Many of you will remember Eldon Strickland, who served at BU as an Associate Director in the Office of Distance Education, as well as an advisor for centers such as CADER, CFLP and other units. Eldon attended many of our Ed Tech Collective meetings while he worked at Boston University.
Today we can congratulate him to his successful defense of his dissertation, which he accomplished on Tuesday, February 9, 2016 at BU’s School of Education. In his dissertation entitled “The Effect of Teacher Self-Disclosure on Student Motivation and Affect Toward Teacher in Online Education” he examines the effect of TSD and comes to some interesting conclusions.
Hopefully we will soon be able to point to a published article based on his work and invite him to our Ed Tech Collective to share his findings. Overall the importance of student-teacher engagement as one of the pillars for successfully motivating students is highlighted, as well as the need for us – as Educational Technologists – to support and educate our faculty in leveraging the technologies and tools we have at our disposal to achieve this beneficial level of engagement.
Are you interested in using social media for teaching and learning? Please come to an informal gathering of BU faculty, graduate instructors and staff to share thoughts, ideas, tips and tricks about using social media (such as Twitter, Facebook, LinkedIn, Wikipedia and YouTube) in the classroom. Our first gathering will be at the BU Pub. We’d like to schedule it for your convenience, so please let us know what times you could make in our Doodle: http://doodle.com/poll/s6byvq2k2he9v3yw
Sophie Godley often begins the semester in her community-health class by setting ground rules, including expectations for electronic media. She gently teases students that perhaps they can spare an hour or two away from communicating with others, with particular reference to Facebook, and instead focus on themselves and their learning. During one of these conversations, it struck her that Facebook also had potential as a positive learning resource. Prof. Godley’s students often emailed her links to articles relevant to the current class’s material, and she thought that Facebook offered an easy way for them to share those articles with each other directly.
In fall 2012, she created Facebook pages for her classes at both undergraduate and graduate levels, which she invited students to “like”. She made it clear that students did not have to be her Facebook “friend”, and that participation in the page was voluntary. She has now started three different pages for the three classes she teaches, and has reached 462 students. In addition to generating student content and discussion, past and present students can interact on the page. Prof. Godley can post jobs and internships, and include both current and former students. She can also ask questions about articles and generate back-and-forth in the comments. She has also found it “relatively painless” to manage the Facebook pages, compared to many other administrative tasks of teaching.