    2. Chapter 2: Organizing with Pinterest and Delicious
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Organizational/Goal resources
      10. Variations on the basic theme
      11. Observations and advice
      12. Supplemental materials
    3. Chapter 3: Students’ inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Variations on the basic theme
      10. Observations and advice
      11. Supplemental materials
    4. Chapter 4: Collecting and analyzing primary sources
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Instructions for students – sample for class with a single blog
      8. Approximate time required
      9. Required resources
      10. Technological requirements
      11. Variations on the basic theme
      12. Observations and advice
      13. Supplemental materials
    5. Chapter 5: Unraveling the research process: social bookmarking and collaborative learning
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Second class session
      8. Third class session
      9. Fourth class session
      10. Final assignment
      11. Approximate time required
      12. Required resources
      13. Variations on the basic theme
      14. Observations and advice
      15. Supplemental materials
  12. Part 2: Communication and collaboration
    1. 2A: Communication, oral and written
      1. Chapter 6: Using Wimba Voice Board to facilitate foreign language conversation courses
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      2. Chapter 7: Web conferencing and peer feedback
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Student learning outcomes
        4. Prerequisite skills and knowledge
        5. Step-by-step directions
        6. Approximate time required
        7. Required resources
        8. Variations on the basic theme
        9. Observations and advice
      3. Chapter 8: Learning through YouTube
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      4. Chapter 9: Wiki-workshopping: using Wikispaces for peer writing workshops
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
    2. 2B: Collaboration
      1. Chapter 10: Using persistent wikis as a pedagogical resource
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      2. Chapter 11: Social media and public speaking: student-produced multimedia informative presentations
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      3. Chapter 12: Collaborative presentations using Google Docs
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental material
      4. Chapter 13: Cooperative study blog
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
        12. Option 1 Make the students responsible (recommended)
        13. Option 2 Do it yourself
        14. Appendix B Tips for posting to the blog
        15. Appendix C Studying with the blog
  13. Part 3: Critical thinking and creativity
    1. 3A: Critical thinking
      1. Chapter 14: Using Facebook to apply social learning theory
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      2. Chapter 15: Technology as a tool to develop problem-solving skills in general chemistry
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
      3. Chapter 16: Communicating experiential learning through an online portfolio in Tumblr
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      4. Chapter 17: The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
    2. 3B: Creativity
      1. Chapter 18: Mobile digital storytelling in the second language classroom
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
        12. Cultural aha moment
      2. Chapter 19: Creating a video dialogue with streaming video clips
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      3. Chapter 20: Remix as an educational activity
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
        11. Supplemental materials
      4. Chapter 21: Using Twitter to assist students in writing a concise nut graph
        1. Abstract:
        2. Discipline/Academic areas addressed
        3. Instructional purpose
        4. Student learning outcomes
        5. Prerequisite skills and knowledge
        6. Step-by-step directions
        7. Approximate time required
        8. Required resources
        9. Variations on the basic theme
        10. Observations and advice
  14. Part 4: Integrative learning
    1. Chapter 22: Using simulation, video sharing, and discussion threads for practice-based skills
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Variations on the basic theme
      9. Observations and advice
      10. Supplemental materials
    2. Chapter 23: Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Variations on the basic theme
      10. Observations and advice
      11. Supplemental materials
    3. Chapter 24: Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Variations on the basic theme
      10. Observations and advice
      11. Supplemental materials
    4. Chapter 25: Using opinion leaders on Twitter to amplify PR and marketing messages
      1. Abstract:
      2. Discipline/Academic areas addressed
      3. Instructional purpose
      4. Student learning outcomes
      5. Prerequisite skills and knowledge
      6. Step-by-step directions
      7. Approximate time required
      8. Required resources
      9. Variations on the basic theme
      10. Observations and advice
  15. Index