Building the Social Campus

Key Challenges !   Connect & engage with students through outlets they prefer !   Foster models of informal learning & collaboration that build 21st century skills !   Enhance faculty collaboration & curriculum sharing !   Simplify access to information & resources across the “virtual campus” !   Enhance brand awareness & exemplify innovation !   Create stronger lifelong relationships with students, faculty & the broader set of constituents2 | © GoingOn 2011 | www.GoingOn.com

IntroductionMoving Beyond “The Course”…. Exploring the Impact of the Social Web on the Broader Aspects of Academic Life.| © GoingOn 2011 | www.GoingOn.com

New Models of Academic Life4 | © GoingOn 2011 | www.GoingOn.com

Role of the LMS STRENGTHS: LIMITATIONS:   Faculty Ef ciency   Student Engagement   Structured Courses   Informal Learning   Faculty-to-student   Peer Learning   Course Resources   Campus Resources   In Class   At School6 | © GoingOn 2011 | www.GoingOn.com

Study Of ce Groups Hours Of ce Hours Courses My Study Groups Courses7 | © GoingOn 2011 | www.GoingOn.com

Yet, social networking sites don’t seem to be the answer. Don’t Friend me! !   Privacy !   Content Ownership !   Academic Identity !   Knowledge Networking8

What does engagement look like…

In the age of the social web?

Case Study: The Penn LPS Commons The University of Pennsylvania College of Liberal & Professional Studies engages students through virtual commons focused on social learning. !   Three key principles of the commons: •  Connect •  Communicate •  Collaborate !   First Courses launched in Summer 2009 Foundations in Positive Psychology •  600 students, 96 countries •  3,000 user posts, 45 forums, 11,000 hours of video across one semester •  Led to ancillary communities, fostered a community broader than the course11

Case Study: The Penn LPS Commons Success multiplied for the Penn LPS Commons, delivering similar results to courses across disciplines, countries & diverse student populations. Success was driven by: !   Commitment to fostering (not forcing) collaboration by faculty & staff !   Use of social learning constructs when developing the curriculum !   Opportunities for students to build pro les & network !   Ease of accessing streams of content & updates !   Ease of contributing content !   Community-oriented (vs. course) nature of the entire experience12

Academic Engagement Network Message Streams Academic Online Network Community Informal Learning Spaces Academic Identity13 | © GoingOn 2011 | www.GoingOn.com

What can we do? Institutions are trying to support the Academic Lives of their constituents through various tools, technologies & projects. Examples include: !   Virtual student “commons” with centralized resources & collaboration !   Informal learning spaces to support study groups, social classrooms, peer learning & other campus activities !   Program spaces to foster a broader learning experience beyond a limited set of courses !   Faculty communities for resource sharing & curriculum building !   Centralized content access, for consumption & contribution !   Networking sites to bring guest lecturers, mentors, potential employers & others in contact with students14

How do we build sustainable networks? Develop a long term process and technology view for creating a cohesive Academic Engagement Network. Identify key projects to get you there. Start small but still think big. !   Design from a user’s perspective. Employ scenarios. !   Think about the different technologies and tools that you want to use; consider the steps and providers needed to deploy that technology. !   Foster, don’t force, a culture of collaboration. The more you require, the less participants derive personal value. !   Create explicit, meaningful opportunities for students, faculty and staff to build pro les & network. !   Ensure it is easy to nd, consume & contribute content regardless of your role. !   Allow collaboration to bridge across the entire academic experience of any constituent, & even beyond.15

If We Build it, Will They Come? 1.  Remember the fundamentals •  Domain, community, & practice •  Think participant goals rst, institutional outcomes second 2.  Design for growth •  Create exible goals & tools that allow for growth at any pace •  Build aspects that promote new, differentiated activity 3.  Build critical mass •  Involve key participants early •  Pick strong projects to start with that involve diverse participation •  Develop buy-in quickly 4.  Develop permeable spaces & encourage ow •  Allow external & internal constituents to interact •  Involve novices & experts16

If We Build it, Will They Come? 5.  Make sure all participants derive value •  Everyone should see value in participating, regardless of skill level or involvement •  Conduct focus groups, employ role-based scenarios 6.  Abide by community norms and foster trust •  Allow the community to develop its own policies & procedures •  Establish community-based ownership 7.  Encourage identity building •  Promote activities that encourage students to “own” their pro le •  Allow the pro le to move among communities as desired17

About !   GoingOn’s purpose is to help organizations create their “academic engagement network” to deepen student engagement and enrich the social, cultural, and intellectual life delivered by institutions of higher learning. !   Institutions & organizations are using GoingOn to expand, enhance and enrich the Academic Lives of their constituents.18 | © GoingOn 2011 | www.GoingOn.com

PlatformMy Dashboard Channels & Feeds •  Activity Streams •  Announcements •  My Content •  News & Events •  Notifications •  SIS Data & Feeds •  Web resources My Communities My Academic •  Programs Network •  Workgroups •  Academic Identity •  Social Classrooms •  Portfolio •  Students Cooperatives •  Connections •  Clubs & Associations •  Knowledge Network19 | © GoingOn 2011 | www.GoingOn.com

Want to Learn More? www.GoingOn.com Melissa Loble Vice President, Client Strategy melissal@goingon.com 949-923-050825

Building the Social Campus

by GoingOn Networks, Inc on Aug 14, 2011

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