ENG 101 Al Yamamah University Social Media and Collaborative Learning Questions please do not copy and paste and follow the requirements I need it in 2 hou

ENG 101 Al Yamamah University Social Media and Collaborative Learning Questions please do not copy and paste and follow the requirements I need it in 2 hours please Directions: Read the following excerpt of a research paper and complete the tasks
that follow.
SOCIAL MEDIA AND COLLABORATIVE LEARNING
Peter DePietro
INTRODUCTION
More and more, instructors are integrating social media into curriculum in order to engage students and
prompt collaborative learning. The popularity of social media platforms such as Facebook, Twitter, and
Google Plus in class sessions is gaining, as is the use of new technologies such as tablet computers and
smartphones, on which social media can easily be accessed. Though more conventional technologies,
such as computers, laptops, and so forth, are still used in instruction, there is a shift away from these
towards handheld devices. Two reasons for this may be cost and ease of use. Because these technologies
and platforms are relatively new in education, it is difficult to determine exactly why they are so
popular, but research points to a definite trend in education: Social media use is on the rise.
According to a national survey, the number of faculty who use and support the use of social media in
the classroom is substantial. Though there are statistics that show that social media has a substantial
presence in the classroom, there is no data that proves unequivocally that social media use is beneficial
to learning. Similarly, there is no data that proves that social media is detrimental. We simply do not
have enough years working with these specific tools, networks, and platforms to understand how they
genuinely affect teaching and learning.
The question educators must ask is this: Is the use of social media in education a trend, like some other
new media, or are social media tools here to stay and, therefore, different?
The purpose of this paper is to examine the rise of social media in the classroom and how the prevalence
of social media has affected the classroom. It begins by looking at how prevalent social media is
becoming in the classroom, how it is currently utilized in the classroom, how effective it is at engaging
students, and its overall impact on learning.
THE RISE OF SOCIAL MEDIA IN THE CLASSROOM
According to a national survey, the number of faculty who use and support the use of social media in
the classroom is substantial. Nearly two-thirds of all faculty have used social media during a class
session, 30% have posted content for students to view or read outside class. Over 40% of faculty have
required students to read or view social media as part of a course assignment, and 20% have assigned
students to comment on or post to social sites. Online video is by far the most common type of social
media used outside of the class, or assigned to students to view, with 80% of faculty reporting some
form of class use of online video.
There are many examples of how social media tools and platforms are being used in the classroom.
These examples include, but are not limited to, instructors supplementing lecture material with online
readings or instructors requiring students to respond to questions posed in class online forums or social
media websites. Instructors also require students to view videos on social media websites, such as
YouTube or they post their own videos or audio podcasts on social media websites as supplemental
material for students to review.
TEACHING WITH SOCIAL MEDIA
We can surmise that teaching with social media is good, because technology platforms, tools, and
devices generally engage students, and students learn more easily when they are engaged. We can also
surmise that interactive learning is the ultimate way to engage students, because, after all, it is
interactive. And interactive can evolve into a higher level of engagement and become participatory.
Students become progressively more involved in the educational process, to the point of participating
in the creation of their learning.
ENGAGING STUDENTS
Therefore, it follows that when educating with new media, educators would focus on teaching with
technologies that engage students at a high level. Social media platforms are capable of doing this.
Social media platforms are all about connecting individuals to communities of people who have elected
to become that network, because these individuals want to engage as much as and as often as possible
with that network. The quality of the engagement does not seem to matter as much as the amount of
engagement, which, for avid users of social media, is a lot. It is engagement at a high level.
Social media, with its appealing graphical user interfaces, point-and-click media components, and
intuitive user experiences, presents an ease that can facilitate learning. There is a persuasive argument
that facile or easy learning makes education pleasurable: Students who learn easily will be contented.
Contented students, motivated to learn and empowered by what they learn, are productive students.
Productive students are successful students. In theory, social media can do all of this: make contented,
productive, and successful students. But we do not know exactly how or why. We can only wonder at
this point if the vast, expansive circle of friends has anything to do with it. There is, after all, power in
numbers.
CONCLUSION
Still, we use social media in education a lot, despite the lack of formal research that shows whether or
not these platforms work. Social media websites have become popular in the classroom for some
educators because of the collaborative nature and affordability of the platforms. Social media platforms
and networks are easily available, and in most cases free, making social media in the classroom cost
effective. Social media supports collaboration among students, as well as between students in and out
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of the classroom. All that is required is a computing device, an Internet connection, and a browser, or
a mobile application.
But as with any free service, there is a price to pay. Using social media effectively takes substantial
effort. Incorporating social media means taking the time to examine technologies, use them, test them,
and choose which ones support genuine collaboration. It is also important to filter out content presented
on social media platforms – such as video or blog commentary – that may be deemed inappropriate for
instruction or may have incorrect information.
Task 1: Produce an abstract for this research paper. Your abstract must be approximately 100
words in length and will be assessed based on the rubric on page 7.
_______/ GRADE 5
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Task 2: Critical Thinking: Please respond to the following question based on the research paper:
Based on your reading of the research paper, does the author believe excessive use of social media
in the classroom supports communication amongst students in the classroom? Taking into
account your own experience of on-line learning and the author’s ideas of incorporating social
media in the classroom, do you feel that technology enhances or hinders learning?
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Please support your answer with evidence and organize your ideas in a clear manner. Do NOT
copy directly from the research paper. Use the space below to answer your question. Your answer
will be assessed based on the rubric on page 7. Answers should be 150-200 WORDS. The response
should be in the form of a paragraph.
_______/ GRADE 5
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Task 3: Paraphrase the following passage from the research paper. Your response will be
evaluated based on the rubric on page 7.
_______/ GRADE 10
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According to a national survey, the number of faculty who use and support the use of social media in
the classroom is substantial. Though there are statistics that show that social media has a substantial
presence in the classroom, there is no data that proves unequivocally that social media use is beneficial
to learning. Similarly, there is no data that proves that social media is detrimental. We simply do not
have enough years working with these specific tools, networks, and platforms to understand how they
genuinely affect teaching and learning.
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Task 1: Rubric (Abstract)
0
Total: _______ / 5
0.25
0.5
0.75
1
Purpose
Sections
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Coherence and
Cohesion
Grammar and
Spelling
Word Count
0-20 words
21-40 (1pt)
41-60 (2pts)
61-80 (3pts)
Task 2: Rubric (Critical Thinking)
0
81-100(4pts)
Total: _______ / 5
0.25
0.5
0.75
1
101150
(3pts)
151-200 (4pts)
Support
Cohesion and
Coherence
Grammar
Spelling and
Punctuation
Word Count
0-50 words
51-75 (1pt)
76-100 (2pts)
Task 3: Rubric (Paraphrase)
Total: _______ / 10
0
0.5
1
1.5
2
Word Order and Structure
Vocabulary
Retains meaning
Cohesion, Sentence Skills
and Grammar
Word Count
0-20 words
21-40
(1pt)
41-60
(2pts)
61-80
(3pts)
81-100 (4pts)
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