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Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
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Technology Enabled Lives: Understanding the Social Media Use of the Under 30s

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Professional Development Session created for Conestoga College, presented on April 4, 2013

Professional Development Session created for Conestoga College, presented on April 4, 2013

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  • Links don't seem to be working on some pages, here are the Facebook ones for anyone who needs them!

    Facebook Group Example: https://www.facebook.com/groups/112449432128312/
    Setting up a Facebook Page for Education: http://www.youtube.com/watch?v=OQhEk9ZKekA
    100 updated ways to use Facebook in your classroom: http://edudemic.com/2012/05/100-updated-ways-to-use-facebook-in-your-classroom/
    Facebook Privacy Policy: https://www.facebook.com/help/privacy
       Reply 
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  • 1. HN OLOGY TEC VES: EN ABLE D LI UNDERSTANDING THE SOCIAL MEDIA USE OF THE UNDER 30sQuinn BattersbyBookstore@qbattersbyMelanie Parlette-Stewart BA MLISLibrary Resource Centre@ConestogaLib_MP
  • 2. OUTLINE•  Current statistics on the use of social media by the under 30s•  Addiction to social media is real•  Connecting supplementary course materials with students in and out of the classroom •  Using Facebook •  Using Twitter •  Using Pinterest•  Practical and realistic implementation of these vehicles•  Brief introduction to tools that can be used for implementation•  One-on-one sessions to help with these tools and methods
  • 3. STATISTICS •  Canada is a leader in online engagement •  Canadians spend more than 41 hours/month online (2nd highest in the world) •  More than 86% of 18-34 year olds have at least one social media profile •  18-34 year olds do everything online more than older age groups (except for email) •  Comfortable with rapidly changing technology – not constrained by traditional silos (online collaboration is common – crowd sourcing etc.) •  Facebook leads social networking •  Sites to watch: Twitter, LinkedIn, Tumblr, Pinterest + Instagram (all have strong growth) NIALS #GENERATION FLUX #GENY #MILLEN#GE NERATIONC (connected) Sources: Ipsos inter@ctive Reid Report, Canada Digital Future in Focus 2013, #GenerationFlux
  • 4. SOCIAL MEDIA ADDIC TION?•  Mass appeal, increasing amounts of time spent online•  Different types of addiction (gaming, web surfing, online gambling/shopping . . .)•  Social Networking Site (SNS) Addiction •  “Cyber-Relationship Addiction” •  Motivations: Keeping in touch, because their friends are, making plans•  May be particularly addictive to young people •  Somewhere between 55-82% of teenagers and young adults use SNS on a daily basis Sources: Boost Mobile Survey, Online Social Networking and Addiction—A Review of the Psychological Literature,
  • 5. SOCIAL MEDIA ADDIC TION?•  Why are students at risk? •  Free + unlimited Internet access •  Huge blocks of unstructured time •  Freedom from parental control •  No monitoring or censoring •  Lots of experience – gaming, web surfing . . . •  Escape stress •  Social intimidation and alienation•  Important to emphasize participation in social and online world•  Balance of Face-to-Face + Online Sources: Boost Mobile Survey, Online Social Networking and Addiction—A Review of the Psychological Literature,
  • 6. DIGITAL LITERACY?BLOOM’S TAXONOMY: TRADITIONAL TO DIGITAL Bloom’s Taxonomy: Traditional Bloom’s Taxonomy: Revised (Digital) Sources: Bloom’s Taxonomy in the Digital World
  • 7. DIGITAL LITERACY?BLOOM’S TAXONOMY: TRADITIONAL TO DIGITAL Sources: Blooms Digital Taxonomy (Also provides rubrics and tools)
  • 8. SOCIAL MEDIA + EDU CATIONSources: Connected Teaching and Learning – Using online delivery and social media . . ., Engaging with Students through Social Media
  • 9. CHALLENGES•  24 Hour Professor •  Need for immediate attention •  Time •  Resources •  Rhythm of students NOT institution •  Key – set parameters (when you will be available / unavailable, preferred response time)•  What is the most relevant information? Source: Engaging with Students through Social Media
  • 10. Image Source: Image from Telegraph
  • 11. FFacebook ACEBOOK•  Using a Facebook Group or Page as a discussion tool•  Expand on in class materials•  Students: •  become socially motivated to complete readings, etc. and contribute to the online discussion •  didn’t spend class time reviewing what was already understood •  benefit from insights from peers who generally do not participate Example: Facebook Group
  • 12. FACEBOOK IN THE CL ASSROOM•  Ask for feedback on assignments, activities and exams•  Take classroom polls•  Use discussions or notes for additional course content•  Resource curation - share additional resources for the course, like books, websites, etc.•  Clarify directions
  • 13. FACEBOOK•  Create an instructor profile separate from your personal profile•  Ask students to create a limited profile with controlled settings and to friend your new instructor profile•  Create Lists and Groups/Pages for your classes•  More info on setting up a Facebook Page for education: YouTube Video: Basics of a Facebook Page for EducatorsSome additional resources:•  100 updated ways to use Facebook in your classroom•  Facebook Privacy
  • 14. Image Source: Twitter Image Sourc
  • 15. TWITTER Twitter•  Increase student engagement in large classes•  Some benefits include: •  Speed – in the the time it takes for one student to raise a hand and be called on by the instructor, multiple students can be tweeting back and forth on the class channel •  Participation – students who are too shy or too introspective to participate significantly in a live discussion often are less shy digitally •  Documentation for review – Twitter can be reviewed by the students and instructor after the session has ended – ability to identify and highlight teachable moments (additional follow-up) •  Timely feedback to the instructor – address muddy points where students feel the material requires elaboration or clarification in real time. (monitor a channel)
  • 16. TWITTER IN THE CLA SSROOM•  Backchannel for timely feedback•  Communication of student’s thoughts, comments and insights•  Form of documentation for review•  Increase participation•  Share course materials (generally)•  Encourage participation with other like minded individuals (eg. Nursing students follow -> Nursing the Future @ntfnewgraduates)•  Bonus points: monitter
  • 17. Image Source: Pinterest Image Sourc
  • 18. PINTEREST•  Why use Pinterest? –  You can show rather than tell. –  Students and other educators can participate with commenting, re-pinning and liking. –  Connect with other educators Source: A Straightforward Guide To Using Pinterest In Education,
  • 19. PINTEREST IN THE C LASSROOM•  Pinterest in the Classroom: •  Visual sharing for architecture, Example: photography, design, marketing, business classes (and more . . .) •  Idea / brainstorming boards, showcase student work, marketing tool – creating, mood boards •  Suggest reading materials •  Encourage student participation (through the use of Group Boards) Other Examples: •  Student Peer Critique 1. Creative thoughts matter •  Share quotes and inspiration 2. COMM 360 •  Students can use it to track their 3. Advanced media design 4. Texts for English 7542 research 5. From UVA Faculty
  • 20. MORE TOOLS Image Source: Social Media Collage Image
  • 21. MORE TOOLS•  Hootsuite for monitoring multiple Facebook pages and Twitter, scheduling posts, etc. (in panes) – Hootsuite Website Hootsuite•  Tweetdeck for monitoring Twitter and scheduling tweets, more advanced use cases – Tweetdeck Website Tweetdeck
  • 22. MORE TOOLS•  Project Management Tools – to be used as a group to collaborate and work together towards common goals/tasks •  Wunderlist – Wunderlist website •  Trello – Trello Website•  Blogging platforms to share course/program information •  Wordpress – Wordpress website •  Tumblr - Tumblr website
  • 23. MORE TOOLS•  Collaboration/Sharing Tools– to be used as a group to collaborate and work together on documents, etc. •  Google Docs – Visit docs.google.com •  Google Drive – Visit drive.google.com •  Dropbox – Dropbox webiste •  Box – Box.net website
  • 24. MORE TOOLS•  Presentation online– to be used to create / share web based presentations. •  Prezi: Prezi website •  SlideRocket: Sliderocket website •  Slideshare: Slideshare website•  Multimedia– video, live steaming and more •  Powtoon: Powtoon website •  YouTube: Visit YouTube •  Converting Prezi to video: View video on how Prezi to Video •  Skype: Skype website •  Vine: Vine App website
  • 25. MORE TOOLS•  Other Tools – You might want to look at these other ways to engage with students online. •  Learning / Content Management System - D2L: Official D2L website •  Conestoga eLearning •  Infographics: visual.ly website
  • 26. A CLOSER LOOK @ W UNDERLIST•  Business Students planning a public event can all work from the same checklist and share this information with their peers. Faculty can monitor and redirect if need be.•  Public Relations groups can work together from a common checklist to accomplish various tasks relating to increasing awareness of mock business.•  *On each checklist item the student can include notes on what they accomplished and how. This information will be shared with the entire group.
  • 27. A CLOSER LOOK @ W ORDPRESS•  Faculty and Staff can share resources relating to their particular subject.•  A fitness instructor could create a blogging platform with information about fitness. Publish class schedules and outcomes. Tracking progress of students overall. *private blogs available•  A department could connect with students by sharing the experiences of other students at the school. Creating a more inter-connected level of communication. Participation could be encouraged and open. *would require great insight/participation for success
  • 28. A CLOSER LOOK @ PR EZI•  Looks are important to maintain engagement•  Prezi Meeting (online whiteboard for collaboration) •  Collaborate in real time•  Also for portfolios and “Prezumes”•  “Enjoy Edu” License
  • 29. A CLOSER LOOK @ D 2L•  Taking advantage of collaboration opportunities: •  Blogs •  Discussion Boards•  Don’t ignore students’ web routines •  Connect to existing networks students participate in•  Provide content through a variety of media types•  Supply links to external resources •  Ask about embedding content from the LRC!•  Engage students in the creation process •  Enlist student assistance in identifying high quality content that is available online. This can include tutorials, simulations and supplementary material online. Source: Rethinking the Course Management System: From Glorified Textbook to Academic Networking Hub, Ten Best Practices for Teaching Online Quick Guide for New Online faculty
  • 30. A CLOSER LOOK @ IN FOGRAPHICS•  Infographics as teaching tools •  Critical thinking, graphicacy (realization of information in a visual format), data analysis, interdisciplinary learning•  Becoming “visually literate” •  Need to prepare students (and ourselves) to be successful learners. •  Infographics encourage creative and informed individual•  Prompting Comprehension •  Help students want to learn more Source: the ASIDE blog
  • 31. A CLOSER LOOK @ IN FOGRAPHICSVisualization Tools: Be inspired: •  Visual.ly website •  informationisbeautiful. net •  easel.ly website •  Infographics from The Guardian •  Good Infographics •  Wordle •  Tagxedo •  Creately •  Tableau Software •  Recite This •  infogr.am websiteData Resources: •  Google Public Data •  Pew Research Data •  StatCan •  Government of Canada Data Portal •  Worldbank Data
  • 32. A CLOSER LOOK @ IN FOGRAPHICS Resume Source: Creative Technologist Resume on Behance
  • 33. A CLOSER LOOK @ IN FOGRAPHICS Hierarchies Source: David McCandless: Hierarchy of Visual Understanding Infographic on Information Is Beautiful
  • 34. A CLOSER LOOK @ IN FOGRAPHICS•  Have students produce their own •  Timeline, Comparisons, Step-by-Step instructions, •  Explain: Event, Invention, Concept, Famous Person •  Statistics•  Have students evaluate an infographic Application in the•  Use an infographic to illustrate a concept for Classroom studentsWhy create infographic assignments? •  Make the experience more relevant •  Allow students to explore modern tools and design skills •  Share their learning online on one of the many infographic databases, giving their work an authentic audience. Source: Infographics in Education
  • 35. A CLOSER LOOK @ VI DEO•  Video in Education •  Enable knowledge to be represented in different ways, and perhaps more importantly, enable different forms of interaction with learners•  Tools •  Powtoon: create free animated presentation online software tool •  YouTube: explore YouTube EDU and discover many educational videos •  Converting Prezi to video: View video on how Prezi to Video •  Skype: Conduct consultations with students, bring in guest speakers •  Vine: Create short videos and post them to social media Source: Pedagogical roles for video in online learning
  • 36. A CLOSER LOOK @ VI DEO•  Getting asked to answer the same question / explain a tough concept? •  Make a short video explaining the concept•  Interactive Advising / Application in the Consultations Classroom •  Skype•  Find content that works for you and your class •  Explore some of the streaming resources available from the LRC Source: Video Use in Higher Education
  • 37. ACCESSIBILITY AND S OCIAL MEDIA•  Provide text alternatives for non- text content•  Provide captions alternatives for media•  Help students navigate and find the content•  Different tools might have different accessibility issues •  Often using the mobile site Image source: Accessibility Keyboard Image works better with assistive technologies •  Link to keyboard shortcuts / accessibility resources Source: Blind Canadians , Sociability: Social Media for People with a Disability
  • 38. BEST PRACTICES•  Social Media is social, what you do online other people will see•  Keep in mind the image you are presenting online as a Conestoga community member •  You might want to consider using a disclaimer if you are conveying your personal opinions on matters pertaining to the such as “The views on this[type of social media] are my own and do not necessarily reflect the views of Conestoga College.”•  Give credit where credit is due•  Honesty and transparency. •  Be honest about your identity. Do not hide your identity or misrepresent yourself online.•  Too many places to post to? Consider automating some of your posts with a service like IFTTT (If This Then That)
  • 39. THANKS. Be social. Have fun. Connect. THE THOUGHT OF BEING THE INTERNET ALLOWS YOU TO LESS DREAM CONNECTED THAN YOU WHILE YOU’RE ARE RIGHT NOW IS STILL AWAKEDouglas Coupland’s  IMPOSSIBLE Douglas Coupland’s  Twelve Slogans for the Early 21st Century Twelve Slogans for the Early 21st CenturyQuinn BattersbyBookstore@qbattersbyMelanie Parlette-Stewart BA MLISLibrary Resource Centre@ConestogaLib_MP Source: Twelve Slogans for the Early Twenty-first Century

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