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Social Media – Modern Communication Methods

Project "Innovations in VET education" is co-funded by the European Union

Introduction to WQ

We live in a time when social media is very common in our lives. We have long stopped wondering how it all began. It turns out that their history is not as short as it may seem. Additionally, everything suggests that the real revolution may still lie ahead.

The beginnings of social media date back to 1978, when the CBBS program, created by Ward Christensen, was released. It allowed computer enthusiasts to exchange information quickly and efficiently. Some consider CBBS to be the precursor of online forums. However, one of the first platforms of this type in the world was the American portal classmates.com, which launched in 1995, with functionality similar to the Polish portal nasza-klasa.pl.

Other early social media included SixDegrees.com (1997-2001), which allowed users to create profiles and lists of friends. Blogger was created in 1999, a free blogging service that has since become a strong brand, later acquired by Google in 2003 and integrated with Picasa.

The early 2000s saw the rise of new social media platforms, many of which still exist today. LinkedIn was founded in 2002, focusing on professional networking. In 2003, MySpace launched, allowing users to create personal pages with descriptions, interests, blogs, photo galleries, and music profiles.

Facebook was founded in 2004, initially available only to Harvard students, but it soon became the largest social community in the world.

Other significant platforms include YouTube (2005), Twitter (2006), Tumblr (2006), Pinterest (2010), Instagram (2010), and Snapchat (2011), all of which revolutionized communication and social interaction.

Początek XXI wieku szczególnie obfitował w narodziny nowych serwisów społecznościowych, które istnieją do dziś. W 2002 roku pojawił się LinkedIn, międzynarodowy serwis specjalizujący się w kontaktach zawodowo-biznesowych. Rok później wystartował MySpace, który pozwala na stworzenie swojej prywatnej strony z opisem i zainteresowaniami użytkownika. Serwis zachęca do prowadzenia bloga, tworzenia własnych galerii zdjęć oraz profili muzycznych. W 2004 roku powstał najbardziej popularny na całym świecie Facebook. Pierwotnie dostęp do platformy mieli mieć tylko studenci Harvardu. Dziś jest największą internetową społecznością świata. Zarejestrowani użytkownicy mogą budować sieci i grupy, dzielić się wiadomościami i zdjęciami oraz korzystać z wielu aplikacji. Na początku 2005 roku utworzono YouTube, który umożliwia wgrywanie filmów wszystkim użytkownikom internetu. Jest to jeden z największych kanałów promocji i dystrybucji nowych, oryginalnych treści.

Rok 2006 to początki platformy mikroblogowej Tumblr (pozwala na łatwą obserwację blogów innych użytkowników) oraz Twittera, który umożliwia właścicielom profili wysłanie wiadomości tekstowych, tzw. tweetów składających się z maksymalnie 140 znaków. Oba miejsca cały czas są bardzo popularnymi kanałami komunikacji. Od 2010 Pinterest daje nam możliwość tworzenia wirtualnej tablicy korkowej i gromadzenia swoich inspiracji. W tym samym czasie na rynku pojawił się inny gigant, Instagram, który wprowadził komunikację obrazkową na zupełnie nowe tory. Od teraz użytkownicy robią zdjęcia i filmy, stosują do nich cyfrowe filtry i udostępniają swoje dzieła w innych serwisach. W połowie 2011 roku wystartował Google+. Jego misją było skatalogowanie światowych zasobów informacji i uczynienie ich powszechnie dostępnymi i użytecznymi. Niestety, nie zyskał sympatii internautów. We wrześniu tego samego roku powstał Snapchat, który zrewolucjonizował media społecznościowe. Aplikacja pozwala wysyłać krótkie filmy trwające maksymalnie 10 sekund, a także zdjęcia wraz z podpisami. Aktualnie jest najszybciej rozwijającym się medium.

Od kilku lat jesteśmy świadkami bardzo dynamicznego rozwoju mediów społecznościowych. Nieodwracalnie zmieniły świat reklamy i dyktują nowe warunki. Pomagają wykorzystać potencjał tkwiący w użytkownikach, którzy wykazują się coraz większym zaangażowaniem i aktywnością w Internecie. Serwisy społecznościowe służą także jako platformy umożliwiające kreowanie wizerunku marki i ułatwiają informowanie o nowościach i trendach. Warto więc wykorzystywać je w działaniach marketingowych. Okazuje się, że z siłą społeczności użytkowników Internetu nie może równać się nawet najbardziej atrakcyjna promocja ani najbardziej wymyślna i skuteczna kampania reklamowa. Opinia bliskich znajomych użytkowników kanału social media (nawet tylko tych z sieci), jest w stanie wypromować bądź zniszczyć daną markę.

Jakie możliwości dają media społecznościowe firmie?

1. Brand Awareness

Awareness of a brand is the recognition of its unique and characteristic features. This is crucial for building customer relationships, trust, and loyalty.

2. Increased Sales

If a company runs its own website offering services or products, social media can be used for direct sales and supported by advertising campaigns.

3. Lead Generation

Sales leads are contact information of individuals (for B2C campaigns) or companies (for B2B campaigns) interested in a business's offer. Many social media platforms allow businesses to collect leads directly through forms included in marketing campaigns.

4. Communication with Customers – Creating Offers

Social media provide insights into consumer life and opinions, which companies should use to shape their offerings.

5. Building Followers

In social media, attention is measured by interactions, reach, and the number of users. Having a large following is a huge asset, not only for marketing but also for branding.

Information for the Teacher

Suggested time for completion WQ:

The students will work on the process for about 10 lessons. During this time, they should understand what social media is, how it came about, and what its possibilities are.

Assessment criteria:

The assessment will be based on the depth of the topic. Students should prepare and focus on the relevant knowledge to ensure the maximum grade (5). Exceeding this level will result in a grade of 6.

Evaluation:

• The teacher will help the students analyse the content together with them until the students understand it. They will provide help, advice and explanations, not ready-made solutions. This method will be a good way of introducing students to independent action and creative thinking.

• The teacher should analyse the content thoroughly with the students until they understand it. However, they should provide more help, advice and explanations rather than ready-made solutions. This method will be a good way of introducing students to independent work and creative thinking.

• The teacher can help students when they are working by asking them guiding questions. It is important to remember that they are learning a new way of working (the process).

• The teacher should provide students with specific information on how their achievements will be assessed, both during group work and when summarising the results.

• The time for the project should be adapted to the students' abilities. The time given for the stages is approximate.

• The overarching goal of WQ is to show students how to effectively communicate the idea of cooperation in the implementation of the project to those around them.

TASK

Your task will be to familiarize yourself with the topic of the emergence of social media, their history, and the opportunities they offer.

In your work, do not focus solely on explaining how social media function, but also delve into archival materials and learn about the history of their development.

Using the resources of the Internet, search for inspiration and gather knowledge about the history of social media's development. Perhaps you will find an idea for something that no one has thought of yet?

Prepare answers to the following questions:

Do social media fulfill the functions they were created for?

What are the consequences of abusing the capabilities of social media?

Is it worth using them?

Is using social media safe?

Your task, which you will complete in four-person teams, will be to prepare a multimedia presentation showing the capabilities, solutions, and dangers of the social media platform you choose.

The goal of the presentation is to convince potential users of the platform to use its features, considering benefits, opportunities, drawbacks, and potential dangers.

You will try to present the following information during your presentation:

• YouTube

• Instagram

• Twitter

• Facebook

The presentations you prepare will be presented in the classroom forum.

We will watch them together and listen to them, and we will discuss which presentation:

• Is the most visually attractive.

• Best conveys the assigned information.

• Captures attention the most.

• Includes a historical background and current information transmission possibilities.

Remember that both your engagement in the work, your presentation, and your contribution to the discussion during the presentation will be evaluated. During the discussion, we will consider whether social media fulfill their intended functions appropriately.

Stage 1: Introduction to the task.

• Based on my presentation, you will familiarize yourself with the topic, which will help you form an opinion about the history of social media's emergence.

• My presentation will suggest what to focus on when creating your presentations. It will also help you find sources of knowledge and inspiration.

• Remember, this is just inspiration – in your work, share your own thoughts.

• If you have, or can create your own examples of the role of social media, it will be your advantage.

Stage 2: Work on presentations

• You will be divided into four groups, each assigned a topic through a drawing. Each group will prepare a presentation on the selected social media platform.

• I will discuss the assigned topic with each group and help plan your work. I will verify your initial ideas.

• Remember, the presentations will be presented in the classroom forum and will serve as a starting point for later discussion.

• First, gather information and inspiration. Then, plan which software you will use to prepare the presentation. Finally, determine the informational layer of the presentation.

• Remember, both the informational and aesthetic value of the work will be evaluated.

Stage 3: Discussion

• Based on your presentations, we will conduct a discussion about the use of social media in daily life.

• This will allow you to systematize your knowledge and form an opinion regarding the use of social media, online safety, and the potential benefits social media offer to their users.

• You will have the chance to exchange experiences and assess which platforms have greater "impact."

Stage 4: Evaluation

• Throughout the process of working on the task, you will be observed.

• I will assess both your engagement in preparing the presentation and your involvement in the discussion.

• Special recognition will go to students who show the greatest involvement during the presentation and discussion.

Work stages and time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

TEACHER'S GUIDE

1. Before starting the WebQuest, the teacher should familiarize themselves with its content and assess whether there is a need to fill in any gaps in the students' foundational knowledge necessary for its smooth implementation.

2. The teacher should thoroughly analyze the WebQuest content with the students to ensure they understand it.

3. Before giving the WebQuest to the students, the teacher should review the sources and, if necessary, select, limit, or expand them with additional (up-to-date) links.

4. The group division can be made according to any criteria, e.g., based on the students' cognitive abilities, skills, interests, or predispositions, so as to evenly distribute the workload among the groups.

5. The time for the WebQuest implementation should be adjusted to the students' capabilities. It is not imposed in advance. It should be individually determined based on the specific group's needs.

6. The teacher should assist at every stage of the WebQuest, consulting the progress of work and collaboration quality.

7. Students should be provided with access to a computer and the Internet. It is recommended to work on a computer with a large screen to create a group work atmosphere.

8. It is recommended to implement the WebQuest also among students training in other technical/vocational fields than the topic of this WebQuest. This way, students can broaden their knowledge in other technical/vocational areas and develop new skills.

9. When drawing conclusions from the WebQuest, the teacher should focus particularly on analyzing the soft skills (e.g., teamwork, negotiations, cooperation, presentation skills) developed by each student involved in the WebQuest implementation, emphasizing that these skills will be very useful in their future careers (this may also be an element of additional assessment).

10. It is recommended to disseminate the results/products achieved by the students through the WebQuest within the educational institution as "best practices," thus encouraging other students/teachers to work with this innovative teaching method.