I have the experience of creating secret groups for my students of every subject. Most of my students like this manner of communication, but still find that some of them dislike such methodology of communication, or just read my publications but do not react
Any advice please?
Yo también tengo un grupo secreto para la materia de Programación y Audiencias y trabajamos directamente con el equipo de programación de un canal de televisión regional. Los alumnos dialogan directamente con los responsables del canal que, a su vez, consultan con mis estudiantes lo que opinan sobre sus estrategias de programación televisiva o sus formatos de TV. Es el tercer año que tenemos este convenio de colaboración y significa un aliciente importante para el funcionamiento del grupo secreto como instrumento de trabajo en el aula.
I also have a secret group for the subject of Programming and Audiences and we work directly with the programming team of a regional television channel. The students talk directly with the people in charge of the channel who, in turn, consult with my students what they think about their television programming strategies or their TV formats. It is the third year that we have this collaboration agreement and it means an important incentive for the operation of the secret group as an instrument of work in the classroom.
You can use Facebook as it's most popular but take your "Q" from the topics they discuss on this social media space and try to integrate them into the course topics to keep them interested. Here are examples of research that show these strategies and the positive results:
Article Use of Facebook for enhancing student engagement in a higher...
Conference Paper Social Media in Education: Bringing Your Classroom to Life -...
Best regards,
Debra
I tend to take a 'Universal Design for Learning' approach to social network use in class (all about offering flexibility and multiple pathways). It's on offer; it's a pathway to the material, but I also keep in mind that I need to offer similar opportunities in other formats as some students don't use social network or do not find it congenial. I try and avoid the 'either or' approach and simply see it as one more medium to reach the learner. Hence I use the LMS (Moodle in my case currently), social networks, deliver the same material and resources live in class, etc. Some students are avid users of social networks and do thrive on it so it would be counter-productive to stop using it just because it does not reach everyone. I see it more as an extra tool in my strategies for differentiation, and it is successful. Then again when looking at social networks use in class, we have the sad tendency to be teacher-centric. Just because we, as educators, use FB or Twitter does not mean that it is the platform that most appeals to our learners, so even when incorporating social networks systematically, it's good to see this as a spectrum than as one single tool.
I also use social media platform in my classes and I seem to get similar responses. To get students actively and fully participating on this platform I tie mark or other forms of reward to every activity. This has yield results for me over time and students do enjoy it still.
Interesting. Tagging them with some credit score increases the active and holistic participation of students (@Dr. Harry). Also, make the system and processes lively and interesting by moderating the discussions effectively.
My experience in this case focuses in the use of Whatapp groups for diferents instances. In order to promote the participation I demand some actions. For exemple, read a paper o watch a video an d then they have to score and explain why.
- Badges
- Science method
- Similar topics
- Teaching