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Putting yourself in the picture with an ‘ECONSelfie’: Using student-generated photos to enhance introductory economics courses

Author

Listed:
  • Al-Bahrani, Abdullah
  • Holder, Kim
  • Moryl, Rebecca L.
  • Ryan Murphy, Patrick
  • Patel, Darshak

Abstract

Students in economics classrooms are increasingly digital natives, raised in a culture of engagement, expression and learning through online interactions using technological devices. We have turned the concept of a ‘selfie’ into an instructional tool for students to demonstrate their understanding of economic concepts, as well as to engage personally with those concepts. A student self-assessment survey supports the expectations of the literature that our ECONSelfie assignment leverages the power of visuals and narratives to help students link themselves with introductory economics material for improved learning outcomes.

Suggested Citation

  • Al-Bahrani, Abdullah & Holder, Kim & Moryl, Rebecca L. & Ryan Murphy, Patrick & Patel, Darshak, 2016. "Putting yourself in the picture with an ‘ECONSelfie’: Using student-generated photos to enhance introductory economics courses," International Review of Economics Education, Elsevier, vol. 22(C), pages 16-22.
    • Handle: RePEc:eee:ireced:v:22:y:2016:i:c:p:16-22
    DOI: 10.1016/j.iree.2016.03.003
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    References listed on IDEAS

    as
    1. Al-Bahrani, Abdullah & Patel, Darshak & Sheridan, Brandon, 2015. "Engaging students using social media: The students’ perspective," International Review of Economics Education, Elsevier, vol. 19(C), pages 36-50.
    2. Abdullah Al-Bahrani & Darshak Patel, 2015. "Incorporating Twitter, Instagram, and Facebook in Economics Classrooms," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(1), pages 56-67, March.
    3. Moryl, Rebecca, 2013. "T-shirts, moonshine, and autopsies: Using podcasts to engage undergraduate microeconomics students," International Review of Economics Education, Elsevier, vol. 13(C), pages 67-74.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Pezzino, Mario, 2018. "Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA," International Review of Economics Education, Elsevier, vol. 28(C), pages 11-28.
    2. Christopher Clark & Brooke Conaway & Jessie Folk & Justin Roush, 2021. "Teaching Economics in Three Acts," Journal of Economics Teaching, Journal of Economics Teaching, vol. 5(3), pages 116-130, March.
    3. Dowell, Chelsea T. & Duncan, Daniel F., 2016. "Periscoping economics through someone else’s eyes: A real world (Twitter) app," International Review of Economics Education, Elsevier, vol. 23(C), pages 34-39.
    4. Erin E. George, 2019. "Tweeting Adam Smith: Using Twitter to Engage Students in the History of Economic Thought," Journal of Economics Teaching, Journal of Economics Teaching, vol. 4(1), pages 15-26, May.
    5. Carrasco-Gallego, José A., 2017. "Introducing economics to millennials," International Review of Economics Education, Elsevier, vol. 26(C), pages 19-29.

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    More about this item

    Keywords

    Economic education; Introductory economics; Media in education; Teaching/learning strategies;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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