5 steps to create better social media content for students

create better content for students

5 steps to create better social media content for students

For Nicole Diesbach (2002: 10), “Educate is to encourage, to stimulate both interrogative aptitude.

Self-education and to orient towards the fundamental problems of our condition and of our time.”

One of the significant concerns of parents and teachers regarding social networks has to do with quality content on the web. Everyone knows that the internet can be both a source of knowledge and entertainment as a source of social alienation. They can be used to bully, promote activities related to organized crime and even disseminate extremist ideologies.

However, social networks are not bad by themselves. Using social networks can be a good alternative for teachers when it comes to disseminating the contents of their subjects among students.

Here is an easy list of the 5 steps to create better social media content for students:

1.Organize ideas well

Before putting your content on the web, many people ask: where the hell do I start?

This question may seem simple to answer, but it is not. Creative people can have many ideas, but to determine which ideas are relevant and which are not … is difficult. That is why we need to structure the topic on which we are going to talk.

 There are hundreds of organizing tools on the web to achieve this goal. One of the ones I usually use is Trello. The Trello application works as a digital board (which can be consulted on tablets, laptops, etc.) in which lists of activities, projects, and reports that are to be made during the week are created.

When it comes to research, it can be used to collect brainstorming, list of websites, authors to consult, keywords and basic concepts to develop and even serves to make lists of social networks where academic content is intended to be promoted.

2. Take help from the experts

I have already organized the subject, and now what do I do?

When you are designing educational content for the web, (as well as any other kind of content), one of the most critical points is the keywords that we are going to use, since they define what we are interested in exposing.

However, what many people do not know is that the use of keywords is not limited to texts. In the audiovisual context, there are also keywords. On YouTube, for example, there are millions of videos of expert speakers who use keywords to present their ideas.

If we are attentive to the content of these videos, we can observe a tremendous creative display that very rarely can be matched by academic texts. The most successful speakers have excellent handling of body language, play word games, jokes, use analogies related to pop culture to explain difficult concepts to millennials or ask the public their opinion on the theme of the conference.

Another advantage offered by media such as YouTube is that the videos can be viewed and downloaded for later reference, facilitating that both teachers and students can review the contents of the topics they will discuss in class. You can also consult specialists when there are doubts about how to address a topic in blog forums, vlogs, educational pages, and specialized websites. Many of these consultations are usually free. Exceptions are depending on the type of page and the research area of ​​the teacher.

3. Take into account the public attention threshold

What happens if my audience gets bored?

A fact that must be taken into account is that there is no content that everyone likes, or that all people have the same level of attention.

According to the article “Attention a limited resource” by Jesús C. Guillén (2012), time is a decisive variable in the learning of new concepts or skills as at the neuronal level time is required to strengthen synapses and not to have to respond to the other stimuli that are generated in the environment.

The human brain can hold attention for a 90 to 110-minute cycle. However, that cycle is not uninterrupted. There is a period of 15 to 20 minutes in which we can be distracted from what we are doing, so it is recommended that teachers organize the contents in blocks that do not exceed 20 minutes so that students can reflect on the material explained in class or rest.

The most common distraction is usually text messages and notifications from Facebook, Twitter, Instagram, etc., sent through cell phones. This can easily be fought by the teacher who gives face-to-face classes when he limits himself to prohibiting the use of cell phones while in the course.

However, in the case of teachers working at a distance and in real-time, this is even more difficult because you have to 

Compete for attention with other social network pages that you cannot supervise or restrict, making them all more relevant to the strategies mentioned in point two.

4. Engage through games

Can you make content for children?

Yes. Not all students are high school teenagers or young university students. Children can also benefit from new technologies.

Pages like didactalia.net or cristic.com have interactive games about history, art, literature, science, etc. so that children from 10 to 12 years old entertainingly reinforce school learning and get better grades.

5. Optimize Evaluation

All this seems interesting. But what about the tests? How do we know that children are learning?

One of the advantages offered by some educational pages is that they allow teachers to create tests to assess whether students understood the content of the lessons. An excellent example of this is the pages that teach languages ​​other than the student’s mother tongue, such as mundioma.com, openenglish.com, duolingo.com, etc.

But that’s not all, in many of those pages quantitative surveys (which evaluate the quality of the teacher’s exposure through numbers) 

Qualitative (that evaluate the teacher according to the quality of their vulnerability as good, bad, regular, etc. are also done) or mixed (which combine qualitative and quantitative items) to students to assess if they understood the lessons they received in class.

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