SMOOC FACILITATION PORTFOLIO

1. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University SMOOC FACILITATION PORTFOLIO • Charlotte (Meichelle) Long • Instructional Systems Design • Florida State University • EME6635 Open Learning & MOOCs • Dr. Dennen • Spring 2014 Web Cohort

2. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Portfolio Overview This portfolio provides descriptions and artifacts of participation in the facilitation of the Social Media for Active Learning (SMOOC) course in Blackboard’s Coursesites. SMOOC Facilitation:Content Development Webinar Discussion Board Professional Development

3. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University SMOOC: Social Media for Active Learning Course Information • Instructor: Vanessa Dennen, Associate Professor of Instructional Systems, Florida State University • Description: 4-week professional development course designed to help instructors, trainers, and instructional designers learn how to better use social media to support learning, whether in an informal networking sense or by embedding social media into more formal learning contexts. The course will be hosted on Blackboard Coursesites and is open to anyone, anywhere in the world, at no charge. • FSU Instructional Systems EME6635 SMOOC team (Jiyae, Ben, Chris, Fabrizio, Josh, Julie, Kate, Kayla, Maipeng, Meichelle, Monica, Owen, Xinhao, Wei, Weinan, Yanjun) •  SMOOC Syllabus.pdf  (259.126 KB) • Course account: @SMOOC2014 Course hashtag: #SMOOC2014 • Course link: http://bit.ly/smoochome

4. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University #SMOOC Promotion Twitter not only promoted our SMOOC using a PLN, it provided an outlet for professional conversation about the SMOOC topics, professional development, education technology and more. Not to mention the increase in my own PLN because of the SMOOC. My 30 day follower count

5. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University

6. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Content Development Narrative Developing content for the MOOC was a rewarding process. Our team organized information and examples related to PLNs (personal learning networks). In doing so we were able to cultivate and grow our own PLNs. My key contribution was “Advanced Tools and Approaches”, affectionately known by the group as “bonus round”. It was intended to provide PLN gear and strategies for people who have experience with PLNs and wish to experiment. Some of the tools mentioned were integrated into the PLN Tools portion of the module. As part of the “bonus round” a project idea was developed to allow participants to share their PLNs graphically. Using a Venn Diagram or other comparison tool, learners were encourage to post and share the PLN that was built and give others feedback. The items that we created were then used to build out a more complete module congruent with the SMOOC as a whole. For example, aligning the checklist with requirements for completion and earning a badge for the module. The checklist also is congruent with the design of the syllabus.

7. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Content Development Artifacts PLN Module: • 3-4 brief video lectures • Weekly checklist • Optional readings (link to web sites) • Webinar – 45 min • Tweeting • Discussion boards • Project • Assessment • Badges • Self-check quizzes Time expectations: • Video lectures = 30 min/week (or less) • Webinar = 45 min/week • Discussion = up to the participant • Project = should be able to do it in about 1-2 hours, although some people may go more in depth Provided an instructional design guide, our team was responsible for developing content for the PLNs (Personal Learning Networks) week 3 module.

8. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Content Development Artifacts Week 3 Module OverviewIn this module, you will be introduced to a valuable component of self-guided information seeking: the personal learning network (PLN). PLNs can play a critical role in one's professional development, no matter what the field. They also can be used in other contexts, such as in support of hobby-based learning. Through a personal learning network, you can gain access to resources, expertise, feedback, and support that you might not find as easily -- or at all -- through another medium or context. Module Objectives • By the end of this week and upon completion of the activities, you will be able to: • Define personal learning network. • Explain why and how people use personal learning networks. • Identify examples of personal learning networks. • Develop your own personal learning network. Provided an instructional design guide, our team was responsible for developing content for the PLNs (Personal Learning Networks) week 3 module.

9. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Content Development Artifacts Module Artifacts as Presented in the SMOOC • Week 3 Checklist.pdf • Readings & Resources • Social Media Tools • Personal Learning Networks Discussion •  Introduction to PLNs.mp4 (produced by Dr. Dennen) •  Building a PLN.mp4   (produced by Dr. Dennen) •  Tools for PLNs.mp4 (produced by Dr. Dennen) • Personal Learning Networks Module Project • Personal Learning Networks Quiz • Module Feedback Survey • Personal Learning Networks Badge Form This team created content and facilitated the week in various roles. Each team member created a part of the module, then facilitated the SMOOC as a member of the larger course team. The administrative team included portions of our contributions to build out a full module for the SMOOC. In order to create a consistent SMOOC, artifacts for each module were altered by the professor to meet the specifications of the SMOOC as a whole.

10. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Webinar Narrative I assisted in facilitating 4 webinars for the SMOOC. The tasks below were shared with 4-5 other moderators each week. Some weeks had more participants in the webinar that others, so moderators would take on multiple tasks simultaneously. I co-presented for the week 3 webinar (which was my team’s content week) to offer a different perspective on PLNs. Webinar Tasks • Preview presentation for content and understanding • Enabling participants to chat / recording reminder • Q&A Monitor in chat/ encourage participation • Poll assistance/ clearing responses • Extra tech support (participant tools/ audio/ video) • Visualize the audience/ report results

11. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Webinar Tasks • Preview presentation for content and understandingThe webinar presentation was sent ahead to moderators so that that we could preview the content. This was important in being able to readily facilitate Q&As in the chat room. Anticipating what further information learners would need is important. We were able to provide links to information in real-time, including links back to our own SMOOC content. • Enabling participants to chat / recording reminderI lost connectivity and was “kicked out” of the beginning of webinar #4 and was not re-enabled as a moderator for about 10 minutes. I noticed that only the moderators were able to chat and realized that it was me who usually enabled that feature for the participants. I was able to gain the instructor’s attention to be elevated to moderator status to enable the chat. • Q&A Monitor in chat/ encourage participationWhile the presenters are engaging the learners, there is little time for them to moderator the other activities in the webinar. The moderators have the opportunity to answer questions that participants pose to the presenter in case the presenter cannot reply in a timely manner. This provides an immediate reply for the participant so that the participant is not frustrated or feels as if he/she is being ignored. Some times the question is for clarification or to ask for more information.

12. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Webinar Tasks 4. Poll assistance/ clearing responsesI was able to facilitate the responses without disrupting the polling process. The key is for participants to see the instructions, have time to respond and leave the responses so that they can take note of how others have responded individually, and see the entire group’s responses graphed for them. Clearing the responses occurred after moving to the next slide. 5. Extra tech support (participant tools/ audio/ video)In the first webinar, many users had technical difficulties using Blackboard Collaborate. This is likely because the participant was using the tool for the first time. There are several steps to take before actually entering the webinar room, then there are a few after entering. I was able to provide support during the webinar as well when participants were not sure of how to use various features. 6. Visualize the audience/ report resultsThis was a pet project of mine due to personal interest. I tracked the number of participants; which were high and low attendance points/ drop offs and devices used for accessing webinar. I provided this data back to the professor and teaching assistance for reflection.

13. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Webinar Artifacts Sessions: Curation: YouTube recordingCollaborate Social Media Lessons: YouTube recordingCollaborate PLNs: Personal Learning Networks YouTube recordingCollaborate Privacy & Ethics: YouTube recordingCollaborate

14. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Webinar Artifacts Number of participants I consider the SMOOC Webinar series as successful. It attracted a diverse group of participants and experienced few technical difficulties despite the wide range of geographical settings. I would be interested to see participants surveyed to determine their experience level, and attitudes about the webinars. Webinar minutes Sample Data: Social Media Lessons Webinar Webinar attendance is usually comprised of active participants in the MOOC course. These are the students who fully intend to participate in the MOOC. The figures indicate that a set number of attendees begin when the webinar begins and then it peaks within 15 minutes. It is important that the numbers stay at this level for as long as possible. This means that their attention and/or interest was held. As the webinar winds down into the last few minutes, a small loss of attendance is acceptable. This usually indicates that the participant is satisfied and feels comfortable leaving, or that a predetermined allotment of time for that participant has been reached.

15. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Discussion Board Narrative The Discussion Board for each module week is a great place to engage with learners from around the world. We interpret what we have created differently than others. It’s rewarding and frustrating to receive another’s point of view about what we created. The discussions allowed us to further explain things from the module that may have been unclear or misunderstood and also to provide feedback to those who applied their learning. The posts allowed for asynchronous sharing and/or debate about PLNs. Many participants shared their twitter links with others. Discussion board posts allow the instructor to ask leading questions and provides a realm in which participants can interact. It allows for peer feedback, posting of media and links to discover more information related to the subject. Reminder:SMOOC Webinar @ 5

16. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Discussion Artifact Week 1 Curation Discussion Board

17. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Discussion Artifact Week 2 SML Discussion Board

18. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University Professional Development Narrative MOOCs are a great fit for professional development. Teachers can explore and learn at their convenience over time. The traditional problem has been how to count this time as inservice time that can be credited toward required professional development or recertification. The Hillsborough County School District provides teachers with such an opportunity. A pre-approved MOOC or Moodle course can be considered for inservice credit points if it meets the requirements of the district. The district provides an online form (Request for Out of County Online Inservice) to be submitted prior to enrolling and includes an opportunity to provide evidence of completion. This is a service that I facilitated to teachers at my school for completing our SMOOC. They will receive 20 hours of inservice points for completion.

19. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University General Information The participant map indicates global registration for the SMOOC, the highest registrant concentration being in the United States. I would be interested to learn if our module survey results were different globally. Total # of SMOOC registrants= 656

20. Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University PORTFOLIO CONCLUSION Instructional design for a MOOC is quite different due to the sheer volume of students involved. There are many global aspects as well; providing language support, time variation and cultural differences in social media. The webinar that I was able to co-present was a great experience for me. I have conducted online trainings via Skype and Google Hangout before, but the interactivity for the Collaborate tool was very engaging. A few of my teachers and friends were in the room and were impressed with the capabilities of the software. I enjoyed the diversity of talents on my team in creating the content for our module. I believe we worked well and communicated effectively throughout the process and are proud of what we were able to accomplish.