#Edu14 Seminar on the State of Social Media in Higher Ed
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#Edu14 Seminar on the State of Social Media in Higher Ed
- 2. Follow me @laurapasquini twitter.com/laurapasquini Follow me @tjoosten twitter.com/tjoosten
- 3. Seminar Agenda •The State of Guidelines & Policy •Key Findings from the Data •Research to Practice Solutions •Discuss Implications & Challenges •Identify Next Steps for Policy Development at Your Campus
- 5. What is your experience on Twitter? a)Beginner b)Intermediate c)Advanced d)What is Twitter?
- 6. Do you use Twitter for professional development? a)Yes. I LOVE it. b)Not yet, but I want to. c)No. Not at all. d)What is Twitter?
- 7. Join the #edu14 conversation… There’s a LIVE discussion going on right NOW on Twitter. Follow & TWEET with the hashtag #edusocmedia
- 8. Getting started with Twitter.com
- 10. Send a text, “Start” to 40404
- 12. Edit (Your photo, name, & bio)+ SAVE
- 13. Later: Change your Account Settings
- 15. Now follow a few key tweeps!
- 16. Introduce yourself via tweet #edusocmedia #edu14
- 17. Get Involved in THIS Workshop
- 18. Join the Conversation: http://bit.ly/edusocmediapolicy
- 19. Completion of today’s seminar qualifies you for an official EDUCAUSE badge: After the seminar and before Oct. 21: Visit credly.com/claim Enter code 2014-EDUCAUSE-02A Follow the prompts to provide a reflection on how you will apply knowledge from this seminar
- 20. What is social media’s role in higher education?
- 23. I like social media for learning
- 25. Chapter 6: -Institutional considerations -Reviewing current policies -Address behaviors, not specific tools -Share suggested practices for students, staff & faculty (Joosten, 2012)
- 26. EDUCAUSE #edulive Event: Developing Social Media Guidance, 2012
- 27. So we asked… What is happening with social media @ your campus? 18 open-ended questions + 10 demographic questions ( Joosten, Pasquini & Harness, 2013 )
- 28. What are some potential challenges to social media use at your institution?
- 29. What do you think #edu14? Share in the Google doc: http://bit.ly/edusocmediapolicy Tweet responses with #edusocmedia
- 30. And what we learned from this research… Joosten, Pasquini & Harness, 2013
- 31. And we learned… -privacy concerns & questions -limited institutional support -lack of training/development -”one mic” approach Joosten, Pasquini & Harness, 2013
- 32. Concerns… • Social media use has increased in higher education (Brenner & Smith, 2013); however guideline and policy documents have rarely been examined (Joosten, 2012; Joosten et al., 2013; Reed, 2013) • Institutions direct & moderate how students, staff, faculty & administrators use social media on campus (Blankenship, 2011; Moran, Seaman, & Tinti-Kane, 2011) 32
- 33. Do you have a social media policies and/or guidelines for your campus? a)Yes b)No c)Not Sure
- 35. Why Examine Social Media Guideline and Policy Higher Ed? • Limited research • Recruitment & admissions • Student-led initiatives • Peer-review publications • Challenges to learning • Privacy & control • Institutional leadership • Platform implementation • Review the regulation of use • Prepare managers • Train & educate students, staff, and faculty 35
- 36. If you have a social media guideline or policy for your campus – WHO (what department) designed it? a) Marketing, PR & Communications b) Legal c) Teaching & Learning Services d) Policy & Compliance Office e) Human Resources f) IT g) Not sure
- 38. How is Social Media Being “Guided” in Higher Ed? •Mergel et al. (2012) Create a social media policy before using social media or experimentation with social media within the organization to generate and apply guidance. •Wandel (2009) and Joosten et al. (2013) Security and privacy are two of the primary concerns •Rodriguez (2011) Deal with challenges related to privacy, ownership of intellectual property, legal use, identity management, and literacy development 38
- 40. Let’s Examine What is Out There in Social Media Guideline & Policy Land Research Goal: To examine and define post-secondary education (PSE) social media guidelines and policies of published, online social text documents. 40
- 41. Research Questions R1. What are the key topics that emerge from social media guideline and policy text documents from the PSE sector? R2. Does the distribution of topics analyzed differ by PSE institution geographic location? 41
- 42. Theoretical Development The cycle of Wenger’s (1998) participation and reification in the community of practice is assessed through a distributed repository of documents, which for the purpose of this study is called a corpus. 42
- 43. Participation 43
- 44. Reification 44
- 45. The PSE Community of Practice Following Evangelopoulos & Polyakov (2014) this research focused on a special kind of community of practice, the corpus-creating community, where the body of social media guideline and policy documents is a distributed corpus. Specifically this corpus contains meaning, values and identity. 45
- 46. The community of social media guideline and policy administrators in PSE is a community of practice. 46 p. 9
- 47. The community of practice, social media guideline and policy administrators in PSE, have built a semantic structure with a shared understanding of how social media guidelines and policies should be. 47
- 48. Published and accessible social media guideline and policy documents are artifacts that reify the ideas from the community of practice. 48
- 49. Analysis of the collection of social media guideline and policy documents by an appropriate text analytic method uncovers the components of the semantic structure of meaning. 49 p. 13
- 50. Theoretical Framework 50 p. 15
- 51. Research Methods Latent Semantic Analysis (LSA) • a computational research method that simulates human like analysis with language (Landauer, 2011) • originally used for information retrieval query optimization (Deerwester, Dumais, Furnas, Landauer, & Harshman, 1990; Dumais, 2004) • topic extraction using LSA (Sidorova, Evangelopoulos, Valacich & Ramakrishnan, 2008; Li & Joshi, 2012) • rotated LSA (Evangelopoulos & Polyakov, 2014) 51
- 53. Step 1: Establish the Corpus
- 55. Sample: 250 PSE Institutions from 10 Countries 24,243 atomic social media guideline & policy documents 55
- 56. 56 1177,4,42299 11007711 1133 33777711 331144 11112211 118899 6622 110099 116600 # of atomic social media documents # of atomic social media documents
- 57. Step 2: Pre-Process the Data
- 58. Text Document Preparation for LSA 58 PassageID PassageText SMP00001 Social Networking/Social Utilities SMP00002 The following recommendations were discussed in the context of the social media that are most popular now, mainly Facebook, LinkedIn, and Twitter, but were drafted to be fluid enough to apply to social networks and utilities that will emerge in the future. The IMG recommends the following best practices guidelines. SMP00003 Do: SMP00004 Use social media to stay in touch with friends and make new ones. SMP00005 Use social media to create your best image, since your page is likely visible to more people than just your selected friends, followers, or subscribers. SMP00006 Type your name into a search engine (i.e., Google, Bing, Facebook, YouTube) every once in a while to check on your public image. SMP00007 Use social media to get involved with the campus community and learn what's happening. SMP00008 Use social media to advertise your organization's events. SMP00009 Make sure you understand and use the privacy settings on your social media accounts to monitor who can look at your profile.
- 59. LSA Input Data: Term Frequency Matrix Input data for LSA is the term frequency matrix X. This matrix quantifies the collection of documents by recording the occurrence of each term in each document. documents X 59 PassageID PassageText SMP00001 Social Networking/Social Utilities SMP00002 The following recommendations were discussed in the context of the social media that are most popular now, mainly Facebook, LinkedIn, and Twitter, but were drafted to be fluid enough to apply to social networks and utilities that will emerge in the future. The IMG recommends the following best practices guidelines. SMP00003 Do: SMP00004 Use social media to stay in touch with friends and make new ones. SMP00005 Use social media to create your best image, since your page is likely visible to more people than just your selected friends, followers, or subscribers.
- 60. Step 3: Extract Knowledge
- 61. LSA Step 1: Singular Value Decomposition Latent Semantic Analysis (LSA) starts with the Singular Value Decomposition (SVD) of matrix X: X = U × Σ × VT where U is the term eigenvector matrix, V is the document eigenvector matrix, and Σ is the diagonal matrix of singular values (square roots of eigenvalues). SVD performs a semantic decomposition of the discourse in X. documents X dimensions dimensions = documents U · Σ · VT 61
- 62. LSA Step 2: Truncated SVD The truncated term frequency matrix is obtained by retaining the first k SVD dimensions: Xk = Uk × Σk × Vk T The truncation of the SVD components corresponds to a semantic abstraction of the discourse in X. documents Xk dimensions dimensions = documents · · Vk Σ T U k k 62 24,243 664
- 63. The Results A 36-factor solution interpreted the key topics which were labeled among the 24,243 social media guideline and policy documents. Based on the high-loading terms, meaningful topic labels for the 36 content related factors that universally represented all 250 PSE institutions in sample. p. 68 63
- 64. Contractual vs. Promotional View 64
- 65. Contractual View: 36 Universal 65 TTooppicicss L Laabbeell Document Count Document Count Topics
- 66. Contractual View: 36 Universal 66 TTooppicicss L Laabbeell Document Count Document Count Topics
- 67. For Example – F36.3: Engagement Factors Labels High-Loading Terms with TF-IDF F36.1 Facebook facbook (15.3), page (0.8) F36.2 Twitter twitter (15), account (0.83), tweet (0.76) F36.3 Engagement engag (6.68), share (3.32), convers (2.61), onlin (2.15), user (2.14), peopl (2.13), more (2.09), audienc (2.04), help (1.93), social (1.91), inform (1.87), network (1.81), don (1.66), creat (1.65), commun (1.6), follow (1.57), activ , (1.46), group (1.4), tool (1.37), keep (1.37),post (1.34), facebook (1.34), us (1.22), content, 1.21), comment, (1.17), presenc (1.16), photo (1.16), event (1.13), profession (1.11), provid (1.08), blog (1.08), on (1.05), connect (1.03), encourag (1.03), public (1.02), platform (1.02), twitter (1.01), new (0.99), allow (0.98), tweet (0.94), re (0.92), build (0.91), discuss (0.86), respond (0.86), learn (0.84), valu (0.83), organ (0.82), effect (0.82), fan (0.82), respect (0.81), channel (0.81), site (0.81), promot (0.8), page (0.8), person (0.77), particip (0.77), friend (0.77), linkedin (0.77), relev (0.76), student (0.76), not (0.75), best (0.75) F36.4 Best Practices practic (9.79), best (9.51) F36.5 Content content (12.9), share (1.54), creat (1.27), web (1.1), comment (0.93), manag (0.88), copyright 67 (0.76) F36.6 YouTube youtub (12.8), channel (1.33), photo (1.16), video (0.9)
- 68. F36.3: Engagement The high-loading terms for F36.2 include: 68
- 69. F36.3: Engagement – Related Atomic Social Media Passages BROC Engage: SMP01417 0.6064 CARL Engaging SMP02575 0.6064 CORN Be engaging in your prose. SMP03225 0.6064 CORN Engage at a deep level SMP03253 0.6064 EXE Why engage in SocialMedia? SMP06519 0.6064 GETT When You Engage SMP07043 0.6064 GRIF Engagement SMP07210 0.6064 GRIF Ignore or engage rationally and respectfully with Griffith's perspective SMP07326 0.6064 LEHA Why do we engage in SocialMedia? SMP08782 0.6064 LMU Engage SMP09153 0.6064 LMUSA How do we engage? SMP09296 0.6064 LMUSA Engage SMP09408 0.6064 MAN Engagement - the amount of SMP09809 0.6064 MAN Low engagement? SMP09825 0.6064 MCG Engage SMP10061 0.6064 MU Engaging - SMP11180 0.6064 OSU Engage: SMP12212 0.6064 PLAT Engagement SMP12684 0.6064 PLAT Engagement SMP12703 0.6064 QUEE Engage with others. SMP13395 0.6064 UDEL Engagement SMP18049 0.6064 UDEL ENGAGE: SMP18118 0.6064 UMLSA Engagement- SMP19999 0.6064 UMLSA -Engagement- SMP20073 0.6064 UNH Engage. SMP20589 0.6064 UNIC Engage with Others SMP20714 0.6064 UT Engaging: SMP21369 0.6064 WWU ENGAGING WITH OTHERS SMP23893 0.6064 DUCK Engagement and conversations: SMP05621 0.5667 69 SAMPLE: Atomic social media passage 1190 through 1760 loading on F36.3: Engagement
- 70. Related Atomic Social Media Passages • Engage • Engaging • Be engaging in your prose • Engage at a deep level • Why engage in Social Media? • When you engage • Engagement • Why do we engage in Social Media? • Engaging with others • How do we engage? • Engage and facilitate conversation • Do not engage the trolls • When possible, engage your followers • Create engaging content. • How will you engage informally with your audience? 70 15 of the 516 social media passages for F36.3: Engagement 15 of the 516 social media passages for F36.3: Engagement
- 71. The “Contractual” View of Topics 71
- 72. Topic 1. Institutional Users 72
- 73. Topic 2: Information Management 73
- 74. Topic 3: Page & Group Administration 74
- 75. Topic 4: Account Management 75
- 76. Topic 5: Support at Institution 76
- 77. Topic 6: Comments 77
- 78. Topic 7: Content 78
- 79. Topic 8: Facebook 79
- 80. Topic 9: Twitter 80
- 81. Topic 10: Social Networking 81
- 82. Topic 11: Video, Audio & Photo Sharing 82
- 83. Topic 12: Posting 83
- 84. Topic 13: Use of Platforms 84
- 85. Topic 14: Engagement 85
- 86. Topic 15: Institutional Identity 86
- 87. Topic 16: Site Maintenance 87
- 88. Topic 17: Best Practices 88
- 89. Topic 18: Followers 89
- 90. Topic 19: Audience 90
- 91. Topic 20: Link 91
- 92. Topic 21: Blogs 92
- 93. Topic 22: Time & Resource Management 93
- 94. Topic 23: Naming Conventions 94
- 95. Topic 24: Copyright & Fair Use 95
- 96. Topic 25: Strategy 96
- 97. Topic 26: Official Institutional Presence 97
- 98. Topic 27: Personal Use 98
- 99. Topic 28: Digital Identity Management 99
- 100. Topic 29: Terms of Service 100
- 101. Topic 30: YouTube 101
- 102. Topic 31: Respect 102
- 103. Topic 32: Privacy 103
- 104. Topic 33: Responsibility 104
- 105. Topic 34: Advice, Resources & Questions 105
- 106. Topic 35: Flickr 106
- 107. Topic 36: LinkedIn 107
- 108. The “Promotional” View of Topics 108
- 109. Promotional View: Ranked Topics Topic Very High Clarity By Region Observed Topic Label Topic Non-USUS Coln 1 Coln 2 Total Facebook F36.1 21 68 22.372 66.628 89 Twitter F36.2 20 61 20.361 60.639 81 Best Practices F36.4 12 59 17.847 53.153 71 Content F36.5 9 41 12.569 37.431 50 YouTube F36.6 18 53 17.847 53.153 71 Posting F36.8 12 43 13.825 41.175 55 Comments F36.9 5 21 6.536 19.464 26 Institutional Users F36.12 12 6 4.525 13.475 18 Account Management F36.13 4 19 5.782 17.218 23 Use of Platforms F36.14 13 21 8.547 25.453 34 Respect F36.15 19 57 19.104 56.896 76 Blogs F36.16 10 33 10.809 32.191 43 Copyright & Fair Use F36.17 7 22 7.290 21.710 29 Social Networking F36.19 6 14 5.027 14.973 20 Audience F36.21 6 23 7.290 21.710 29 Site Maintenance F36.22 5 8 3.268 9.732 13 Link F36.27 7 15 5.530 16.470 22 Privacy F36.28 5 18 5.782 17.218 23 Naming Conventions F36.29 5 17 5.530 16.470 22 Flickr F36.33 11 31 10.558 31.442 42 LinkedIn F36.34 10 33 10.809 32.191 43 Responsibility F36.35 12 19 7.793 23.207 31 109 Expected 229 682 911 Calculation of theChi-Square Test DESCRIPTION VALUE c2* 30.919727 p-value 0.075004 Critical value 32.670573 a 0.05 df 21
- 110. Promotional View: Most Diverging Topics Between the US & Non-US PSE Institutions Step Topic Chi-sq Value P-value Most Diverging Topics Factor Chi-sq 1 36 324.41 0.000 Institutional Users F36.12 81.74 2 35 242.39 2.76E-33 Page & Group Administration F36.10 55.17 3 34 182.82 1.15E-22 Information Management F36.7 27.21 4 33 155.6 3.55E-18 Privacy F36.28 25.74 5 32 130.07 4.26E-14 Facebook F36.1 17.48 6 31 111.17 2.96E-11 Social Networking F36.19 13.84 7 30 97.37 2.56E-09 Audience F36.21 12.38 8 29 84.18 1.57E-07 Posting F36.8 10.72 9 28 72.52 4.87E-06 Personal Use F36.18 8.05 10 27 63.8 5.06E-05 Support at Institution F36.11 6.1 11 26 56.99 0.000268 Time & Resource Management F36.25 5.73 12 25 50.83 0.00111 Followers F36.24 6.04 13 24 44.32 0.00481 Institutional Identity F36.23 5.21 14 23 38.64 0.01551 Flickr F36.33 4.95 110
- 111. Promotional View: Correspondence Analysis 111
- 112. Promotional View: Canada F28 = Privacy F07 = Information ManagemeF0n7 stee SMP16534 passage example from p. 88 112 F28 see SMP01268 passage example from Brock University : ”Brock University protects your privacy and your personal information. The personal information requested on this form is collected under the authority of The Brock University Act, 1964, and in accordance with the Freedom of Information and Protection of Privacy Act (FIPPA) for the administration of the University and its programs and services. Direct any questions about this collection to the Social Media coordinator in University Marketing and Communications.” Thompson River University : “The first, and probably most important, privacy tool or protocol you can engage is to prepare or provide a brief privacy seminar for students that informs them about existing privacy legislation in BC and Canada and highlights the importance of fundamental privacy principles, such as knowledge, notice and informed consent. Most younger students have grown up in a culture of mass information-- sharing and are not yet old enough-or simply have been fortunate enough-to never have suffered the serious negative consequences for sharing too much of their or other people's personal information.”
- 113. Organizing the Topics Q-Sort Method for Categories of the Topics 113
- 114. 114
- 115. Pasquini, Laura A. (2014). Appendix B: Social media guideline and policy document database. figshare. http://dx.doi.org/10.6084/m9.figshare.1050571
- 116. Summary of Research • Identified 36 Compared the distribution of the 36 topics (factors) developing social media guidelines and policies from 250 PSE institutions representing 10 countries. • Compiled recommendations around these 36 topics and textual body of the corpus (database) for PSE institutions. • Developed a common reference for social media guideline and policy documents research to inform the PSE sector. • Compared the distribution of the 36 topics (factors) across two geographic regions to determine importance. 116
- 117. Future Research [Electronic doctoral dissertation publication to be available soon.] 117
- 118. Research to Practice
- 119. The DATA will save us!
- 120. A Starting Point Research can serve as a reference to launch institutional guideline and policy development: 1.Consider reviewing, editing, and modifying your current social media “guidance” for your institution. 2.Develop a strategy to initiate guideline & policy documents. 3.Evaluate the social media culture & climate on campus. 4.Identify key campus stake holders (students, staff, faculty, legal, etc.), and involve ALL in the process. 120
- 121. 121
- 122. Pasquini, Laura A. (2014). Appendix B: Social media guideline and policy document database. figshare. http://dx.doi.org/10.6084/m9.figshare.1050571
- 123. Continue the Participation 123
- 124. Further Considerations • Assessment of institutional needs, related to local & federal legislations • Continue to share PSE practices for policy development and support for social media use • Identify training needs and potential for shared suggested practices for using social media • Social media should be woven into current institutional strategy, mission and goals. 124
- 126. Respond to the questions: http://bit.ly/edusocmedia
- 127. Effective social media guidelines for campuses: How do we do it? The ten questions to create meaningful guidelines and practices at your institution
- 128. 1. What is your desired result? CC Flickr katherine.a
- 130. Tips to developing a network • Update social media profiles to include an image and a bio appropriate for the social media. • Connect with colleagues through conference or professional group hashtags. • Identify useful or influential colleagues and review to who they are connected. • Participate in your educational institution’s social media accounts. If you don’t understand it, should you be developing policy and guidelines around its use?
- 131. Use of social media & technology not mean sensitive data will be shared. EDUCATE your campus!!!! Like all things, proper training & support are needed to discuss: -protocols -privacy -challenges -suggested practices
- 132. Social media, a definition
- 133. “A virtual place where people share; everybody and anybody can share anything anywhere anytime” (Joosten, 2012, p. 6).
- 134. It’s not about the technology, it’s all social Larry Johnson, NMC
- 135. Medium | Message By Wespeck
- 136. Words, Voice, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes Eye Contact, Nodding, Hand Gestures, Posture
- 137. ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes
- 138. Academic units Communication s:Marketing and Public Relations Teaching and learning Research Social media, as a communication technology or a medium that facilitates the exchange of information, can affect every practice in the university.
- 139. 2. Whose social media practice will be affected? CC Flickr katherine.a
- 140. Why Examine Social Media Guideline and Policy Higher Ed? • Limited research • Recruitment & admissions • Student-led initiatives • Peer-review publications • Challenges to learning • Privacy & control • Institutional leadership • Platform implementation • Review the regulation of use • Prepare managers • Train & educate students, staff, and faculty 140
- 142. Flickr CC gforsythe
- 143. Flickr Brendio 3. Why should this guideline or practice be introduced to campus?
- 144. Flickr CC vanchett
- 145. According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (http://tinyurl.com/yafu8qz).
- 146. I don’t use email
- 147. According to PEW Internet study, “Teens who participated in focus groups for this study said that they view email as something you use to talk to ‘old people,’ institutions, or to send complex instructions to large groups “ (http://www.pewinternet.org/Reports/2005/Teen s-and-Technology.aspx?r=1).
- 148. I use social media
- 149. 95.1% of 18- and 19-year-olds use social media, primarily Facebook on a daily basis (Salaway, et al., 2009) 96% of undergraduates reported using Facebook (Smith & Caruso, 2010) 43% of undergraduate use Twitter (Smith & Caruso, 2010) 90% use mobile devices to receive and send text messages (Smith, 2010), over 1600 a month (Neilson, 2010) 92% of college-aged students watch YouTube (Moore, 2011)
- 150. One Example: Academic, Teaching and Learning What is your pedagogical need? • Increase communication and encourage contact • Engage students through rich, current media • Gather and provide feedback in the classroom • Create a cooperative and collaborative learning opportunities
- 151. 4. How will you know if you achieved your desired result? CC Flickr katherine.a
- 152. What variables will be examined? How will the data be collected? analyzed? How (and where) will the data be presented? Who will be involved in the evaluation process? When will the evaluation be completed? Evaluation plan
- 153. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Variables
- 154. Flickr carolienc 5. Who can help you achieve success?
- 156. • Consider your campus stakeholders • Conduct a Performance Analysis –Focus (View/Perception) –Capability (Culture) –Will (Change)
- 157. 6. How will you share these practices throughout the campus and beyond? CC Flickr bengray
- 160. CC Flickr Vandy CFT 7. What human and financial resources may be needed?
- 162. CC Flickr zamboni.andrea 8. What timeline is expected to complete this?
- 163. Wikipedia
- 164. 9. Does your institution have the readiness or capacity to implement such a guideline or practice? Wikipedia
- 165. Flickr CC shareitnow Flickr CC 22850192@N03
- 166. CC Flickr EverExplore 10. What potential challenges will you experience?
- 167. Questions? Thoughts? Flickr holgman
- 168. Completion of today’s seminar qualifies you for an official EDUCAUSE badge: After the seminar and before Oct. 21: Visit credly.com/claim Enter code 2014-EDUCAUSE-02A Follow the prompts to provide a reflection on how you will apply knowledge from this seminar
- 169. Badging & Seminar Resources: http://bit.ly/edusocmediapolicy
- 170. Follow me @laurapasquini twitter.com/laurapasquini Follow me @tjoosten twitter.com/tjoosten
- 171. Le Fin {Thank you!}
Editor's Notes
- Laura & Tanya
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- Tanya Three ways to set-up twitter Web - Twitter.com App – Android/Apple Text – 40404 Ends 2:43
- Tanya Twitter teaches us to be concise and to the point.
- Tanya Tips for completing your bio Upload a picture of yourself, true representation Follow the social media culture Be professional, yet personal Focus on potential common interests Identify your educational institution Ends 6.7
- Tanya Tips for completing your bio Upload a picture of yourself, true representation Follow the social media culture Be professional, yet personal Focus on potential common interests Identify your educational institution Ends 6.7
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- Can use browser or mobile app What is a hashtag Why use hashtags Ends 9:35
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- Tanya · Participants engaged in your seminar will be eligible to earn a pre-conference seminar completion badge. Seminar participants may claim their badge by providing a reflection of how they will use knowledge gained through your session to address a current challenge or opportunity. Reflection format is flexible and may include linking to a blog post or Google doc, uploading a Word document, or other media. Seminar participants will need information on the attached slides. Please add the attached two slides to the beginning and end of your presentation. They include : · A graphic representation of the badge created for your session; · Criteria for participants to earn the badge; · The unique badge claim code (i.e. voucher) for your session; · The URL to complete the process. The pre-conference program is an important professional development opportunity for our community and your seminar is a valuable component. A few days after your seminar our badge management partner, Credly, will issue an email to you on behalf of EDUCAUSE through which you may accept and display your online presenter badge. Your digital badge is a highly visible recognition of your contribution to the program. We hope you will display it with pride for a job well done. Thank you for your efforts for EDUCAUSE 2014![email_address]
- Laura – What is social media’s role in higher ed? http://www.thv11.com/story/news/education/arkansas/2014/09/22/social-scoop-higher-education/16030663/
- Laura: Has higher ed examined social media guidelines & policies?
- Laura – you may have heard us talk about said things for teaching, learning, staff/faculty development, engagement, curriculum… and then some.
- Asking them to use social media in their class Ends, 35:22
- Laura
- Laura – discussion and sharing on policy vs. guidance – April 2012 open webinar
- Tanya SCUP article
- Laura Tanya
- Ends :36
- SCUP article
- SCUP article
- Laura Over 75% of the incoming 2013 class use social media for enrollment decisions (Uversity, 2013) 41% of faculty use social media for teaching (Seaman & Tinti-Kane, 2013; Pearson, 2012) Social media guideline and policy document analysis has the potential to inform use (e.g. teaching, engagement, etc.), implementation, and policy design in higher education On-going and current concerns: December 2013 Kansas Board of Regents; NYU policies for community May 2014; Chicago faculty blog ban October/November 2013
- Laura Tanya
- Laura: but have we considered how we support social media on campus? Do we offer guidance?
- Laura Research & developing peer-review publications (Daniels, 2013) Faculty, instructors, instructional designers & staff explore how it can successfully enhance student learning (Bennett et. al., 2011) Concerns about lack of privacy and perceived loss of control (Fuchs-Kittowski et al., 2009). Institutional leadership needs to guide and prepare managers who are not ready to embrace the implementation of social media (Li, 2010).
- Laura Tanya
- Laura – is this a list of rules and regulations or is higher education educating their community?
- Laura Motivation for this research: There is a need to create a standard for social media guidance, with respect to guideline and policy development in higher education.
- Laura: Has higher ed examined social media guidelines & policies? What would an analysis of this look like? What is out ther?
- Laura GOAL: to define and identify the common structure to establish a common reference for social media guideline and policy documents Research Study: To examine and define the common semantic structure of a corpus-creating community of practice and to establish a common reference for post-secondary education (PSE) social media guideline and policy documents.
- Laura These are the questions to guide my research investigation.
- To build theory around organizational identity, this study applied Wenger’s (1998) community of practice theory to a distributed repository of documents known as a corpus in this study. THIS is my focal point of the dissertation – in assessing organizations and their identity development in a community of practice.
- The community of practice is involved in participation on a regular basis as PSE administrators of social media are aware of these documents, read these documents, contribute and edit these documents, and share these documents between PSE institutions to deal with legal requirements within their region (state, territory or country), at professional associations, among accrediting bodies, via association involvement, and through online communities and networks – thanks to social media and electronic sharing on websites.
- With REIFICATION, members of the community of practice REFLECT and REIFY social media guideline and policy documents as they have reviewed and see this body of knowledge as both the inspiration and authority of reference for social media use and guidance in the PSE sector. Members of the community who are craft social media policy, look up into those documents and they see something in them and they believe they have value; symbolic value and higher status– content is no longer part of the individuals or PSE institution, those documents and points of references/objects/texts become associated with “the standard” for social media guidance --others make reference and comparison to the corpus during reification ---Isn’t this interesting? Good – this is what this dissertation is about because we are going to do it
- In creating this new theory related to communities of practice, I focused this research investigation on a particular group: A CORPUS-CREATING COMMUNITY identified by Evangelopoulos & Polyakov in a recent article. Specifically this theory identify meaning, value and identify from the corpus.
- How does this make sense we propose that…
- Therefore…
- This also means that the artifacts reify the ideas from the community of practice
- And this finally means that, since the corpus has a semantic structure it will reflect the meaning, values, and identity of the community (or organizations) in the PSE sector.
- As people look up to the common documents from the community of users with the particular discussion of social media guideline and policy of users. This theoretical framwork will help to uncover how the knowledge sharing in the corpus makes meaning from a corpus-creating community of practice.
- LSA is a text mining approach to index words and concepts. Essentially, LSA is a computational model that learned word meanings from vast amounts of text and identified the degree to which two words or passages have the same meaning (Landauer, 2011). ORIGINALLY used for information retrieval; NOW a new methods developed to allow for topic identification through rotated LSA (Siddorova et. al 2008) and updated rLSA (Evangelopoulos & Polyakov, 2014 The latest version of LSA is rotated LSA (rLSA) to extract topics – none of the previous LSA methods extracted topics using LSA after 2008 only
- 10 seconds “More schematically… “ with 5 second to pause (show in segments) -goal is to define and identify the common structure to establish a common reference for social media guideline and policy documents This study will follow established text mining procedures as discussed in prior studies (Evangelopoulos et al., 2010; Hossain et al, 2011; Li & Joshi, 2012) and utilize the following three-step process of text mining using LSA as described in Elder, Hill, Delen, and Fast’s (2012) methodology as outlined in Figure Step 1: Establish the Corpus - search online, website gathering, social media Step 2: Pre-Process the Data - Word (carriage returns), to Excel docs (macros), combine all - clean URLs, videos, images, etc text only —pre-processing and term reduction; SVD; term frequency matrix Step 3: Extract Knowledge
- Intro to step 1
- STEP 1: ESTABLISH THE CORPUS Try to get all of it. The random sample is the classic statistic; downloaded from databases and search engines To ensure the corpus for this study would be robust for latent semantic analysis procedures, the researcher conducted a preliminary online search of social media guideline and policy documents to form the database from October 2013 until January 2014. The database currently contains at least 20, 000 documents from approximately 240 post-secondary education institution representing various geographic locations (countries), size of campus (by student population), and institutional types (e.g. public, private, bachelor’s and associate degrees, etc.). The researcher will continue to solicit for submissions for social media guidelines and policy documents that are directed at students, staff, faculty, researchers, and campus stakeholders from the post-secondary education sector via an online form (http://socialmediaguidance.wordpress.com/submit-a-social-media-guideline/) embedded into a research website
- Activity 1: show the segment For the purpose of this study, publicly accessible social media guideline and policy documents were the target sample. Although a growing number of institutions were guiding social media use, the researcher only reviewed documents retrieved online as accessible to any visitor of a PSE institution website. To be eligible for this study, all social media guideline and policy documents had to be available electronically and accessible through PSEs’ institutional websites or a general web search. The text documents would guide social media from departmental or institutional levels within the PSE sector. English speaking, text (delimitations)
- Here are the 24,243 atomic documents representing the following countries: Canada, the United States of America, Australia, New Zealand, Norway, the Netherlands, Austria, Ireland, South Africa, and Great Britain (until Scotland has their vote in September).
- Intro to Step 2
- STEP 2; PRE-PROCESS THE DATA Prepare the text. See guidelines for text document preparation for LSA for this semi-automatic approach in Appendix C (pp. 117-118); discusses the segmentation of documents, validity and member checking among multiple coders
- STEP 2; PRE-PROCESS THE DATA Input data for LSA is the term frequency matrix X. This matrix quantifies the collection of documents by recording the occurrence of each term in each document
- Intro to step 3
- 664 terms by 24,243 documents X = the quantification of the 24,243 atomic documents
- By keeping this truncated model- it promotes different term frequencies -This is an improved version of LSA from the “stereotypical interpretation” -The assumption is that these documents are talking about topics (factors) and each term is mentioned at least once in ALL the documents -Rather than looking at 664 dimensions, we examine 36 to understand the semantic structure of the documents from this truncated term frequency matrix…
- 36 factor solution – i.e. 36 content related topics This demonstrates how the world is a global village – the contractual view – all 36 topics are universally represented from all 10 countries in 250 PSE …. (next slide)
- Contractional = normative Transcendent topics or Converge – if the document mentions something it is there and it doesn’t matter if it is present one or many times, just as it is written in a contract (maximum) Promotional = what should be heavily promoted through repetition; some guideline & policy documents mention online one term once or multiple times via the count function here the views differ Divergent Differences: Neighborhoods in the global village of the 250 PSE institutions have slightly different values depending on their region.
- Here are the first 18 factors: The 6 high-loading terms extracted using LSA was Institutional Users, Information Management, Page & Group Administration, Account Management, Support at Institution, Comments, and Content
- The next 18 factors: The lowest factors: Respect, Privacy, Responsibility, Advising Resources and Questions, Flickr and LinkedIn
- Table 9 on pp. 69-71 and Appendix E outlines the high-loading terms with the term frequency – inverse document frequency (TF-IDF) Let’s take a look at one example
- Separate – zoom in to the top factors Highlight a few key factors for the extraction
- Snapshot of the excel document output for passages
- Separate – zoom in to the top factors Highlight a few key factors for the extraction
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- Identify the 22 topics that converge and are present in all geographic regions From help of the chi square test… that make a difference across geo regions; the remaining 22 do not make a difference 1Promotional = what should be heavily promoted through repetition; here the views differ Divergent **Topics of divergent importance -- -Chi-square statistic compares distributions of documents across the 36 topics in the US and Non-US universally -Homogeneous and heterogeneous – not evenly distributed
- Identify the 14 that diverge from the topics From help of the chi square test… that make a difference across geo regions; the remaining 22 do not make a diff 1Promotional = what should be heavily promoted through repetition; here the views differ Divergent **Topics of divergent importance -- -Chi-square statistic compares distributions of documents across the 36 topics in the US and Non-US universally -Homogeneous and heterogeneous – not evenly distributed
- F12 Institutional Users – discussed more among Commonwealth countries and Ireland F28 Privacy is is closer to Canada US (and close by the NLD) seem to cluster around similar topics including F36.21 Audience and F36.11 Support at Institution following in very close proximity. Other factors, F36.10 Page & Group Administration, F36.1 Facebook, and F36.8 Posting
- For example, passages for F28 and F07 being close to Canada are… F07 have 141 out of 735 originate from Canadian PSE institutions about the topic of information management F28 have 98 out of 349 originate from Canadian PSE institutions about the topic of Privacy – with Thompson River University leading with this
- Topics discussed in social media policies – Q sort: verify # of people; your task is to match the 36 topics in 9 categories To be recorded on a matrix (confederates – no IRB application) Factor by Rater matrix developed
- Laura Recommendations organized by the following categories Contribution to research findings: Recommendations for developing social media guidelines and policies FINAL Q-sort of classifications to group the topics (factors)
- Database shared on figshare
- Laura Contributions from this investigation include… Motivated the need for social media g & p comparison & research Theorized the semantic structure of the community that builds them in relation to the cop framework Compiled a set of 250 PSE from 10 countries to extract the topics Compared distributions of these topics across two geographic regions & found that some are more important than others
- Laura – Let me know if you are interested Future research implications & applications: Review difference further between countries; linguistics; potential to see how these factors are implemented at PSE institutions for teaching, research, and service scholarship -Industry review for other organization -application for policy to institutional and organizational culture and identity, with regards to common values -Continue research to identify differences between countries additional languages and linguistically assessment.
- How many of you believe this? Ends, 21:56
- How many of you believe this? Ends, 21:56
- Laura Contributions from this investigation include… Motivated the need for social media g & p comparison & research Theorized the semantic structure of the community that builds them in relation to the cop framework Compiled a set of 250 PSE from 10 countries to extract the topics Compared distributions of these topics across two geographic regions & found that some are more important than others
- Laura Recommendations organized by the following categories Contribution to research findings: Recommendations for developing social media guidelines and policies FINAL Q-sort of classifications to group the topics (factors)
- Database shared on figshare
- Laura
- Laura Contributions from this investigation include… Motivated the need for social media g & p comparison & research Theorized the semantic structure of the community that builds them in relation to the cop framework Compiled a set of 250 PSE from 10 countries to extract the topics Compared distributions of these topics across two geographic regions & found that some are more important than others
- Questions before the break about the research
- Break @ 2 pm Length = 15-20 minutes (?) – respond to the questions about social media in the google doc or create your own blog/video response Return and Introduce Tanya
- Can be very helpful Ends 21:34
- All encompassing of the things we talk about Ends, 27:57
- Technology, Ends 24:30
- Ends, 36:34 http://www.flickr.com/photos/wespeck/4960579336/in/photostream/lightbox/
- Meet our needs Ends, 38:02 Source, Receiver Sending, Encoding Past experiences, attitudes
- A little bit more intimate Ends, 39:12 Source, Receiver Sending, Encoding Past experiences, attitudes
- As we can see here, these are just the main ones thus far, but the majority of schools/colleges/units on campus whether Biz and Ops, Academic Affairs, or Student Affairs, they can be affected. Although we might think it is a communications, marketing, university relations thing….it reaches far beyond the ONE MIC
- Remember when Laura discussed why we would examine this? The bottom line is social media could potentially touch every practice of a university. Laura Research & developing peer-review publications (Daniels, 2013) Faculty, instructors, instructional designers & staff explore how it can successfully enhance student learning (Bennett et. al., 2011) Concerns about lack of privacy and perceived loss of control (Fuchs-Kittowski et al., 2009). Institutional leadership needs to guide and prepare managers who are not ready to embrace the implementation of social media (Li, 2010).
- What role with those who are expected to change their behavior have? Can they provide feedback on the guidelines or policy? Will data on their use impact the guidelines or practices?
- What is your justification? Do you have evidence to lead you to believe you should be spending resources on this? What data will drive the actual development of guidelines, policy, and practice? Will your stakeholders and audience feel this is needed and justified? If they are not convinced, it may be dead in the water before it even launches
- Don’t chase after the shiny ball…yes, social media is new and cool. It doesn’t mean you should spend university resources on it or your own time, necessarily. Why are you spending time on it?
- Are the stats indicating to you that using social media is going to impact effectiveness or quality, efficiency, or disrupt it?
- My emails were not receiving responses Ends, 32:12 D2L only pushes down e-mail, no discussion notifications for posts, no mobile notifications, etc. STUDENTS DON’T CHECK EMAIL c PEW Study – don’t check email?? As Shannon from Seton Hall Law School stated in ELI Mobile session the first week in March, they view e-mail as old technology or for old people.
- Stay organized and stay on track Ends, 33:21
- Topped one billion users Ends, 33:54 STUDENTS USE SOCIAL MEDIA OFTEN According to Bulik (July 8th, 2009) “Out of the 110 million Americans (or 60% of the online population) who use social networks, the average social networking user logs on to these sites quite a bit. They go to social networking sites 5 days per week and check in 4 times a day for a total of an hour per day. Nine percent of that group stay logged in all day long and are ‘constantly checking what's new’” (para 7).
- Students are using mobile devices to send and receive text messages Ends, 34:38
- As we look to identify why in the classroom, faculty look to identify their pedagogical needs.
- What documentation or evidence will need to be gathered in order to illustrate that you have achieved your desired result? How will you know when you are successful? Is it going to increase learning? Student retention? Student engagement? Satisfaction with their courses or university services? Do they feel more a part of a community? Are they more digitally literate? Do they practice ethical social media practices? Does it align with university goals?
- If you are going to allocate staff time and resources, know ahead of time as to how you are going to evaluate it.
- Who are your stakeholders? Diversity, Hetereogenity, Don’t forget the students… Too many stakeholders is going to lead to less agreement – keep to under 8 people Are these people avid users of social media? Do they understand the tool? The practice? Need to determine your audience, then who will actual help develop x, then those who will help diffuse
- Conducting a Performance Analysis: Focus (Institutional Support) Capability (Culture) Will (Change)
- How will these guidelines and practices be best communicated out the those who will be affected? Showcases? Professional Development? Training? As part of the Curriculum? Are their incentives for doing showcases, or receiving professional development? Top down leads to decreased satisfaction – natural diffusion through sharing from peers is more effective
- Showcases of use and practices
- Beyond showcase is there a document – where does it live?
- Yes, social media may appear to be free, but there are lots of costs associated… What data will drive these guidelines, policy, and practice? Who will provide professional development and training? Who will handle communications and dissemination? Do you have staff on campus that have expertise in this area or do you need an outside consultant? Time to develop guidelines, policy, and practice?
- Task/Time impacts money – it also impacts Morale is you just pile it on. What data will drive these guidelines, policy, and practice? Where does this data come from? Who is collecting or mining it? Who will provide professional development and training? Who will handle communications and dissemination? Do you have staff on campus that have expertise in this area or do you need an outside consultant? Time to develop guidelines, policy, and practice?
- Making policies for a particular technology stand to be faced with being obsolete before complete. Their hype cycle may run out.
- Is the organizational culture open to this? Can it be enforced or policed? Policing the internet takes lots and lots of resources. If folks are resistant and aren’t buying into the justification or process in developing such guidelines, it may be wasted effort.
- FEAR – FREEDOM dialectical Either I am scared of it or leave me alone… Fear and resistance Fear can inhibit use Fear of FERPA, etc. Many times it might taking some sharing of accurate information to get people engaged I don’t want you touching my teaching I don’t want you touching my social media How do you deal with that? Engage, motivate, incentivice
- Tanya
- Laura & Tanya