Introduction to Social Media for Academics | Ecodemia
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Introduction to Social Media for Academics | Ecodemia Introduction to Social Media for Academics | Ecodemia Presentation Transcript

  • Introduction to Richard Roaf UCL Environment Institute
  •  
  •  
  • Background
  • What is
    • Blogs
    • Microblogs
    • Social Networking
    • Multimedia Websites
    • Social Bookmarking
  • Popularity
    • Grown by 340% in 3 years in UK
    • Youtube videos are watched 2 billion times per day
    • There are 500 million active users on Facebook
    • Every week 3.5 billion pieces of content are shared just on Facebook
    • 6 million new users join Twitter each month
  • Demographics
    • The average social network user is 37 years
    • old.
    • The average Twitter user is 39 years old.
    • The average Facebook user is 38 years
    • old.
  •  
  •  
  •  
  • What is
    • Blogs
    • Microblogs
    • Social Networking
    • Multimedia Websites
    • Social Bookmarking
    • Must engage the public with research on sustainable development
    • Mainstream media is failing to do this
    • Peer influence is crucial
    • Social media connects positive greens to rest of population through weak ties
    Social media and
    • Allows you to use creativity
    • Helps people digest complex information
    • Allows for engagement
    • Creates a two way dialogue
    Social media and
  •  
  •  
  • Results of Pilot Study published in Autumn 2010. They like: “ Focused and concise evidence, without generalised or overblown statements...”. “ Evidence was provided about dissemination (such as audience or visitor numbers).” “ The activity went beyond ‘business as usual’ engagement (such as public lectures), and attracted widespread interest or involved a programme of activity which was often innovative.” They don’t like: “ Reliance on indicators that lacked context or meaning, for example, numbers of hits on a website, without benchmarks or further contextual explanation”.
  •  
    • Set to become more important
    • Sixth formers are very active online
    • Can present the department as more exciting, interesting, relevant
    • Engaging with potential students is crucial
    Attracting
  • Martyn Poliakoff
    • “ Particularly impressive was a presentation describing online outreach including a "You Tube" video on the periodic table of the elements that has already received greater than a million "hits" worldwide.”
    • Chemistry for the Next Decade and Beyond
    • EPSRC
    • Blogs
    • Rapidly increasing number of academic blogs
    • Builds on academics existing competencies
    • Being personal
    • Avoid text overload
    • http://startswithabang.com/
    • Can cross-post
    How are other
    • Youtube
    • Lots of lectures
    • Easier than ever to make videos
    • Important to be creative and different
    • RSA Animate
    How are other
    • Facebook
    • Great way to disseminate content
    • Can be used to share anything
    • Must initially recruit followers
    • Stanford University
    How are other
    • Twitter
    • Short posts used to share links and news
    • Increasing number of academics using it
    • Lots of funding councils & related bodies
    • Recruit followers by becoming one
    How are other
    • Crowd sourcing and citizen science
    How are other “ The amount of knowledge and talent dispersed among the human race has always outstripped our capacity to harness it.” Jeff Howe
  •  
  •  
    • Best Practice
    • Use an integrated approach
    • Help people climb the content ladder
    • Be personal
    • Take part in conversations
    • Be different
    How are other
    • Integrated approach
    • Use a content platform and a distribution
    • platform
    • e.g.
    • Youtube & Facebook
    • Blog & Twitter
    How are other
  • Social Media
  •  
  • Getting started with 4 Stages
  • Getting started with 4 Stages
    • Sharing what with who?
    • Assess your resources
    • Survey the landscape
    • Establish guidelines
    • What does success look like?
    • Sharing what with who?
    • What research do you want to share?
    • What could be of value to people?
    • Who could benefit from engaging with your research?
    • NGOs
    • Government departments
    • Local government
    • Schools
    • Community groups
    • Online groups
    • Members of the public (which ones)
    • Assess your resources
    • Staff members
    • PHD students
    • Undergraduates
    • University communications team
    • University IT staff
    • External support such as Ecodemia
    • How much time do they have?
    • How much interest do they have?
    • What skills do they have?
  • Getting started with 4 Stages
    • Survey the landscape
    • What are other people saying about this?
    • Where are they saying it?
    • List the topics and sites that are relevant
    • to you
    • Where possible assess popularity
    • e.g. number of followers
  • What does success look like? A large number of hits? A significant engagement with a few people Targeting the right people
    • Establish Guidelines
    • Encourages a consistent presence
    • Helps those who aren’t savvy
    • See Vanderbilt University Best Practice
  • Getting started with 4 Stages
  • Getting started with 4 Stages
    • Choosing the right platforms
    • Where are your audience?
    • What will compliment your research
    • What is realistic
    • Blogs
    • Microblogs
    • Social Networking
    • Multimedia Websites
    • Start creating content
    • Just do it
    • Begin with your audience in mind
    • Create a rough content timeline
    • Don’t expect fireworks to begin with
  • Getting started with 4 Stages
  • Getting started with 4 Stages
  •  
    • Participate
    • Interact with your community
    • Be part of the conversation
    • Develop relationships
  • Getting started with 4 Stages
  • Getting started with 4 Stages
  • Monitor statistics and feedback Facebook: Number of likes, comments Online video: Views, subscribers demographics, comments Twitter: Number of followers, retweets Blogs: Number of views, comments, engagement
    • Review
    • What worked for the audience?
    • Look at comments and statistics
    • Encourage honest feedback from target audience
    • What worked for you?
    • How time intensive was it?
  • Getting started with 4 Stages
  •  
  •  
  • How could UCL
  • How could UCL
  •  
  • What does
  • How could UCL
  • References
    • Time Spent on Social Media has grown by 340% in 3 years in UK
    • Youtube videos are watched 2 billion times per day. Source: http://www.youtube.com/t/fact_sheet
    • There are 500 million active users on Facebook. Source: Wikipedia
    • Every week 3.5 billion pieces of content are shared just on Facebook Source: Facebook Factbook – visualisation produced for Facebook’s 6th birthday
    • 6 million new users join Twitter each month. http://www.hubspot.com/blog/bid/5503/HubSpot-Releases-Third-State-of-the-Twittersphere-Report-SOTwitter
    • Demographics http://royal.pingdom.com/2010/02/16/study-ages-of-social-network-users/
    • Vanderbilt Social Media Guidelines http://www.vanderbilt.edu/publicaffairs/webcomm/vu-resources/social-media-handbook/appendix-a/
  • Links
    • Royal Society of Arts Animate Video http :// www.youtube.com/watch?v=u6XAPnuFjJc
    •  
    • ICARB Video http ://icarb.org/about /
    • Video of Professor Martyn Poliakoff
    • http ://www.youtube.com/watch?v=O2799XSIlZM&playnext=1&list=PLA6F45C81BAF9D513&index=61  
    • Video by Stanford academic responding to questions from Facebook users  http :// www.facebook.com/video/video.php?v=710996190773
    • SD Update blog http ://www.sdupdate.org/
    • Vanderbilt University Social Media guidelines
    • http ://www.vanderbilt.edu/publicaffairs/webcomm/vu-resources/social-media-handbook /
    • Award winning blog on physics http ://startswithabang.com/