Global Influence of Social Media in Politics and in Our Lives

Jim Jorstad [right] addresses a group after his lecture on social media.
{photo courtesy-Larry Sleznikow}

A live streamed webcast was broadcast from the campus of the University of Wisconsin-La Crosse on the evening of October 29th. The lecture was entitled, "The Global Influence of Social Media in Politics and in Our Lives." The presentation explained how Facebook, Twitter, and YouTube have dramatically changed the political landscape as well as our personal lives.  Through an insightful documentation of politics in Wisconsin since 2011, through the national political scene of 2012, the interactive program showcased a long series of historical events through social media and citizen reporting.  Using CNN iReports as the framework, the audience saw first hand photo-journalistic reports of the Wisconsin Recall, the presidential and senate races, and a variety of human interest stories.

The lecture was streamed live on Mediasite and Live Polling was used to measure the political demographics of the audience, as well as gauging the audience's perceptions in regards to how specific media outlets may or may not be biased in their news reporting. The event was carried on Twitter at #GlobalSocMedia

You can view the presentation by clicking on the image.



Some key takeaways when effectively utilizing social media include:

1) use relevant images and video to document authentic events.
2) use analytics to track dissemination and distribution.
3) use social media to tell personal and relevant stories
4) use social media to engage faculty and students
5) go global with your social media story
6) go local with your social media story 

Live Polling was used in this presentation.  You may be part of the poll, or view the responses by clicking here:

Social Media in the Fast Lane- Tech in 20

On September 7, 2012 I spoke at Tech in 20, an annual event held at the University of Wisconsin-La Crosse, and sponsored by Information Technology Services. The premise of the event is to hold concurrent technology-related mini workshops that are 20 minutes or less in length. It forces the speakers to be concise and precise on their respective topics, and also provides the attendees the chance to see a wide variety of sessions in a short period of time. The goal of Tech in 20 is to "wet the appetite of faculty and staff" to see the "what ifs" of technology, and hopeful motivate them to seek out more detailed information and seminars provided by ITS. 

Following the Tech in 20 theme, my mini session was entitled, "Better than 20mph- In the Fast Lane with Social Media."  I focused on how social media can be used to make teaching and learning more engaging and authentic.  It also can serve to help faculty connect with other scholars and professionals worldwide to share ideas and research.

There were six important take aways for the audience:

1) Use relevant images and video to document authentic events.
2) Use analytics to track dissemination and distribution.
3) Use social media to tell personal and relevant stories.
4) Use social media to engage faculty and students.
5) Go local when using social media.
6) Go global when using social media.

I highlighted the value of using YouTube, Tweetdeck, and citizen journalism through CNN iReporting. Featuring real world examples combined with effective strategies and methodologies dramatically can show the true reach and dissemination of social media.

Making Learning Authentic Through Social and Rich Media—Reenergizing Your Classroom

photo by K.Rees

At the 14th Annual UW-La Crosse Conference on Teaching and Learning, one of the core topics focused on how we can engage students into the curriculum by making learning more authentic. The premise here is to find how social and rich media can be used as tools to accomplish this engagement, and in the process- reenergize the classroom.

Information technologies and social media are intertwined in the fabric of our daily lives. In teaching students, we look for strategies to keep them engaged in the learning process.  Perhaps we can integrate our technology tools into the teaching and learning process to make learning more authentic and relevant.  In this presentation faculty learned innovative strategies to incorporate social and rich media into virtually any discipline.  This interactive session opened new vistas to reenergize faculty, their students, and the classroom experience.

During the session, CNN iReports were utilized as one tool to immerse faculty into relevant stories, and both faculty and students were encouraged to write photojournalistic stories that could be shared worldwide.  I demonstrated the power of social media and citizen reporting by showcasing political topics, human interest stories, and on the U.S. Drought of 2012.  A CNN series of stories on the drought illustrated the power of personalizing the social media message. The key to the story's success was to focus more than on the drought, but how it affects people and their lives. Another example of iReporting featured a story of how faculty and students at Illinois College wrote their first iReport, and how they learned to "Bring the World into Focus."
As part of the session, a Twitter hashtag #UWLTLC12 was used.  Bob Hoar, a UW-L faculty member was tweeting during the session.  In addition, other attending faculty and staff also tweeted to create a "community of collaboration."  I pointed out that using software like Tweetdeck, allows you to follow multiple topical streams of tweets, but also provides you links to information at a moment's notice. 

Other tools that were discussed included web streaming with Mediasite, utilizing Facebook, and YouTube. The session concluded with reminding the audience that social media can: motivate and engage "the base", accelerate the speed of dissemination, disseminate fact or fiction, affect the attribution of the author, reinforce, influence and change opinion, and most importantly make learning more relevant and authentic.

Creating Engaging Curriculum with Technology

Creating curriculum with appropriate and effective technology can help make lectures more engaging for students.  In Part 2 of a session at UW-Platteville's Technology Academy, faculty learned more about using YouTube, Twitter, CNN iReporting, and PowerPoint to create materials that help re-energize curriculum and lectures. A variety of videos were utilized to explain how a segment can encourage discussion during a class, and to also to acknowledge the technology challenges for faculty, staff, and students.

After explaining the strategies and methods relating to social media and instructional technology, each workshop participant was challenged to create an engaging PowerPoint with supplied still images and video about the drought of 2012.  Faculty members were challenged to use best practices in developing their PowerPoint, which also included a YouTube link.  Attendees were from a wide variety of disciplines including: Agriculture, Math, Biology, English, and Art. At the conclusion of the session, several faculty were asked to present their PowerPoint to the group.

In the end, faculty learned how to select appropriate technology tools, how to utilize social media, and how to create a PowerPoint in a short period of time in regardless of what discipline is being taught. The Technology Academy is a good way to engage faculty, and to present strategies to promote the  "what ifs" of technology use in making teaching and learning relevant, authentic, and engaging.

Technology Academy Brings Faculty Closer to Technology

As part of a two-day institute, faculty at the University of Wisconsin-Platteville are learning strategies and methodologies to effectively integrate technology into their curriculum. My morning session was entitled, "Engaging Faculty and Students with Technology:Making Learning Authentic."  In this segment I showcased how social media can be effectively utilized in engaging both faculty and students in the process of creating original content and stories.  Through the use of CNN iReporting, faculty learned how social media can be "history in real time."

By capturing real life in personalized stories, attendees learned how social media can bring information and messages to a global audience.  We think of social media as moving very quickly.  In reality, it moves quicker than many of us think, or know.

Engaging Learning Through Social Media

In July, during a two-day institute in , funded through a grant from the Andrew W. Mellon Foundation, faculty at Illinois College in Jacksonville, IL learned how social media can be seen as “history in real time.” I spoke to the faculty on how they can use social media such as Facebook, Twitter, and CNN iReports to help to engage students, and to make their curriculum more authentic and relevant.

During one of the sessions, faculty (and student assistants) learned how to create CNN iReports and upload their stories.  Within a hour, one faculty member already uploaded his story. That evening, faculty members were filling reports as late as 2:00am in the morning. The next day, 4 faculty members and one student had their iReports "vetted" by CNN iReport producers in Atlanta.  

In the end, faculty learned first hand how social media can be used to engage students into the teaching and learning process.  You can link to the CNN iReport on this experience by clicking here. 

The workshop was held in an innovative learning space in the library which provided rear screen projection, coupled with an innovative windowed design that doubled as a writing surface.  The motif of the classroom blends the old historical architecture from the campus beginnings in 1828, with the technology of today's "flipped classroom" philosophy.

Social Media, Mediasite, and Politics

The UNLEASH 2012 International Conference was held in Madison, Wisconsin May 7-9th, bringing Mediasite experts and end users  together.  I had the opportunity to present a keynote address entitled, "Social Media, Mediasite, and Politics."  The presentation explained how social media has influenced and reinforced political viewpoints since February of 2011.  Attendees present at the  the conference, and on-line were from throughout the United States, Japan, Netherlands, Australia, and many other countries. The event brings a wide diversity of web streaming experts, technical, and practioners together.

This presentation provided a wide variety of examples of video journalism, social media, and CNN iReporting. The research study was conducted for over a 14 month period and looked into how social media can:

motivate and engage “the Base”
accelerate the speed of dissemination
disseminate fact or fiction
affect attribution of the author
reinforce, influence, or change opinion
make learning more relevant and authentic


During the session, attendees were virtually transported from La Crosse, Wisconsin, to Madison and throughout the globe merely through the mechanism of effective and timely social media. Attendees were challenged to engage themselves in both sides of an issues by checking multiple and conflicting points of view.  With mainstream media and social media, people must work much more diligently to determine what is fact vs. fiction. When "social media is history in real time" you must be fully engaged with the message and how it is communicated to you. 

Social Media- "History in Real Time" for Students, Teachers, and You

At the 2012 EDUCAUSE Midwest Regional Conference in Chicago, an Experience IT Session was held to delve into the topic social media and how it can make learning more relevant for faculty and students. In this session, a series of presumptions were tested through a year long research study to see if social media can:

motivate and engage “the Base”
accelerate the speed of dissemination
disseminate fact or fiction
affect attribution of the author
reinforce, influence, or change opinion

In addition, the study looked into strategies and methods to make learning more relevant and engaging. By using social media tools such as Tweetdeck, YouTube, and CNN iReports, attendees learned how to bring real world political events into the classroom for discussion, evaluation, and research. Attendees across the Midwest were given the chance to see real life political events in Wisconsin to better understand the power, advantages, and dangers of social media. In addition. participants learned how to extend the use of social media into other academic disciplines.

Tech Boot Camp @ EDUCAUSE Midwest Conference

At the EDUCAUSE Midwest 2012 Conference in Chicago, I participated in an unique segment called Tech Boot Camp. In this 90 minute event, presenters sit at a series of round tables and talk about their technology-related project which covers a broad spectrum on topics. Every 15 minutes or so, the viewers rotate to other tables to learn about a different topic. As the session description states, "In this session, you'll learn from colleagues about emerging tools and their potential applications on campus and in your professional life. Facilitators will be positioned at stations around the room, allowing you to experience one tool or to float between discussions." In the photo, I am collaborating with Beth Kirschner, Application Development Manager from the University of Michigan, on social and rich media. My topic was "Social Media in Real Time"- for Students, Teachers, and You. This was a very good opportunity to confer with colleagues on a more one-on-one basis through more in depth discussion. The full presentation on this topic was given to a wider audience as part of the Experience IT track for the conference.

Social Media and Politics

The 2012 EDUCAUSE West/Southwest Regional Conference was held in Portland. The event was very well organized and planned. The conference theme was "Engaging Everyone Effectively." A good number of sessions focused on the use of social media. In my presentation, "Engagement with Social Media in Politically Charged Times: Making Learning Relevant with Technology" we took a detailed looked how social media is reinforcing, influencing, or change our public perceptions of politics. The main focus was to consider strategies and methodologies to make student learning more relevant and engaging. Through a year long study, we are able to dramatically illustrate how faster social media messaging travels, and how we need to find ways to determine its accuracy and author attribution. The session was webcast on-line via Mediasite and is available for on demand viewing. For more web streamed resources on this topic, feel free to go to a related blog, Social Media and Politics.

The Power of Social Media for Campus Initatives

On January 20, 2012 I had the opportunity to present a session on, "The Power of Social Media- and How to Use it Effectively. The session was presented to a planning group at UW-La Crosse who are considering a social media initative to explain key issue of a student referendum to fund a new student center. The session graphically illustrated how social media can affect political issues. This workshop took the social media strategies used in politics and applied them to a project to explain and obtain support for a new student center complex.

Some key decisions and outcomes from the workshop included the following:

1) when using Twitter- decide upon who approves the tweets.
2) consider what Facebook apps are most appropriate for this initative
3) consider using rich media within the social media framework
4) consider using an interactive blog to continue the social conversation
5) promote the work you are doing with social media, in traditional media such as campus newsletters, e-mails, and the local press.

As the 2011 ECAR study states, the overarchiving observation is that, "technology could be used more strategically to engage students in academic life." In this project, we will see if we can accomplish this goal.

Learning Spaces by Design

On October 25, 2011 I was a guest presenter at the Education Environments Symposium held at the Dekalb Office Customer Experience Center in Alpharetta, GA. The title of the presentation was, "Learning Spaces by Design- How we can revitalize teaching, learning, and collaboration." The objective of the session was to review a wide variety of learning space designs throughout the U.S. and the world, and to cover 10 core design space concepts that should be included in any learning space project. Both successes and failures in learning space design and integration were illustrated and explained. The Center was filled with innovative and ergonomic settings and designs.

One of the most intriguing featured elements was the innovative "node" chair which promotes flexible mobility and collaborative seating. The striking ergonomic design provides the opportunity to redefine the traditional "front of the classroom" and helps to empower both the student and faculty member to creatively innovate the teaching and learning activities. The seating design also provides a "cubby" place which is particularly helpful in cold weather climates where students have heavy clothing, backpacks, and other items. Considering space, place, and teaching and learning activities can greatly enhance the educational and social experience.

Another innovative design which was featured was the media:scape concept. This innovative product provides collaboration through a variety of seating arrangements, switching of computer signals from

collaborators, and also HD video conferencing options. To share computer screens, collaborators merely have to click a "puck device" which displays their specific computer screen. The product is described as having the ability to break down "barriers and democratizes how people access and share information by allowing....participants to contribute to their ideas- equally, quickly, and seamlessly." You can learn more about the collaborative features of the media:scape concept by viewing this video:

This event brought faculty and staff from universities, colleges, and school districts together with architects to learn and discuss the key design concepts of ensuring the effective creation and integration of learning spaces. The key takeaways from this presentation were the core 10 Key Design Concepts:

Teaching and Learning
Space utilization
Lighting
Sound
Ergonomics
Interior Architecture
Translucent technology
Social media integration
Emerging technologies
Collaboration

Occupy Wall Street Has WI Connection Through Social Media

When hearing the news media talk about Occupy Wall Street #OWS , it is important to look deeper into what the movement means on a global and personal scale. One attempt to gain a better understanding of the OWS phenomenon, and to provide some context to the discussion, is through an innovative use of CNN's iReports. Anyone can become an iReporter. Basically, after signing up for an account, an individual anywhere in the world with Internet access or a cell phone can immediately upload a photo, video, or narrative of what they are experiencing. It brings important global and local issues to the forefront, anytime, anywhere, and about anything of importance to the iReporter.

For OWS, CNN iReporters were asked to report on their impressions on the issue. This provided an opportunity to research the use of social media in politically charged environments, and how OWS affects people's lives. In this example, a person in La Crosse, WI was interviewed on how
Occupy Wall Street Was Inspired by the Wisconsin Protests affected him. In the article, Craig explained that the political protests in Wisconsin help to inspire the people in New York to begin the Occupy Wall Street efforts. He continued by saying that he is been unemployed for over a year. In his words, "We need to connect the dots from what is happening in Wisconsin, to what is happening in New York." Through the iReports, we can gain some context on OWS throughout the world through the personal stories of those who are affected. Social media provides the mechanism for us to better understand issues, and people.

The Impact of Social Media in Politics

On October 7, I had the opportunity to present the session, "The Impact of Social Media: Authentic Learning in Politically Charged Environments." The session was part of a day long workshop hosted by the University of Wisconsin System Learning Technology Development Council (LTDC). The entire event was entitled, "Authentic Learning with Digital Media." You can follow the Twitter feed from the conferencer at #LTDCWRS.

My session graphically showed how social media can reinforce, influence, and change opinions in politically charged environments- in this case in Wisconsin beginning in February 2011. By showcasing CNN iReports, YouTube, and Twitter feeds, a chronological case study illustrated how social media can present fact, and fiction, to the world. Over 90,000 CNN iReport views, 500 global comments, and numerous press announcements help to put the polticial upheavel in Wisconsin in context, augmented with examples of how social media played a pivotal role in shaping and changing opinions.

Creating a Sense of Collaboration

When we want to create an environment which engages faculty with learners, we need to consider creating spaces that promote discussion and collaboration. First we need to have curriculum which promotes opportunities of collaborative learning.  Then, we can focus on some of the ways we can enhance this experience through a series of design and technology options. 


An innovation room conceived to complement collaboration

Selecting tables and chairs with wheels helps to promote an environment of flexibility and innovation.  In addition, providing plenty of "analog" white boards encourages the sharing of concepts and ideas.  Providing a main projection screen, along with flat panel monitors located around the room provides the opportunity to direct attention to the front of the room, or to group work. 

In this room faculty have the flexibility to select multiple video sources in the front of the room, or to the "group work" at one of the three flat panels around the perimeter of the space. The faculty also have full control of lighting and presentation sources via a touch panel at the podium.  This innovation room make the learning environment flexible, engaging, and very collaborative.

Learning and Social Meeting Spaces Redefining Learning Experiences

250-seat auditorium and teaching podium

As new academic buildings are conceived and constructed, considering teaching and learning activities along with social interactions are important issues to think about.  We are at a point where we need to consider what we want as outcomes of our space design, before we put faculty, staff, and students into our environments.  At the University of Wisconsin-La Crosse, Centennial Hall was developed with an eye on the past 100 years of the university's existence, and an eye on the next 100 years.  There are a number of key concepts that personifies how we can blend teaching and learning, and student and faculty interactions.  In the building there are traditional lecture halls of 250 occupants. These lecture halls are carefully sloped for easy access, provide exceptional sound treatment and accoustics, comfortable seating, full HDCP digital switching capability, and dual screen projection.  In addition to traditional seating, the building also has innovative collaborative, flexible collaborative spaces.  



Open areas with comfortable seating promote interaction



The building also provides large open areas for students and faculty to interact, network, and collaborate. These open areas provide comfortable seating, wireless Internet, and pleasing color scheme and lighting.  In providing multiple effective learning environments, coupled with open meeting spaces, a cohesive and integrated space can promote learning and social interaction.



Open areas with good lighting and digital signage

In future reviews, I will anlayze in more detail specific learning spaces within the building, and explain how certain spaces can enhance interation and collaboration during the teaching and learning activities.

September 11, 2001 Remembered

On September 11, 2001, we all watched in disbelief of the terror attach on the U.S.  We had just finished remodeling our Wing Technology Center with the latest in classroom technology and new learning space environments.  I was very proud and gratified of the result. Then, early on September 11th, we all watched the stunning events of the fateful day unfold as the video and images were projected in our new classrooms throughout the building.  Here we had the latest technology to enhance our learning, and there on the screens were images of tragedy and destruction. Several days later, I asked and received permission to put an American flag, framed on red, white, and blue burning, on the front of our new building.  When I look at this photograph a decade later, I can still clearly remember what I felt and thought on that day. 

Social Media in Politically Charged Environments

I recently presented a first-in-a-series session on the use of "Social Media in Politically Charged Environments." This in-depth and well documented project, includes images, videos, blogs, YouTube video, and Twitter feeds as it portrays the impact of social media on the political environment in Wisconsin since February 2011. Included in the presentation are CNN iReports which were tracked through the U.S. news media, and worldwide. Screen shots captured the dramatic speed and distribution of information throughout the world. In addition, comments highlighted and documented the high emotions of people globally, on the political issues and environment in the state. Analytical data highlighted from selected YouTube videos through "YouTube's Insight" illustrated the age group, gender, geographic location of the viewership. Faculty at the presentation were engaged and, at times, overwhelmed of the emotion from the documented videos.

One faculty commented, "I was at the March 12th protests in Madison, and seeing the video makes my hair stand up on the back of my neck." Another faculty member, who originally was from Iran reflected, "I thought this footage was from Washington, DC!" I informed her that no, this was shot in Madison. She continued by saying that these protests look like the ones in Iran over 30 years ago.

More presentations and writings are planned for this topic. If you'd like to know more, or contribute, please let me know. Let's discuss, collaborate, and learn.

21st Century Classroom Technology with Cisco

Recently we hosted a workshop, in cooperation with Cisco entitled, "21st Century Classroom Technology." We had a variety of guests from around the U.S. via Cisco/Tandberg HD teleconferencing. The first guest speaker was Dr. Lance Ford who provided a dynamic and engaging presentation on how to incorporate smartboards and video into the teaching and learning process. To see and learn more, click on the Cisco presentation link below. http://tinyurl.com/3rss4vy

To Empower With Technology

I just completed a new video entitled, "To Empower With Technology." The concept of the video is to illustrate how today's college students perceive technology in their lives and in their education. The program touches on social networking and communications, and challenges the viewer to consider how technology empowers us all. The program recently "kicked off" the EDUCAUSE Midwest Conference held in Chicago, IL. It preceeded a keynote address by Michael Wesch, best known for his engaging videos, The Machine and Us (over 11 million views) and also A Vision of Students Today, (over 4 million views). Michael was referred to as "the explainer" by Wired Magazine. He is an Associate Professor of Cultural Antropology at Kansas State University.