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A CPD workshop on social media in third level education given for the Boole Library, UCC on 30th May 2011 by Imogen Bertin

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  1. 1. Social media: fad or future? You could have booked online for this using – free! Scan attendee tickets on an iphone. Connect to facebook event. Print namebadges etc.
  2. 2. … and sent info to your PC and phone I’ve deliberately set this late to 9.15. We’ll see if my phone reminds me then… Google already emailed me at 5 am to remind me of this session. One click is all it took….
  3. 3. What’s your opinion on this quote? <ul><li>“ the current generation of students are digitally confident - they'll have a go - but not digitally competent” </li></ul><ul><li>Are you yourself digitally confident – or competent? </li></ul><ul><li>Is social media any different to eg laser discs, the AV wave? Maybe we can just wait for it go away? </li></ul>Anybody not seen this rather lovely 2 minute Youtube on medieval technical support?
  4. 4. Doing social media so it matters <ul><li>“ When a library involves itself in social media, it first and foremost has to understand that it’s going to be expected to interact. To do otherwise is to fail. […] By failing to participate in conversations and relationships, the library is essentially declaring that it will simply maintain its traditional role as a depository of knowledge.” </li></ul>Review: “Her successful use of social media in a campaign to prevent a fifty percent funding cut for Ohio public libraries gives her unique credibility when talking about how to use social media effectively. &quot;
  5. 5. So hands up…. <ul><li>Who uses facebook? </li></ul><ul><li>Who uses twitter? </li></ul><ul><li>Who uses YouTube? </li></ul><ul><li>Who uses LinkedIn? </li></ul><ul><li>Who uses Flickr? </li></ul><ul><li>Do you feel you are digitally confident? </li></ul><ul><li>Do you feel you are digitally competent? If so please put your hand on your heart… </li></ul><ul><li>Please feel free to facebook or google your way through this session and to interrupt with questions whenever you have them…. </li></ul>
  6. 6. Two hours = not enough <ul><li>You’ll be emailed a link to dropbox, a shared folder in the “cloud” storing slides and links </li></ul><ul><li>Send questions by email or text and I will gladly answer you directly [email_address] or 087 2655261 </li></ul><ul><li>Twitter users: ask a question or make a comments with the hashtag #boolesocmed </li></ul><ul><li>I will happily create little “how-to” videos using Jing (like Captivate but free and faster, for <5 min videos), and upload them to Youtube for you if I know what it is you are trying to achieve </li></ul><ul><li>So… don’t feel you need to write a lot of notes. Ask questions, create knowledge together and have fun! </li></ul>If you use dropbox on the UCC network you must turn off lansync or Network Operations will do this to me: How to turn it off:
  7. 7. What we’re covering <ul><li>What is social media and why bother? </li></ul><ul><li>Facebook </li></ul><ul><li>Smartphones and geolocation </li></ul><ul><li>Twitter </li></ul><ul><li>Social bookmarking </li></ul><ul><li>Some of the pitfalls </li></ul><ul><li>Give me 5-10 mins speed-read to tell you why I think you need to know this, then it’s hands on, slow down, have a go… </li></ul>
  8. 8. What is social media? <ul><li>&quot;a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, which allows the creation and exchange of user-generated content.” Kaplan, Andreas M.; Michael Haenlein (2010). &quot;Users of the world, unite! The challenges and opportunities of Social Media&quot;. Business Horizons 53 (1): 59–68. doi:10.1016/j.bushor.2009.09.003. ISSN 0007-6813 . . Retrieved 2010-09-15. </li></ul><ul><li>Examples: collaborative projects, blogs, content communities, social networking sites, virtual game worlds, and virtual social worlds. </li></ul>
  9. 9. Rolled into one: video from KSU <ul><li> “A vision of students today” – crowdsourced by ethnography students </li></ul>
  10. 10. So: what now that &quot;stuff” is all on the Internet? <ul><li>From Eli Neiberger of Ann Arbor District Library “ulotrichous” on YouTube </li></ul><ul><li>Libraries are invested in “the value of the local copy” but now you can download anything anywhere, the circulating collection is outmoded… </li></ul><ul><li>Shortly, a library user will be as likely to search for information on a mobile phone, tablet or handheld gaming device, as on a fixed PC or in the physical library. </li></ul><ul><li>And now everyone’s a publisher – so libraries can be a platform and help with production tools, event venues, repositories </li></ul><ul><li>What now? Teach digital/ information literacy/citizenship? Creativity/learning how to learn/Collaboration/teamwork? </li></ul><ul><li>Imogen thinks: whatever transpires, this needs community and relationships to engage users… thus back to social media… </li></ul>
  11. 11. Student views on technology (US data)
  12. 12. The ballpark figures (more stats porn) <ul><li>85% of students have laptops </li></ul><ul><li>25% have smartphones </li></ul><ul><li> </li></ul><ul><li>Users now spend 3X as much online time on facebook as with their email </li></ul><ul><li>But only about 12% of lecturers, even in the US, use facebook with their students. </li></ul><ul><li>How many users in Ireland? 10% on twitter, 49% facebook </li></ul><ul><li>Google Chrome laptops: $20/month for replaceable hardware to education institutions offer starts on June 15 th </li></ul>
  13. 13. Chicago YouMedia centres or nearer to home – CIT’s new learning resource centre going up next year…
  14. 14. Michigan State Hi-tech rooms
  15. 15. NYPL Finding the future game <ul><li>500 patrons overnight – QR codes treasurehunt for artefacts, 100 stories about how they inform views of the future -> 1 book </li></ul><ul><li> 2mins 15 </li></ul>
  16. 16. Social media can be used for HE <ul><li> : comment from student Kristen Nicole Carden: </li></ul><ul><li>“ In my British Literary History course last winter semester, my professor created a class facebook group which we all joined. We’d finish our reading for class and then get online and write a paragraph about what we’d read, focusing our comments on the specific course aims that my professor had created for the class. We would then go to class where my professor would note the ways in which we’d covered the material well and he’d teach anything we missed as well as anything else he wanted us to know. This way of conducting class was effective because: </li></ul><ul><li>We were socially motivated to complete the reading and contribute to the online discussion. </li></ul><ul><li>We didn’t spend class time going over that which we already understood. </li></ul><ul><li>We were able to benefit from insights from peers who generally don’t participate in class discussion. </li></ul><ul><li>4. We all learned to focus the vast amount of reading required for such a course to the specific course aims of our professor. </li></ul><ul><li>5. Through contributions from our classmates, we understood how each distinct text related to the others and to the class focus, and so on.” </li></ul>
  17. 17. Facebook’s not going away… <ul><li> - average facebook users: </li></ul>130 friends on the site Sends 8 friend requests per month Spends an average 15 hours and 33 minutes on Facebook per month Visits the site 40 times per month Spends 23 minutes (23:20 to be precise) on each visit Connected to 80 community pages, groups and events Creates 90 pieces of content each month 200 million people access Facebook via a mobile device each day More than 30 billion pieces of content are shared each day Users that access Facebook on mobile devices are twice as active on Facebook compared to non-mobile users Facebook generates a staggering 770 billion page views per month
  18. 18. There’s money out there <ul><li>The Gates Foundation has invested $2m in a special Facebook app for education </li></ul><ul><li>May 24 2011 Rupert Murdoch describes education in the Financial Times as the “last holdout from the digital revolution ” and buys a company that tracks student progress. </li></ul><ul><li>Blackboard and other VLEs race to improve their mobile/smartphone access. </li></ul><ul><li>Pearson and McGraw-Hill move into e-textbooks… </li></ul><ul><li>Social media platforms may end up cheaper than Blackboard… </li></ul><ul><li>And yet the figures still show that online courses have a 50% success rate compared to 70-85% for face to face/blended. </li></ul>
  19. 19. Facebook hands-on <ul><li>We need the techies to help the non-techies set up their accounts (but it’s not compulsory!) </li></ul><ul><li>SKIP the options where it asks you to find friends! You can do this yourself later. Don’t let it “scrape” all your friends’ email addresses. </li></ul><ul><li>You’ll need to log in to the email account you specified to confirm the account </li></ul><ul><li>Once it’s all up and ready you should choose to use a secure connection by default (https) – I can send around a Jing about this, don’t worry about it now, but it’s on your account settings. </li></ul><ul><li> </li></ul>
  20. 20. Five important things <ul><li>Personal profiles for people (your own account) </li></ul><ul><li>Business or community pages for organisations (eg Boole library, Coca Cola, Midleton tidy towns </li></ul><ul><li>Groups – for discussion – can be closed or open </li></ul><ul><li>Privacy – you can control it to great precision. You just have to actually do that, don’t leave it at the default settings. </li></ul><ul><li>You need to get good at setting up secure passwords and changing them. If you can’t remember passwords choose two memorable words, at least one character in upper case, and join them with a number and a punctuation eg Printer87%paper </li></ul>
  21. 21. OFFLINE WORLD Ann’s Ex work colleagues Ann’s Alumni Ann’s Family Ann’s Students ANN
  22. 22. ONLINE WORLD Plymouth video: Ann’s Ex work colleagues Ann’s Alumni Ann’s Family Ann’s Students Ann Online
  23. 23. Useful facebook stuff <ul><li>Friends, newsfeed, messages, chat </li></ul><ul><li>You can block people (Accounts->Privacy settings see block lists at bottom) or you can just choose not to respond to their friend request. They won't know that you haven't... </li></ul><ul><li>You can stop them posting on your wall. </li></ul><ul><li>You can hide their multitudinous Farmville posts </li></ul><ul><li>Don't friend people you don't know unless you have a mutual trusted friend and you need to be in touch online. </li></ul><ul><li>You do not have to make your personal data available to students to use Facebook with them. </li></ul>
  24. 24. Privacy settings <ul><li> </li></ul><ul><li>If you’re using facebook you should review this article in your own time and go through all the privacy settings until you have what you are happy with. </li></ul><ul><li>Finding friends without invading their privacy </li></ul>
  25. 25. Everyone should please: <ul><li>1. Make a status update on facebook </li></ul><ul><li>2. Find and “friend” at least one of your colleagues and/or me </li></ul><ul><li>3. Use the chat facility with the person that you’ve friended </li></ul><ul><li>That should wreck the network speed! </li></ul>1 2 3
  26. 26. Pages – for organisations <ul><li>Useful for announcements – once someone “likes” your page, your status updates appear in their news feed. </li></ul><ul><li>What sort of things could the library put on its Facebook page to increase its 172 likes?(you might “like” the page if you haven't already?) </li></ul><ul><li>Good example: search Manchester Library on facebook </li></ul><ul><li>Once you have a page with likes, you can use facebook insights to find out about your fans, and what sort of posts they like {ballindenisk example} </li></ul>
  27. 27. Lists – fine control of your friends <ul><li>It’s possible to use lists to friend the students but put them on to a list that doesn't have access to your personal data. </li></ul><ul><li>The down side is it takes time, so few people are organised enough to use lists. </li></ul><ul><li>But lists are great for controlling people with behavioral issues. Here’s a Jing about how to set up limited profiles for a person so they can’t spam/troll your page: </li></ul><ul><li>You can create posts that only go to a particular list. This works well for announcements, events etc. </li></ul>
  28. 28. Closed groups <ul><li>Example: UCC New Media ( just ask to join this group) </li></ul><ul><li>Send someone email with an invitation to a group. They click to request membership, you approve them. No friending required - good option for academic discussion/peer support use </li></ul>
  29. 29. You’ve built it – will they come? <ul><li>When you post include a call to action or question </li></ul><ul><li>Keep it short (80 chars!) </li></ul><ul><li>Post once every 2-3 days but do it regularly </li></ul><ul><li>Avoid URL shorteners although these allow you to track who's clicking because they mask the destination and make people suspicious </li></ul><ul><li>Post early in the mornings (you can schedule it beforehand using eg Hootsuite) </li></ul><ul><li>Post on Thursdays and Fridays not Saturdays. </li></ul><ul><li>Images > Video > text only. Short sound files (audioboo) can be good too. </li></ul><ul><li>Keep it in the news feed - no need for fancy apps – 80% of responses to posts are direct from the newsfeed . </li></ul>
  30. 30. Quick anonymous poll: should facebook be banned in UCC? <ul><li> </li></ul><ul><li>Please go to this URL and fill in the survey </li></ul>
  31. 31. 25% of students have smartphones <ul><li>The phones read barcodes: </li></ul><ul><li>They have GPS, compasses and accelerometers – they know where they are </li></ul><ul><li>[Did you know UCC has an interactive panorama map? and is planning RFID tagged routes for disabled students?] </li></ul><ul><li>Lots of library examples of apps here: </li></ul><ul><li>Now you can add GIS layers to smartphone applications and make the real world &quot;clickable&quot;? How about this augmented reality app next time you're looking for a tube station in London? </li></ul>
  32. 32. How can libraries use smartphones/tablets? <ul><li>Create treasure hunts to teach procedures/induction where users snap QR [But don’t go mad on QR – it’s about to be made obsolete by your phone being able to identify real world objects such as coke cans and faces – Google Mobilistar/Layar ] </li></ul><ul><li>iPads for virtual reference event: </li></ul><ul><li>Check out this wiki </li></ul><ul><li>Making OPAC etc available on mobile is not trivial: “Although greater numbers of students were carrying Smartphones, usage of the mobile interface grew very slowly during the year. Anecdotal reports indicated users faced challenges with the authentication, linking and hosting systems… Unfortunately many of these systems are not mobile friendly and some require significant work.” A bad app is worse than no app! </li></ul>
  33. 33. Discussion <ul><li>5 mins: discuss with the person next to you something that could be done with handheld technology or social media that would make your own working life easier </li></ul><ul><li>It might be something really straightforward like Google calendar reminders that automatically bleep your phone when you aren’t at your computer. </li></ul><ul><li>From induction to fines, how could you reduce drudgery and increase creativity in your work by getting all this technology to work for you? </li></ul><ul><li>Write down any ideas and then we’ll shout out the various ideas afterwards and see which ones get your votes… </li></ul><ul><li>Previously suggested: boilerplating sections of presentations using insert-hyperlink, multimedia training materials on printing for students, and on third party copyright issues </li></ul>
  34. 34. Twitter Go to and sign up if you haven’t already What do you know about twitter?
  35. 35. Twitter 1 <ul><li>Twitter is information networking /microblogging where you send and receive ‘tweets’ </li></ul><ul><li>Tweets are only 140 characters in length like SMS messages </li></ul><ul><li>You can just follow… and get info on what’s happening from your favourite Tweeters such as Stephen Fry or Lady Gaga. Lots of people just listen out, and don’t post any tweets </li></ul><ul><li>Record a tweet (<140 chars) and give your twitter name to your neighbour(s) so they can “follow” you and see your tweet. </li></ul><ul><li>Search for someone you are interested in and follow them. </li></ul>
  36. 36. Twitter 2 <ul><li>Hashtags are a way of tagging a tweet so that a conversation can be tracked - our hashtag for class tweets is #boolesocmed – you don’t have to register, just use it… enter it in the search box and you’ll see all tweets that have used it </li></ul><ul><li>Create another tweet including this #boolesocmed hashtag followed by your new technology use idea. Search again. See? Or try searching #obamavisit </li></ul><ul><li>Other useful functions </li></ul><ul><ul><li>Searching for people – you can use their email address </li></ul></ul><ul><ul><li>RT (retweeting) repeats a message you like to all your followers </li></ul></ul><ul><ul><li>@twittername to “mention” someone they can see you were talking about them </li></ul></ul><ul><ul><li>direct messages (ie not public) d imogenbertin something scandalous… </li></ul></ul><ul><ul><li>Following back is polite – but beware spammers </li></ul></ul>
  37. 37. More clever stuff with twitter <ul><li> - archiving </li></ul><ul><li>Customer service eg @O2CareIRL @Blacknight </li></ul><ul><li>The failwhale… anyone know what this is? </li></ul><ul><li>On Monday evenings people involved in teaching and learning in Ireland at all levels contributed to #edchatie so you can try following that hashtag tonight to get an idea if you like. </li></ul><ul><li>Lots of people follow twitter feeds related to current affairs programs like primetime while watching telly - this is known as the &quot;second screen&quot; phenomenon. </li></ul><ul><li> </li></ul>
  38. 38. Twitter in education <ul><li>&quot;Third and most practically, for both my students and me, Twitter simplifies course management by replacing at least three classroom technologies. Twitter replaces the class listserv (or course blog, Blackboard, or discussion group) for our outside-the-classroom discussions and resource sharing. Twitter replaces e-mail announcements for new readings, location changes, and relevant happenings around the city. And Twitter replaces the cardboard box I used to bring to class to collect papers and other assignments. Now my students post tweets with links to their work.” </li></ul><ul><li>By the way, why might you want to use a URL shortener like with twitter? </li></ul><ul><li>Hands up, who thinks twitter should be banned? </li></ul>
  39. 39. Social bookmarking: the librarian’s friend <ul><li>You can find all the websites I’ve used today on delicious – </li></ul><ul><li>Can anyone give me a search term or a website they think is relevant to what we’ve discussed today and we’ll tag it? </li></ul><ul><li>Simples enough not to get in the way … that’s why delicious is in my view the best of the bookmarking tools. </li></ul><ul><li>Think it’s no different to your browser bookmarks? But look, I can see Damien Mulley’s 5000 plus links by going to People, and other people can see mine – that’s the social bit. </li></ul><ul><li>Yet delicious is an example of a big problem with social media – free is not forever, and then who owns the data? What happens when the company is sold/goes bust/has a technical problem? </li></ul><ul><li>Bookmark this: Gerry McKiernan on m-libraries </li></ul>
  40. 40. What will make it succeed? <ul><li>Knowing your audience(s) </li></ul><ul><li>Structured, dedicated time from someone who is interested </li></ul><ul><li>Checking analytics to see what’s working </li></ul><ul><li>Opening up to user ideas and input – crowdsourcing </li></ul><ul><li>Regular relationship and interaction with the users </li></ul><ul><li>Not ignoring the downsides – privacy, security, data protection and ACCESSIBILITY… </li></ul>
  41. 41. Final survey and further viewing <ul><li>Link to survey here: </li></ul><ul><li>[Further extension viewing about the recent educational theory “connectivism”, and the “gamification” of education </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Library success wiki: ] </li></ul>