Berger, E. J., & Pan, E., & Orange, A., & Heinecke, W. F. (2014, June), A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19984

\bibitem{asee_peer_19984}
  Berger, E. J., \& Pan, E., \& Orange, A., \& Heinecke, W. F. (2014, June), \emph{A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--19984

Edward J. Berger, Edward Pan, Amy Orange, and Walter Fredrick Heinecke.  "A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/19984 Internet.  17 May, 2024

\bibitem{asee_peer_19984}
  Edward J. Berger, Edward Pan, Amy Orange, and Walter Fredrick Heinecke.
  "A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/19984 Internet.  17 May, 2024

@INPROCEEDINGS{asee_peer_19984
author = "Edward J. Berger, Edward Pan, Amy Orange, and Walter Fredrick Heinecke"
title = "A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19984}
number = {10.18260/1-2--19984}
}

TY  - CPAPER
AB  -           A Preliminary Summative Assessment of the HigherEd 2.0          Program–Using Social Media in Engineering EducationAbstractThe HigherEd 2.0 (HED2.0) program initiated in 2006, and the research team developed andevaluated pedagogical techniques for integrating social media (what we used to call web 2.0)tools into engineering education. Inspired by the 2006/2007 rapid adoption of podcasting forentertainment, news, and other non-academic purposes, the HED2.0 program sought: (i) tointegrate various social media tools into the fabric of engineering undergraduate classrooms, (ii)to evaluate the program using mixed methods and targeting various specific outcomes, and (iii) todevelop best practices for deployment of social media tools in support of student learning. TheHED2.0 program has focused on the use of blogs, video technologies (including podcasts), andstudent-generated content as powerful and productive pedagogical tools.This paper reports on a preliminary summative assessment of the program, its outcomes, itssuccesses, and its challenges. Throughout the program, a mixed-methods evaluation approachwas used, and it focused on a variety of factual factors (usage data, download statistics), surveyresponse data from students, faculty and student interviews, and student gradebook data. Whilethe full summative assessment of the program is beyond the scope of this conference paper, thispreliminary presentation focuses on several specific aspects of the program. First we considerstudent response to the idea of using social media for teaching and learning, and in particular weexamine student attitudes about, and usage of, the social media resources across multiple years ofthe program. What we learn is that student response to the program follows a somewhatpredictable diffusion of innovations framework, and we present data from student surveys, factualusage data, and interviews with students. Second, we examine the relationships between studentusage and engagement with HED 2.0 technologies and their performance on specific assessmentsin the course, including homeworks, quizzes, and exams. We characterize several model studentprofiles based upon the apparent impact of technology usage on their academic performance.Finally, we examine the role of incentives in shaping student use of the social media resources.Based upon different approaches to incentivizing usage, ranging from no incentives to somemeasure of course credit, we can conclude that students generally require an initial motivation toengage with what is (for most students) an entirely new framework for learning. However, afterstudents gain experience with the HED2.0 techniques, they require far fewer incentives tocontinue their engagement with the social media tools.
AU  - Edward J. Berger
AU  - Edward Pan
AU  - Amy Orange
AU  - Walter Fredrick Heinecke
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - A Preliminary Summative Assessment of the HigherEd 2.0 Program - Using Social Media in Engineering Education
UR  - https://peer.asee.org/19984
DO  - 10.18260/1-2--19984
ER  -