We're Adopting! A Strategy for Social Media In Education

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Social media, and whether or not it's adopted in any organisation, is almost entirely down to the culture of the organisation. But having a culture that doesn't match the aspirations of openness and sharing that would make social media a natural progression for the organisation does not mean that all is lost.

http://edu.blogs.com

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  • http://edu.blogs.com/edublogs/2007/08/blc07-mcintos-2.html
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  • Hi Paul,
    Because the presentation comes with context in the audio/notes I'd rather not share slides. However, you can get the backstory, links, research etc from my blog:
    http://www.google.com/url?sa=t&source=web&ct=res&cd=1&ved=0CAYQFjAA&url=http%3A%2F%2Fedu.blogs.com%2Fedublogs%2F2007%2F08%2Fblc07-mcintos-2.html&ei=nHCiS-DALISCnQODu_GlCw&usg=AFQjCNETx4JF3FfBx_2JXkZt135HwxFLzw&sig2=OJRsf7gBA-8xSNJRuiiNSA

    Hope that's (arguably) more useful.

    Cheers
    Ewan
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  • can i get a copy of this - paul@shift-control.co.uk
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  • Good sharing. Recently i added slide on adobe photo shop. You can visit it and give advice about this slide.
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  • good
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We're Adopting! A Strategy for Social Media In Education

  1. 1. We’re adopting! An adoption strategy for social media in education
  2. 2. We’re adopting! An adoption strategy for social media in education
  3. 3. East Lothian Council, eduBuzz.org Scotland, UK.
  4. 4. We’re adopting! An adoption strategy for social media in education
  5. 5. 20 The approximate number of teachers and managers sharing their ideas, experiences and resources online 2005-6
  6. 6. 350 The approximate number of teachers and managers sharing their ideas, experiences and resources online 2006-7
  7. 7. 800 The approximate total number of students, teachers and managers sharing their ideas, experiences and resources on the Local Authority community 2006-7
  8. 8. Slow growth then a boom! What happened in October?
  9. 9. Five point strategy • Identify key user groups
  10. 10. Five point strategy • Identify key user groups • Identify and understand your key users & influencers
  11. 11. Five point strategy • Identify key user groups • Identify and understand your key users & influencers • Let key users evangelise
  12. 12. Five point strategy • Identify key user groups • Identify and understand your key users & influencers • Let key users evangelise • Turn evangelists into trainers
  13. 13. Five point strategy • Identify key user groups • Identify and understand your key users & influencers • Let key users evangelise • Turn evangelists into trainers • Support bottom-up and emergent behaviours
  14. 14. Emergent Behaviours
  15. 15. Emergent Behaviours • Lead by example • Lead by reminding • Provide adequate support • Lead by mandate • Personal and school benefits compliment each other
  16. 16. “Thin-slicing” ‘Blink’, Malcolm Gladwell
  17. 17. Fear: The Bass Player’s Blog always loathing?
  18. 18. Room for serendipity? Overplanning Are you allowed and able to fail?
  19. 19. Why bother?
  20. 20. 2007
  21. 21. 1991
  22. 22. 2001
  23. 23. Something has changed
  24. 24. Something has to change
  25. 25. Stupid? Waste of time? Useless?
  26. 26. 290,135 47,588
  27. 27. 841,498 9102 ratings 8041 comments
  28. 28. Innovation, change, creativity: what was the teacher’s role in this?
  29. 29. Databases Spreadsheet Documents Coding Craft and design Marketing...
  30. 30. And so... what do we do?
  31. 31. ICT? Where has it made the biggest impact?
  32. 32. HMIe: ICT in Learning and Teaching
  33. 33. Emerging technologies make the biggest impact
  34. 34. new tech 13 mobile 7 computer games 7 blog 6 podcast 6 emerging 2 RSS 2
  35. 35. new tech 13 mobile 7 computer games 7 blog 6 podcast 6 emerging 2 RSS 2
  36. 36. new tech 13 mobile 7 computer games 7 blog 6 podcast 6 emerging 2 RSS 2 CD Rom 0
  37. 37. Emerging technologies make the biggest impact
  38. 38. Emerging practices make the biggest impact
  39. 39. Why we’re adopting social media for learning
  40. 40. I: Audience
  41. 41. 70m blogs tracked by Technorati.com
  42. 42. 2/ sec new blogs every second
  43. 43. Welcome to the 19th Century Classroom...
  44. 44. 1 Average audience for students’ work
  45. 45. 2 Average audience for conscientious students’ work
  46. 46. 30 Maximum realistic audience for school display
  47. 47. Welcome to the 20th Century Classroom...
  48. 48. Monet en pixels
  49. 49. Monet en pixels
  50. 50. Monet en pixels
  51. 51. Welcome to the 21st Century Classroom...
  52. 52. From the printing press...
  53. 53. to the one-click web
  54. 54. 1,114,274,426 Number with net access (MiniWattsMarketing)
  55. 55. 2 Starter audience on edu.blogs.com
  56. 56. 60 Audience after 8 weeks on edu.blogs.com
  57. 57. 110,000 Number of readers in past 12 months at edu.blogs.com
  58. 58. Slow growth then a boom! What happened in October?
  59. 59. edu.blogs.com Subscribers
  60. 60. II: Creativity unleashed! So what do we do with it?
  61. 61. III: It’s not about the tech, it’s about the teach. But...
  62. 62. Obstacles to Innovation? Opportunities for authenticity?
  63. 63. Tools Obstacles to Innovation? Opportunities for authenticity?
  64. 64. Using Their Space
  65. 65. Learning From Their Space
  66. 66. Podcasting in Spanish class, St Thomas of Aquin’s High School, Edinburgh
  67. 67. I really enjoyed the recording process. The hardest part was recording the sound clearly and well. Lewis The trickiest part was recording. It was a nice change from Spanish. Jamie I loved recording it but it was tricky working in a group. Podcasting should be used at all schools. Richard I found the best, but the most difficult part of the process was recording. Jack The recording of the podcasts was the funnest part of the podcast. Robbie Podcasting in Spanish class, St Thomas of Aquin’s High School, Edinburgh
  68. 68. Bournemouth University TechDIS project report, October 2006
  69. 69. One participant initially struggled with the longer... challenge but eventually grew to enjoy it as they felt it challenged their weakness and rewarded them when they saw an improvement. Bournemouth University TechDIS project report, October 2006
  70. 70. Bournemouth University TechDIS project report, October 2006
  71. 71. [It’s] my favourite [task] because it offers the biggest challenge Participating in a group together helped to forge friendships Bournemouth University TechDIS project report, October 2006
  72. 72. Literacy & Numeracy Dr Kawashima’s Brain Training
  73. 73. Gaming for education
  74. 74. The Consolarium Derek Robertson
  75. 75. Virtual worlds for creative writing and speaking
  76. 76. Myst; Samorost; Gaming for education Tim Rylands’ storytelling
  77. 77. Scratch, Missionmaker, Game creation Never Ending Nights, Flickr
  78. 78. Scratch, Missionmaker, Game creation Never Ending Nights, Flickr
  79. 79. Scratch, Missionmaker, Game creation Never Ending Nights, Flickr
  80. 80. 71% of gamers are married
  81. 81. 66% of gamers have kids
  82. 82. Marc Prensky
  83. 83. Levelling up Cheat sheets - collaboration Encouragement Improvement Validation - Ideas employed Marc Prensky
  84. 84. Epistemic gaming; Commercial gaming; Game-making
  85. 85. Dancemat & Sony PlayStation
  86. 86. Sonic Spanish
  87. 87. Sonic Spanish
  88. 88. Mobile technology; iPod; MP3; ‘Learning Hubs’
  89. 89. Mobile technology; iPod; MP3; ‘Learning Hubs’
  90. 90. Impose? Mandate Top-down Block Filter Policy Rules Regulations
  91. 91. Discover? Invite Guide Support Nurture Celebrate Share
  92. 92. We’re adopting! An adoption strategy for social media in education
  93. 93. Don’t think, try. John Hunter
  94. 94. Ewan McIntosh b: edu.blogs.com w: www.LTScotland.org.uk e: e.mcintosh@LTScotland.org.uk

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