Don't Friend Me: GoingOn EduComm presentation June2011


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Don't Friend Me: GoingOn EduComm presentation June2011

  1. 1. The Social Web & Higher Education? Student, faculty, staff, institutions want to use it. !   We are social by nature !   We are driven by our passions !   We seek identity & individuality !   We no longer feel bound by that which is immediately around us !   We seek better ways to manage information overload !   We spend more time connected virtually to one another than we do physically !   We can interact with one another in ways that were never possible before (or were extremely cost prohibitive)2
  2. 2. Yet, social networking sites don’t seem to be the answer. Don’t Friend me! !   Privacy !   Content Ownership !   Academic Identity !   Knowledge Networking3
  3. 3. The Engagement Principle As institutional leaders, faculty and staff, we care about engagement. !   The majority of students drop out because of a lack of connection to the university. !   Increased student engagement can lead to: •  Higher retention rates •  Improved academic performance •  Contextual, situational or differential learning, resulting in the building of higher order thinking skills !   Increased faculty & staff engagement can lead to: •  Stronger ability to meet institution goals, mission & vision •  Tighter alignment with institution values4
  4. 4. What About Academic Identity? Networking? In a world where we are one of many, we seek identity & look for others to network with. !   Active, vibrant virtual commons & communities promote stronger institutional & individual identity, which can lead to: •  Higher recruitment rates •  Increased utilization of institutional resources, academic or not •  Increased extended community participation •  Increased participation in life-long learning offerings !   Networking is critical as students seek opportunities within or beyond your institution upon graduation. •  Personal learning networks are a key part of 21st century professional success.5
  5. 5. What does engagement look like…6
  6. 6. In the age of the social web?7
  7. 7. 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 course8
  8. 8. 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 experience9
  9. 9. the Academic Engagement Network My •  Activity Streams •  Announcements Channels Dashboard •  My Content •  News & Events & Feeds •  Notifications & Feeds •  SIS Data •  Web resourcesMy •  Programs My Academic •  Academic IdentityCommunities •  Workgroups Identity •  Portfolio •  Social Classrooms •  Connections •  Students Cooperatives •  Knowledge Network •  Clubs & Associations10
  10. 10. 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 & experts11
  11. 11. 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 desired12
  12. 12. Want to Learn More? Melissa Loble Vice President, Client Strategy 949-923-050813