One of my classmates raised the question: If nobody comments on her blog, can you consider her blog a form of social media?
Her question influenced my definition of social media, which is now:
social media is the technology which, when used as designed, connects people and ideas, and gives ordinary people a platform on which to speak to the world
In the article we read, I thought the word "context" was important. Of utmost importance is our "ability to speak into the context others have created". I've been learning a lot about the context of Twitter and analyzing how microblogging can actually help my students. It turns out, I just may be getting sold on it. I love (and hate!) the 140-character limit. I can't believe how quickly I am cut off when I try to make a grammar point. If I use it within the context it was designed, I am forced to get straight to the point rather than padding it with all kinds of jargon and preamble. This has been a good exercise for me and I would imagine that it is more beneficial to my students that way.
Because I am teaching communication skills within a Canadian context to nurses who are non-native English speakers, interaction is the most important technological affordance for our program. This can be tricky since we deal with resistance to the online format for this interaction. I was excited to find a link to an article in our readings on how to successfully teach medical professionals through simulated reality in Second Life: http://discovermagazine.com/2009/jul-aug/15-can-medical-students-learn-to-save-real-lives-in-second-life.
The other affordance that is crucial is access. Our students need a place where they can access the content of the program and get information relevant to their field.
Her question influenced my definition of social media, which is now:
social media is the technology which, when used as designed, connects people and ideas, and gives ordinary people a platform on which to speak to the world
In the article we read, I thought the word "context" was important. Of utmost importance is our "ability to speak into the context others have created". I've been learning a lot about the context of Twitter and analyzing how microblogging can actually help my students. It turns out, I just may be getting sold on it. I love (and hate!) the 140-character limit. I can't believe how quickly I am cut off when I try to make a grammar point. If I use it within the context it was designed, I am forced to get straight to the point rather than padding it with all kinds of jargon and preamble. This has been a good exercise for me and I would imagine that it is more beneficial to my students that way.
Because I am teaching communication skills within a Canadian context to nurses who are non-native English speakers, interaction is the most important technological affordance for our program. This can be tricky since we deal with resistance to the online format for this interaction. I was excited to find a link to an article in our readings on how to successfully teach medical professionals through simulated reality in Second Life: http://discovermagazine.com/2009/jul-aug/15-can-medical-students-learn-to-save-real-lives-in-second-life.
The other affordance that is crucial is access. Our students need a place where they can access the content of the program and get information relevant to their field.
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