Instructional use of Google+ accounts, creating collaborative documents on Google Docs, Instructional use of Facebook Accounts and Blogs, Broadcasting educational videos on Youtube, Instructional use of Twitter Accounts and Twitter Analytics.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the importance of social media usage for instructional purposes | 1, 3, 4, 14 | 1,2,3 |
| Knows social media tools and creates an account. | 3, 4, 14 | 1,2,3 |
| Shares instructional contents on Google+ and creates a group | 3, 4, 14 | 1,2,3 |
| Develops a collaborative instructional material by using Google Docs | 3, 4, 14 | 1,2,3 |
| Uses Facebook Accounts for instructional purposes. Designs course materials and debates on Google Groups. Manages feedback and evaluation and gives homework on Facebook. | 2, 3, 4, 14 | 1,2,3 |
| Creates a Blog for instructional purposes and shares course materials on Blog. | 3, 4, 14 | 1,2,3 |
| Broadcasts an educational video on Youtube | 3, 4, 14 | 1,2,3 |
| Uses Twitter for educational purposes | 3, 4, 14 | 1,2,3 |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction and meeting | |
| 2 | Social Media Tools, Use of Social Media towards courses. | |
| 3 | Use of Google+ and Google Groups | |
| 4 | Develop a course material by using Google Docs | |
| 5 | Use of Facebook for instructional purposes | |
| 6 | Use of Blogs for instructional purposes | |
| 7 | MIDTERM | |
| 8 | Creating educational videos by using Camtasia | |
| 9 | Broadcasting educational videos on Youtube | |
| 10 | Use of Twitter in Education | |
| 11 | PRESENTATION OF PROJECTS | |
| 12 | Using Twitter API | |
| 13 | Creating Digital story telling | |
| 14 | Evaluation |
Recommended Sources
| Textbook |
Social Media in Higher Education: Teaching in Web 2.0 1st Edition by Monica Patrut (Editor), Bogdan Patrut
Education and Social Media: Toward a Digital Future (The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning), 2016 by Christine Greenhow (Editor), Julia Sonnevend |
| Additional Resources |
Paul A. Tess, The role of social media in higher education classes (real and virtual) – A literature review, Computers in Human Behavior, Volume 29, Issue 5, September 2013, Pages A60-A68, ISSN 0747-5632, http://dx.doi.org/10.1016/j.chb.2012.12.032.
Using social media applications for educational outcomes in college teaching: A structural equation analysis - Cao - 2013 - British Journal of Educational Technology Reynol Junco, The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement, Computers & Education, Volume 58, Issue 1, January 2012, Pages 162-171, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2011.08.004. Yi-Shun Wang, Ci-Rong Li, Ching-Hsuan Yeh, Shin-Tzu Cheng, Chei-Chang Chiou, Yu-Cheng Tang, Tzung-I Tang, A conceptual model for assessing blog-based learning system success in the context of business education, The International Journal of Management Education, Volume 14, Issue 3, November 2016, Pages 379-387, ISSN 1472-8117, http://dx.doi.org/10.1016/j.ijme.2016.09.002. |
Material Sharing
| Documents | |
| Assignments | |
| Exams |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 30 |
| Quizzes | 1 | 30 |
| Assignment | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 60 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 40 | |
| Total | 100 |
| COURSE CATEGORY | Expertise/Field Courses |
Course’s Contribution to Program
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Know instructional technologies and materials and how to implement these in courses; take role in applications such as educational software, e-learning, distance education and support other people around in need. | X | |||||
| 2 | Use process of design, planning, implementation and managing educational technologies efficient; design and prepare needed products, changes and updates examining these processes. | X | |||||
| 3 | Organize suitable technology supported education environments taking individual, social, cultural differences of students into consideration and special interest and needs. | X | |||||
| 4 | Have efficient usage skill for information and communication technologies within and out instruction process. | X | |||||
| 5 | Design and develop technology supported instructional materials to fulfill instruction needs. | X | |||||
| 6 | Define needed software and input-output devices for set up optimum computer system. | X | |||||
| 7 | Plan, implement and manage learning-teaching process | ||||||
| 8 | Develop and implement projects with knowing the processes of project development. | X | |||||
| 9 | Have information about computer software and hardware in level of teaching computer and information and communication technologies courses and supporting other teachers; use informatics and communication technologies (European Computer Driving License, Advanced Level). | X | |||||
| 10 | Have enough knowledge, skill and competence about teaching profession. | ||||||
| 11 | Use current information communication technologies (software-hardware) and integrate them to learning-teaching processes. | X | |||||
| 12 | Have high level knowledge and can put in force learning teaching approaches, theories, strategies, methods and technics. | X | |||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 5 | 80 |
| Mid-terms | 1 | 3 | 3 |
| Quizes | 1 | 3 | 3 |
| Homeworks | |||
| Final examination | 1 | 3 | 3 |
| Total Work Load | 137 | ||
| Total Work Load / 25 (h) | 5,50 | ||
| ECTS Credit of the Course | 6 |