Dl social media may 2014


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Some reflections on using social media for learning, teaching and professional identity, as delivered to a CLL workshop in May 2014

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Dl social media may 2014

  1. 1. Using social media for learning, teaching and professional identity Helen Beetham, May 2014 bit.ly/DLsocialmedia
  2. 2. Which social media...  ... do you use regularly?  ... do you know about and wish you used (better)? image downloaded under CC licence from patojv.deviantart.com
  3. 3.  social networking sites e.g. Facebook, Google+  professional networking sites e.g. LinkedIn, academia  blogs e.g. wordpress sites | microblogs i.e. twitter  content sharing sites e.g. youtube, slideshare, prezi, flickr, instagram, community repositories  news/link sharing sites e.g. pinterest, paper.li, quora, pearltrees, storify  reference/link sharing / social bookmarking services e.g. zotero, delicious  specialist networks e.g. tripadvisor, mums.net  virtual worlds and gaming worlds e.g. geocities, world of warcraft  email discussion lists? ... (boundaries are blurred) Social media include...
  4. 4.  personal AND/OR scholarly AND/OR professional (are you an integrator or a segregator??)  identity / reputation as well as community / connection  very varied in focus, rules and norms, community, scope, preferred media...  increasingly important to building social, academic and professional capital (but this varies by profession/subject area) Social media are... 73% of employers currently use online social networks or social media to support their recruiting efforts. ‘caring, climbing and campaigning’ DiMicco et al 2008
  5. 5.  a success story  a horror story image downloaded under CC licence from openclipart.org/user-detail/portablejim Thinking about how you use social media, share...
  6. 6.  what are the opportunities?  what are the risks? Thinking about how we all use social media...
  7. 7.  This is an activity in pairs that you can also try with students  At least one of you will need access to a digital device (smartphone, laptop, netbook etc)  If you are using your own device, do not log into any social networks (e.g. Facebook)  Find out what you can about each other using only material that is publicly available online  You can guide each other to relevant sites but don’t give away information you can’t see online  Do not sign in to social networks (private material will be visible) Auditing your own digital reputation
  8. 8.  Reflections  How much of what is visible online is under your control?  What could you find that surprised you? What couldn’t you find (easily) that surprised you?  How would you like to appear online?  What could you do to create a more positive digital identity? Auditing your own digital reputation
  9. 9. Creating a positive digital identity  Tips and tricks  Always protect the privacy of your personal information  Integrate and cross-reference your public brand  Use one public profile and update / propagate it regularly e.g. about me, blog, employers’ profile, prof network  Layer information: broadcast headlines, let people find the detail if they are interested  Use tagging to create or join a story  Limit the time you spend on personal ‘branding’ - make it intrinsic to what you do and interesting to you  When new to a network, LARC (Lurk and learn, Ask, Re- tweet -view -post, Collate and comment)
  10. 10.  These slides showed examples of individual professional profiles and networking activities which have been removed  Instead, find someone in your field who has a successful online profile and see how many networks they use, and how well integrated you find their use of digital media and branding. Examples
  11. 11.  What three things will you do now to enhance your professional profile?  How will you know whether you have been successful?  Further resources: bit.ly/DLsocialmedia Reflections
  12. 12.  How are social media changing academic practices generally and in your subject areas? Social media and practices of learning and teaching
  13. 13.  What are the opportunities and risks of using social media for learning and for teaching? Social media and practices of learning and teaching
  14. 14.  Students develop their own public professional identity  Practice communicating in a public space (feedback, critique, motivation)  Practice working across personal/professional, public/ private boundaries  Genuine contribution to the discourse of the subject  Get authentic feedback from beyond teaching team  Leave positive digital traces for revision, review, showcasing, self-belief  Work in a reasonably familiar setting (social media)  ... Opportunities
  15. 15.  Legal infringement (copyright, consent, privacy...)  Cultural infringement (university regulations, policing of public/private boundaries...)  Reputation - staff and students  May be pushing students out of their comfort zone (walled garden)  May be harder to monitor, assess, review student progress than in closed environments?  Staff may fear students more proficient than they are?  ... Risks
  16. 16.  Break out of the walled garden:  students contribute to original research or data sharing projects, edit academic wikis and blogs, share learning materials, showcase creative work online  Digital identity work:  focus on building a professional profile e.g. through LinkedIn, twitter, or subject network  or focus on reflection and personal development e.g. through a blog or e-portfolio  Amplify learning support:  encourage students to use existing social media accounts - or open new ones - to share ideas, links, references, resources and encouragement or to collaborate on projects and outcomes Designing social media into the curriculum
  17. 17.  In pairs/small groups  Discuss what you already do with students that could be done (better) with the use of a social medium or network  Design a learning activity that you could use with students tomorrow  Consider: learning outcomes; access; setting up the activity (solo, pairs, groups?); supporting the activity; assessing the activity; possible problems and solutions Designing social media into the curriculum
  18. 18. Conclusion What will you take away? bit.ly/DLsocial media