Watch our recent webinar, where we introduced two new features: Conversations "Beta" and Topical Analysis.
Fort Hays believes social learning through social media platforms like Yellowdig will enhance instructor and student experiences and, ultimately, student engagement and learning.
Check out our recent webinar, introducing two awesome, new features from the Yellowdig Development Team. A special thank you to the institutions who requested and inspired us to add the features this summer, in preparation for the upcoming school year. We can't wait to hear how you use them to enhance your courses!
Daniel A. Gruber, Ph.D., is a faculty member at Northwestern University where he is based in the Medill School of Journalism, Media, Integrated Marketing Communications, and also teaches classes in the Kellogg School of Management (Courtesy) and School of Communication. Dr. Gruber will soon be joining the Lindner College of Business at the University of Cincinnati as Associate Dean for Innovation and New Ventures.
"It sets up a relaxed atmosphere where students feel comfortable expressing their honest opinion and perhaps disagreeing, and debating and do not feel stiff. They do not feel like they have to post polished mini-essays which is not my intentions."
"What I saw was much more genuine discussion. Where people were asking questions, they were sharing materials that they really cared about. When they were responding, they responded because they really cared. The point system helped to get it going, but once it was going, people were talking because people were interested in the conversation."
"The Zika outbreak generated really intense discussions with the students in terms of poverty and social justice, health in developing countries and how politics shape the public health response.
Workshop and panel discussion with Georg Theiner (Assistant Professor, Villanova University), Kristen Turpin (VIsiting Assistant Professor, Villanova University) and Seth Matthew Fishman (Director of Curriculum & Academic Outcomes)
"My goal was to make [the] sort of outside-the-classroom and inside-the-classroom experience consistent and a bit seamless. So If we had a good conversation or a good conversation topic that came up in class, we could continue that conversation—not just a one-way discussion but a two-way conversation among the students themselves."
"The biggest problem for us is to also— because I teach a technology class and technology keeps changing pretty significantly: What are the interesting examples that I can bring to the class? So that's the value—urgency."
"There was one specific example [on Yellowdig] of a digital marketing scheme that I actually incorporated into the lecture in a more robust way. I think one of the side benefits of Yellowdig was that it allowed me to see what people were interested in, but also that there are things that I wasn’t aware of that I was then exposed to.
"I really felt like [Yellowdig] gave [students] the chance to sort of be themselves, and because I was able to see it, I had a better gage of what was happening in class and what was happening with individual students."
"And one of the conversations that we had in class that was pretty fruitful was actually coming out of Yellowdig. A student gave a particular reference to someone who called himself a historian and there was a question of whether or not that person could call himself a historian because he wasn’t officially trained and so forth."
"The fact that there is something concurrent happening where what we teach in class helps understand [the real world]. So if I talk about Zara, it’s mentioned in 10 different courses. If I talk about Tesla, it’s mentioned in 3 different courses. But the fact that students bring new articles that share something new about [a concept]. To me, this is a win-win, you have someone that thought about it and tried to learn.