​Social Media Tools as Online Learning Environments ​

Social medi​a have revolutionized communication, business, and even the way we interact on a day-to-day basis. This course will show you how social media tools can be used to introduce innovation into the online classroom and how a course that you teach can be transformed into an online social media-enhanced course.
By the end of this course, you will be able to:
  • Choose the right social media tool for your online course;
  • Understand the key differences among the various social media tools as well as the key benefits they offer; 
  • Demonstrate familiarity with pedagogical principles for designing engaging, pedagogically-sound social media-enhanced activities;
  • Align social media-enhanced activities with the intended course outcomes; 
  • Plan and Develop a social media-enhanced course;
  • Analyze the content and topics of a course that you teach or are familiar with, and 
  • transform these into an online social media-enhanced course; 
  • Teach an online social media-enhanced course.
The Course Outline
 
The course is intended for teachers and teacher educators interested in learning about social media-enhanced courses and in how they can transform the course they teach into an online social media-enhanced course. This course is designed to be suitable for teachers and teacher educators from a wide variety of disciplines with little or no experience in teaching social media-enhanced courses.
– English fluency;
– An academic degree at the Bachelor’s level;
– Computer literacy.
Dr. Danny Glick
Dr. Glick is a research affiliate at the University of California, Irvine working with Prof. Mark Warschauer in the Digital Learning Lab. Danny’s research focuses on the relationship between learning processes and outcomes in online, blended and synchronous-enhanced learning environments.
 
Danny is an educational researcher, learning technologist and CALL implementation specialist with nearly two decades of global experience in planning, designing, implementing and evaluating small- and large-scale technology-enhanced programs for the K-12 market, academic institutions, government agencies and organizations in both developing and developed countries. Since 2004, he has worked as the Director of Pedagogy and Research at Edusoft, a subsidiary of Educational Testing Services (ETS) that develops blended and distance learning English as a Foreign Language programs for ministries of education, universities, corporations, private language schools, and K-12 schools around the world, reaching millions of students in more than 30 countries. Currently Dr. Glick is the pedagogical director and PI of a national technology-enhanced language program taken by over 600,000 public school students in Peru.
 
He is a frequent keynote speaker and reviewer for leading educational technology research journals. Dr. Glick’s research interests include but not limited to learning effectiveness in technology-enhanced learning environments, dropout prevention algorithms, game-based learning, and MOOCs.

The opening of a course is dependent on the number of participants.
If a course is not given in a particular semester, registrants may:​
  • Choose an alternate course from the ones that are offered
  • Postpone studies to the following semester
  • Receive a full tuition refund.​

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