This document provides an overview of a workshop on using social media to benefit research. The workshop covers topics such as avoiding information overload, facilitating collaboration, managing digital identity, and networking. It also includes appendices with details on specific social media tools for tasks like managing RSS feeds, microblogging, blogging, and networking on sites like LinkedIn. The goal is to explore how social media can benefit research, networks, and professional profiles.
21st Century Research Profiles: Using social media to benefit your research h...Emma Gillaspy
This document provides guidance on using social media to benefit research. It discusses how social media can help with identity, connection, sharing expertise, and expanding networks. Researchers are encouraged to use tools like Academia.edu, ResearchGate, and #phdchat to collaborate, access collective knowledge, and establish expertise. Social media also enables new forms of research by facilitating online interactions and participant recruitment. However, digital footprints must be managed carefully.
Using social media to benefit your research 18 02-2013Emma Gillaspy
Using social media can benefit research in several ways:
1) It allows researchers to connect with a wide range of people and expand their network, which can increase opportunities for collaboration, employment, funding, and discussion.
2) Researchers can tap into collective intelligence through social media to become more knowledgeable about their own and other fields.
3) Establishing an online presence through social media can help researchers build their reputation and demonstrate their expertise.
4) Social media provides a way for researchers to practice important skills like debating, discussion, and critical thinking. It can also be used as a tool to directly conduct research.
Free Chapter Conversation And CommunityAnne Gentle
Writers and content creators are witnesses to a shift from the age of information to the age of interaction. The volume of information available is huge and the ways in which people access that information, communicate, and collaborate are changing constantly. This book addresses strategies for technical communicators to experiment with techniques for working with social media and social networking tools. This chapter specifically talks about communities and collaborative events like Book Sprints, writing a user manual in a week's time.
Shareology and Social Media in Academia #SussexTELSue Beckingham
This document discusses sharing and social media in academia. It begins by quoting Ivan Illich who said education should empower all who want to share what they know and all who want to learn. It discusses how traditionally students learned alone but now collaboration and sharing are important for innovation. It says schools need to prepare students for a global world where issues transcend borders. Andreas Schleicher is quoted saying education used to be about knowledge but now it's about skills to navigate an uncertain world. The document discusses what people share online like personal photos and why like to feel connected. It covers leading social networks and how quickly some grew. It discusses motivations for sharing like managing information, relationships and self-fulfillment. In the end it
RMIT University - Research Futures - Framing Your Research NetworkJoyce Seitzinger
This document discusses how to build a personal research network through online tools and platforms. It recommends establishing a presence on communities, curating information streams, building a personal hub to collect resources, and curating an online presence. Specific platforms and strategies are mentioned, like using academic blogging and Twitter to raise your profile and share research early. Tracking metrics and engaging with others are important. The goal is to become a node in a broad network of distributed knowledge sharing and creativity.
Mixing Your Personal Learning Network - EIT Guest LectureJoyce Seitzinger
Joyce Seitzinger gave a guest lecture about personal learning networks and cultivating a PLN. She discussed how education is becoming more distributed through networks and less about centralized instruction. She covered tools for PLNs like communities, information streams, and curating a personal hub for collecting and sharing information. Seitzinger also provided tips for enriching one's PLN through communities of practice, MOOCs, conferences and designing learning experiences for others with empathy.
How to Start, Grow, and Manage a Learning Community of PracticeDaniel Jones
Daniel Jones share his tips and experiences on how to start, grow, and manage a learning community of practice in order to promote continual learning outside of the traditional and online classroom. This is the "book" format of the presentation Dan gave at the Association for Talent Development's Middle East North Africa conference on March 8, 2015.
This document defines community and discusses different types of virtual learning communities. It summarizes key aspects that make a healthy community, including consistent participation, a sense of ownership among members, and viewing one's role as part of the community rather than owning it. Ranking should be based on the value of contributions, not just frequency of posting. The document also discusses the importance of professional learning communities for quality teaching.
21st Century Research Profiles: Using social media to benefit your research h...Emma Gillaspy
This document provides guidance on using social media to benefit research. It discusses how social media can help with identity, connection, sharing expertise, and expanding networks. Researchers are encouraged to use tools like Academia.edu, ResearchGate, and #phdchat to collaborate, access collective knowledge, and establish expertise. Social media also enables new forms of research by facilitating online interactions and participant recruitment. However, digital footprints must be managed carefully.
Using social media to benefit your research 18 02-2013Emma Gillaspy
Using social media can benefit research in several ways:
1) It allows researchers to connect with a wide range of people and expand their network, which can increase opportunities for collaboration, employment, funding, and discussion.
2) Researchers can tap into collective intelligence through social media to become more knowledgeable about their own and other fields.
3) Establishing an online presence through social media can help researchers build their reputation and demonstrate their expertise.
4) Social media provides a way for researchers to practice important skills like debating, discussion, and critical thinking. It can also be used as a tool to directly conduct research.
Free Chapter Conversation And CommunityAnne Gentle
Writers and content creators are witnesses to a shift from the age of information to the age of interaction. The volume of information available is huge and the ways in which people access that information, communicate, and collaborate are changing constantly. This book addresses strategies for technical communicators to experiment with techniques for working with social media and social networking tools. This chapter specifically talks about communities and collaborative events like Book Sprints, writing a user manual in a week's time.
Shareology and Social Media in Academia #SussexTELSue Beckingham
This document discusses sharing and social media in academia. It begins by quoting Ivan Illich who said education should empower all who want to share what they know and all who want to learn. It discusses how traditionally students learned alone but now collaboration and sharing are important for innovation. It says schools need to prepare students for a global world where issues transcend borders. Andreas Schleicher is quoted saying education used to be about knowledge but now it's about skills to navigate an uncertain world. The document discusses what people share online like personal photos and why like to feel connected. It covers leading social networks and how quickly some grew. It discusses motivations for sharing like managing information, relationships and self-fulfillment. In the end it
RMIT University - Research Futures - Framing Your Research NetworkJoyce Seitzinger
This document discusses how to build a personal research network through online tools and platforms. It recommends establishing a presence on communities, curating information streams, building a personal hub to collect resources, and curating an online presence. Specific platforms and strategies are mentioned, like using academic blogging and Twitter to raise your profile and share research early. Tracking metrics and engaging with others are important. The goal is to become a node in a broad network of distributed knowledge sharing and creativity.
Mixing Your Personal Learning Network - EIT Guest LectureJoyce Seitzinger
Joyce Seitzinger gave a guest lecture about personal learning networks and cultivating a PLN. She discussed how education is becoming more distributed through networks and less about centralized instruction. She covered tools for PLNs like communities, information streams, and curating a personal hub for collecting and sharing information. Seitzinger also provided tips for enriching one's PLN through communities of practice, MOOCs, conferences and designing learning experiences for others with empathy.
How to Start, Grow, and Manage a Learning Community of PracticeDaniel Jones
Daniel Jones share his tips and experiences on how to start, grow, and manage a learning community of practice in order to promote continual learning outside of the traditional and online classroom. This is the "book" format of the presentation Dan gave at the Association for Talent Development's Middle East North Africa conference on March 8, 2015.
This document defines community and discusses different types of virtual learning communities. It summarizes key aspects that make a healthy community, including consistent participation, a sense of ownership among members, and viewing one's role as part of the community rather than owning it. Ranking should be based on the value of contributions, not just frequency of posting. The document also discusses the importance of professional learning communities for quality teaching.
This document provides an agenda for a discussion on virtual learning communities. It begins with definitions of community and discusses trends driving the need for change in education, such as the importance of social learning. It then examines models for community participation and roles. Finally, it outlines different types of virtual learning communities and invites participants to discuss shifts they see and how they will apply the ideas.
How to Start, Grow and Manage a Learning Community of PracticeDaniel Jones
Daniel Jones share his tips on how to start, grow and manage a learning community of practice in this presentation for the Association for Talent Development's (ATD) international and Middle East North Africa (MENA) conferences.
This document outlines a theory about how student affairs organizations can function as virtual-networked organizations. It describes stages an organization may progress through, from having a basic online presence like a website or social media accounts, to those accounts facilitating engagement, conversations and knowledge sharing among members, and ultimately the online community becoming self-sustaining and influencing real-world changes for the organization. The peak stage is reached when what happens online becomes integral to the overall organization and its traditional operations.
IMPLEMENTING VIRTUAL ORGANIZATIONS IN THE WESTERN BALKAN COUNTRIES (WB6)John1Lorcan
Distributed networks are found everywhere: from social communities, computer networks, gaming communities, to cryptocurrencies. All of these are an instance of a distributed network. Virtual organizations are another instance of a distributed network, which does not require its belonging individuals to be physically present in a single place to do work. In this paper, we will review the structure of these types of organizations, present some challenges that these organizations face, as well as introduce potential solutions and tools that they can use to meet their needs. Finally, we will propose virtual organizations as a resolution to some of the issues that exist in the Western Balkan countries (WB6).
This document discusses perspectives on social networks from two analogies - social epidemics and social media. Regarding social epidemics, it outlines Malcolm Gladwell's concepts of tipping points, the law of the few (connectors, mavens, salesmen), stickiness, and the power of context. It then discusses characteristics of online communities and Clay Shirky's perspectives on social media, including how lowering transaction costs enables cooperation, collaboration, and collective action through easily formed groups. Shirky also proposes evaluating social networks based on their promise, the tools used, and the bargain or norms agreed to by users.
The document discusses the evolution of social networks from early friend-based networks to modern object-centered networks. It outlines several models of how object sharing enables social connections, including watercooler conversations around shared objects, viral sharing of interesting content, and tag-based connections through shared concepts. The document advocates for social network designs that balance personal and social experiences, allow for varying levels of participation, incorporate serendipity and play, and surface alternative viewpoints rather than just the most popular consensus.
The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.
Networking; past present and future; and the importance of personalityEd Mitchell
Presentation about networking and the current tyranny of growth and quantity over quality in networks. Outline of the importance of considering personalities, relevant facilitation and some future methods to balance it
The document discusses challenges in using the internet to construct a solidary community and ways to address them. Some key problems identified are: members becoming too reliant on the virtual environment and comfortable within it, replacing real experiences with virtual ones that lack physical sensations, and using the internet to escape real problems rather than solve them. To address these challenges, the document suggests facilitating offline meetings and events to encourage real-world interaction, and using the online community to support real-world action and problem-solving rather than as an escape.
Build a Better Mousetrap? Social Media Cultivating Emergency Management Com...Connie White
This document discusses how communities of practice (CoPs) in emergency management can leverage social media to share information and best practices. It notes that while some groups are functioning as CoPs without realizing it, creating effective online CoPs is challenging. Popular social media sites like Facebook and Twitter allow information to be easily shared with relevant groups. The document argues that instead of creating separate internal sites, emergency management groups should look to utilize existing social media platforms to cultivate online CoPs, as these large platforms are easy to use and have large existing user bases.
Strengthening Civil Society Through Social Media: with notesDavid Wilcox
Presentation for 21st century network, February 28 2012. With notes
At times of financial restraint and when Governments are looking at how civil society can be recruited to deliver on their own agenda then how can we ensure that the many associations that make up civil society can protect their independence. Can social networking help create a network of mutual independence that strengthens the countless groups that are the social glue of our civil society?
http://www.meetup.com/21stCenturyNetwork/events/41358702/
Massively multiplayer object sharing (Web 2.0 open 2008)Rashmi Sinha
The document discusses the evolution of social networks from early friend-based networks to modern object-centered networks. It outlines several models of how object sharing enables social connections, including watercooler conversations around shared objects, viral sharing of interesting content, and tag-based connections through shared concepts. The document advocates for social network designs that balance personal and social experiences, allow for varying levels of participation, incorporate serendipity and play, and surface alternative viewpoints rather than just the most popular consensus.
The Social Media Spine: Building the backbone to your online presenceStacy Lukasavitz Steele
Slides for the presentation I gave to Leadership Genesee on social media - very bare-bones approach to building an online presence, doesn't go too deep.
Social Media 101 for Jewish Communal ProfessionalsLisa Colton
The document provides an overview of social media and Web 2.0 technologies including blogs, social networking, wikis, Twitter and their implications. It discusses how these tools are participatory, open, conversational and help form online communities. Examples are given of how nonprofits can leverage these technologies for fundraising, outreach and engagement. Strategies are outlined for developing a social media presence including identifying audiences and objectives.
This document discusses designing systems for social sharing on the web. It notes that the web has become increasingly social with the rise of broadband access and online games. It defines social sharing as putting objects at the center of interactions, allowing people to share content like photos, videos, bookmarks and rate news stories. It provides eight principles for designing such systems: 1) make them personally useful, 2) identify the symbiotic relationship between personal and social features, 3) create a porous boundary between public and private, 4) allow different levels of participation, 5) let people feel the presence of others, 6) provide moments of independence, 7) allow for alternative viewpoints, and 8) enable serendipity and play. The goal
Using social media to develop your own personal learning networkSue Beckingham
This document discusses using social media to develop a personal learning network (PLN). It defines social media as technologies that enable communication, collaboration, participation and sharing. A PLN is described as an ecology or habitat for fostering connections within a particular environment. The document outlines different levels of involvement in social media, from creators to spectators. It also maps various social media tools and activities to Bloom's revised digital taxonomy of cognitive skills. Developing a PLN is presented as a personal process of fitting together the right tools, information and people to support one's learning and professional development. Benefits discussed include increased access to learning and support through connections despite geographical distances.
This document provides an introduction to the publication "Person-to-Person-to-Person: Harnessing the Political Power of Social Networks and User-Generated Content." It discusses how social networks and user-generated content are changing politics and advocacy. The introduction defines key terms like "nodes" and "ties" from social network analysis. It outlines the various perspectives and strategies discussed in the following chapters for leveraging social networks and user-generated content. The introduction concludes by highlighting some of the top tactics recommended throughout the publication, such as making participation simple and building trust within social networks.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
This document provides an agenda for a discussion on virtual learning communities. It begins with definitions of community and discusses trends driving the need for change in education, such as the importance of social learning. It then examines models for community participation and roles. Finally, it outlines different types of virtual learning communities and invites participants to discuss shifts they see and how they will apply the ideas.
How to Start, Grow and Manage a Learning Community of PracticeDaniel Jones
Daniel Jones share his tips on how to start, grow and manage a learning community of practice in this presentation for the Association for Talent Development's (ATD) international and Middle East North Africa (MENA) conferences.
This document outlines a theory about how student affairs organizations can function as virtual-networked organizations. It describes stages an organization may progress through, from having a basic online presence like a website or social media accounts, to those accounts facilitating engagement, conversations and knowledge sharing among members, and ultimately the online community becoming self-sustaining and influencing real-world changes for the organization. The peak stage is reached when what happens online becomes integral to the overall organization and its traditional operations.
IMPLEMENTING VIRTUAL ORGANIZATIONS IN THE WESTERN BALKAN COUNTRIES (WB6)John1Lorcan
Distributed networks are found everywhere: from social communities, computer networks, gaming communities, to cryptocurrencies. All of these are an instance of a distributed network. Virtual organizations are another instance of a distributed network, which does not require its belonging individuals to be physically present in a single place to do work. In this paper, we will review the structure of these types of organizations, present some challenges that these organizations face, as well as introduce potential solutions and tools that they can use to meet their needs. Finally, we will propose virtual organizations as a resolution to some of the issues that exist in the Western Balkan countries (WB6).
This document discusses perspectives on social networks from two analogies - social epidemics and social media. Regarding social epidemics, it outlines Malcolm Gladwell's concepts of tipping points, the law of the few (connectors, mavens, salesmen), stickiness, and the power of context. It then discusses characteristics of online communities and Clay Shirky's perspectives on social media, including how lowering transaction costs enables cooperation, collaboration, and collective action through easily formed groups. Shirky also proposes evaluating social networks based on their promise, the tools used, and the bargain or norms agreed to by users.
The document discusses the evolution of social networks from early friend-based networks to modern object-centered networks. It outlines several models of how object sharing enables social connections, including watercooler conversations around shared objects, viral sharing of interesting content, and tag-based connections through shared concepts. The document advocates for social network designs that balance personal and social experiences, allow for varying levels of participation, incorporate serendipity and play, and surface alternative viewpoints rather than just the most popular consensus.
The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.
Networking; past present and future; and the importance of personalityEd Mitchell
Presentation about networking and the current tyranny of growth and quantity over quality in networks. Outline of the importance of considering personalities, relevant facilitation and some future methods to balance it
The document discusses challenges in using the internet to construct a solidary community and ways to address them. Some key problems identified are: members becoming too reliant on the virtual environment and comfortable within it, replacing real experiences with virtual ones that lack physical sensations, and using the internet to escape real problems rather than solve them. To address these challenges, the document suggests facilitating offline meetings and events to encourage real-world interaction, and using the online community to support real-world action and problem-solving rather than as an escape.
Build a Better Mousetrap? Social Media Cultivating Emergency Management Com...Connie White
This document discusses how communities of practice (CoPs) in emergency management can leverage social media to share information and best practices. It notes that while some groups are functioning as CoPs without realizing it, creating effective online CoPs is challenging. Popular social media sites like Facebook and Twitter allow information to be easily shared with relevant groups. The document argues that instead of creating separate internal sites, emergency management groups should look to utilize existing social media platforms to cultivate online CoPs, as these large platforms are easy to use and have large existing user bases.
Strengthening Civil Society Through Social Media: with notesDavid Wilcox
Presentation for 21st century network, February 28 2012. With notes
At times of financial restraint and when Governments are looking at how civil society can be recruited to deliver on their own agenda then how can we ensure that the many associations that make up civil society can protect their independence. Can social networking help create a network of mutual independence that strengthens the countless groups that are the social glue of our civil society?
http://www.meetup.com/21stCenturyNetwork/events/41358702/
Massively multiplayer object sharing (Web 2.0 open 2008)Rashmi Sinha
The document discusses the evolution of social networks from early friend-based networks to modern object-centered networks. It outlines several models of how object sharing enables social connections, including watercooler conversations around shared objects, viral sharing of interesting content, and tag-based connections through shared concepts. The document advocates for social network designs that balance personal and social experiences, allow for varying levels of participation, incorporate serendipity and play, and surface alternative viewpoints rather than just the most popular consensus.
The Social Media Spine: Building the backbone to your online presenceStacy Lukasavitz Steele
Slides for the presentation I gave to Leadership Genesee on social media - very bare-bones approach to building an online presence, doesn't go too deep.
Social Media 101 for Jewish Communal ProfessionalsLisa Colton
The document provides an overview of social media and Web 2.0 technologies including blogs, social networking, wikis, Twitter and their implications. It discusses how these tools are participatory, open, conversational and help form online communities. Examples are given of how nonprofits can leverage these technologies for fundraising, outreach and engagement. Strategies are outlined for developing a social media presence including identifying audiences and objectives.
This document discusses designing systems for social sharing on the web. It notes that the web has become increasingly social with the rise of broadband access and online games. It defines social sharing as putting objects at the center of interactions, allowing people to share content like photos, videos, bookmarks and rate news stories. It provides eight principles for designing such systems: 1) make them personally useful, 2) identify the symbiotic relationship between personal and social features, 3) create a porous boundary between public and private, 4) allow different levels of participation, 5) let people feel the presence of others, 6) provide moments of independence, 7) allow for alternative viewpoints, and 8) enable serendipity and play. The goal
Using social media to develop your own personal learning networkSue Beckingham
This document discusses using social media to develop a personal learning network (PLN). It defines social media as technologies that enable communication, collaboration, participation and sharing. A PLN is described as an ecology or habitat for fostering connections within a particular environment. The document outlines different levels of involvement in social media, from creators to spectators. It also maps various social media tools and activities to Bloom's revised digital taxonomy of cognitive skills. Developing a PLN is presented as a personal process of fitting together the right tools, information and people to support one's learning and professional development. Benefits discussed include increased access to learning and support through connections despite geographical distances.
This document provides an introduction to the publication "Person-to-Person-to-Person: Harnessing the Political Power of Social Networks and User-Generated Content." It discusses how social networks and user-generated content are changing politics and advocacy. The introduction defines key terms like "nodes" and "ties" from social network analysis. It outlines the various perspectives and strategies discussed in the following chapters for leveraging social networks and user-generated content. The introduction concludes by highlighting some of the top tactics recommended throughout the publication, such as making participation simple and building trust within social networks.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
Impact & Interaction: social media as part of communication strategy for rese...Esther De Smet
This document summarizes key points from a presentation about developing a communication strategy for research groups. It discusses why having a strategy is important, which tools can be used like social media, and how and when to communicate research. It emphasizes developing an online identity and digital presence through profiles, maintaining networks, and using different tools like websites, blogs, and visual platforms to engage audiences and increase the discoverability and impact of research. The document also notes that communication takes ongoing time and effort, and suggests partnering with communication offices and identifying external stakeholders.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
The document discusses trends in education moving from analog to digital, closed to open, and isolated to connected. It defines communities as collections of individuals bound by shared ideas and ideals. Networks are created through sharing ideas and connecting with others with shared passions. The document advocates for communities of practice, professional learning communities, and personal learning networks as models of connected learning and professional development in the digital age.
This document discusses building vibrant and purposeful virtual learning communities. It provides examples of both successful and unsuccessful virtual communities and analyzes the factors that led to each. The key factors that contributed to success included having a clear purpose, strong leadership, engaging activities, and effective tools to facilitate collaboration and connection among members. Factors that caused communities to falter included a lack of these elements as well as insufficient governance structures and ownership. The document advocates for combining professional learning communities, communities of practice, and personal learning networks to provide different contexts for knowledge sharing and development.
The document summarizes a science writing class about using social media for entrepreneurial science writing. It discusses strategies for building skills and marketing oneself as a science writer. Specific tactics covered include using social media like blogs, Twitter, and conferences to build networks and spread ideas. The class addresses how social media is changing information flows and journalists' roles, and provides tips on collaboration, business models, and recommendations for tools and strategies.
The role of social media in keeping international students at bcu connectedChioma Chuka
This document summarizes a student's research on the role of social media in helping international students at Birmingham City University feel connected. The student conducted a literature review on key concepts like social media, social networks, and social capital. They explored how belonging to networks can provide benefits like social support but also have negatives like restrictions. The student's methodology was to conduct focus groups with international students to understand their experiences using social media and networks both before and after arriving in Birmingham. The research aimed to see if social media helped the students adapt to their new environment and form new opportunities.
The document defines affinity groups as groups of people who share a common interest or goal. It provides examples of affinity groups as social media groups or online social networking groups. It then provides suggestions for how to find affinity groups, such as starting with your most active social media account and looking for trusted recommendations. It also lists some websites to explore, such as AminoApps and Reddit, to find affinity groups. It discusses who runs social media groups (administrators) and who technically owns the groups (the social media platforms). It ends by discussing implications for teaching and learning, such as developing expertise in specific topics, finding times for learning, learning from communities, being critical, and asking questions.
Flipbook-FILM 240- Social Media Makes us SmarterVirginia Parry
The document discusses how social media can make people smarter through increased reading, writing, collaboration, and multi-tasking. It provides evidence that social media users read more books, enhancing mental health and performance. College students produce significant writing through blogs and social media. Sites like Twitter encourage concise writing. Additionally, social media may improve verbal, research and critical thinking skills while allowing lifelong learning across generations.
The Digital Academic: The opportunities for scholarly communication, discussi...Andy Tattersall
The document discusses the changing landscape of academic scholarship in the digital age. New opportunities include open access publishing, altmetrics, research data management, and using social media and online platforms to collaborate and disseminate work more broadly. While technologies offer benefits, academics are advised to thoughtfully consider how and why to adopt new tools. Overall, digital tools can help increase the impact and visibility of research if used strategically.
What Are Some Approaches For Researchers Using Social Media For Research, Com...Dr. William J. Ward
This document provides a guide for researchers on using social media. It begins with an introduction that defines social media as internet services where online content is generated by users. It then discusses what social tools are available, including blogs, microblogs, social networking, social bookmarking, and more. The guide interviews ten researchers about their use of social media for various aspects of research like identifying, creating, assuring quality and disseminating knowledge. It aims to provide both benefits and limitations of social media to help researchers decide how to integrate these tools into their work.
Naava Frank: Learning Communities for Professionalcaje32
This document discusses learning communities and communities of practice (CoPs) as tools for professional development. It defines key aspects of CoPs, including that they are groups of professionals who systematically share expertise to improve their practice. The document then outlines three core processes that learning communities use: surfacing questions/needs, building connections, and eliciting tacit knowledge. Specific techniques are provided for each process.
The document discusses connected learning and trends in digital education. It provides insights from experts on topics like personal learning networks, collective intelligence, and how technology is changing the ways people learn and work. The key takeaways are that learning is becoming more connected, personalized, and takes place through collaboration and social interaction.
UCSC science writing program discusses using social media for science writers. It notes that information is spreading through new social media channels, so science writers need to understand these channels to take advantage of them. The document discusses how social media tools work, the importance of community, and provides 10 uses of social media for science writers, such as finding sources and building community. It recommends experimenting with social media tactics and collaborating through social media tools.
The document discusses balancing individual and group needs in communities through technology. It explores tensions between participation and control, togetherness and separation, and individual vs group aims. It suggests using tools like blogs, wikis and social networks to address these tensions by bringing people closer or creating distance, and facilitating for both individuals and the group overall.
This document discusses how social media can make people smarter through increased reading, writing, collaboration and multi-tasking. It provides evidence that heavy social media users read more and experience improved mental health and academic performance. Frequent posting on sites like Twitter also encourages concise writing and broadens perspectives. While older adults and professionals have also benefited from social media in terms of social connectivity, learning and networking. Overall, the document argues that social media engagement develops valuable skills like problem solving, critical thinking and leadership abilities that can enhance intelligence.
A social media revolution: Using social media to enhance teaching, student le...Sue Beckingham
This keynote presentation discusses how social media can be used to enhance teaching, student learning, and engagement with professional networks. It provides examples of how students at Sheffield Hallam University have created social media groups to facilitate peer learning. The presentation also outlines how academics can develop an online presence through professional networking platforms like LinkedIn and building a personal learning network on Twitter to stay informed on their field and collaborate with international colleagues. Building an online scholarly identity and participating in digital communities of practice are presented as important aspects of becoming a digitally savvy academic.
Similar to 21st century research profiles handout 15 04-2013 (20)
Coaching Framework - Teaching and learning showcase slidesEmma Gillaspy
This document discusses implementing a coaching framework to support undergraduate nursing students. It notes challenges with existing student support systems and a lack of consistent encouragement for students to take ownership of their learning. The benefits of coaching from the student perspective are outlined, including building confidence, identifying weaknesses, and feeling part of the healthcare team. An observation describes first-year nursing students flourishing under the coaching model with guidance from second-year students. The document also includes a diagram outlining different levels of listening for coaches and discusses plans to develop coaching among personal tutors, clinical mentors, and students to transform student learning and support environments.
Building your professional network helps you in several ways: it allows you to exchange information and stay up-to-date in your field, secure support for personal or career goals, identify potential areas for collaboration, establish interest groups, get published and referred for opportunities, explore career options, and raise the profile of your work. An effective networking strategy involves keeping your online profiles up-to-date, engaging others with your research and activities, commenting on large industry sites, and maintaining a professional website or blog. The key to successful networking is generosity, not greed, and being an active participant in your field to take advantage of opportunities.
Innovative Pedagogies that Embrace Technologies #NET16confEmma Gillaspy
Debate session at NET conference 2016 looking at how we can use technologies effectively to enhance the student experience, empower students and modernise nursing education curricula.
Authors: Dr Jackie Leigh, Kyle Charnley, Lyn Rosen, Dr Michelle Howarth and Dr Emma Gillaspy
This document provides the schedule and descriptions for graduate development programmes and seminars offered by the Faculty of Medical and Human Sciences at the University of Manchester from September 2014 to July 2015. The schedule lists over 100 seminars on topics ranging from research skills like presentation, writing and data analysis to career development workshops on publishing, grant writing and career management. Seminars are offered monthly and focus on supporting graduate students through all stages of their PhD from the introductory level to final year success strategies.
Workshop at the Lancaster University Researcher Day on 26/09/2013 (http://www.lancaster.ac.uk/hr/development/courses/TeachingResearchRelated/Researcher-Day/index.html)
Plenary presentation at the Lancaster University Researcher Day on 26/09/2013 (http://www.lancaster.ac.uk/hr/development/courses/TeachingResearchRelated/Researcher-Day/index.html)
This document summarizes Vitae's strategy from 2013-2015, which focused on supporting research staff development in the UK. It outlines Vitae's goals of maintaining regional hub networks, ensuring existing materials remain available, and developing new support for prospective PhD students. The document also previews the topics to be covered, including policies influencing research staff, challenges and opportunities in developing research staff, and creating effective development programs. Vitae programs relevant to research staff development are listed.
Using social media to enhance your research handoutEmma Gillaspy
This document provides an overview of how social media can be used to enhance research. It discusses using social media for information management, networking, collaboration, and building an academic profile. Some key benefits highlighted include facilitating collaboration, managing one's online presence, staying up-to-date on the latest research, and engaging in academic discourse. The document also provides guidance on copyright and IPR, recommends various social media tools for academics, and encourages researchers to consider how social media aligns with the "wisdom of crowds" concept.
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The document provides an overview of the Research Excellence Framework (REF) process. It discusses the purpose and assessment framework of the REF, including the criteria for evaluating outputs, impact, and environment. It also outlines the key stages of the REF process, from developing submission guidelines to expert review by panels. Submissions will include staff details, up to 4 research outputs per person, impact templates and case studies, environment data and templates. The results will be published in December 2014 and help determine £2 billion in annual research funding.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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9
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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21st century research profiles handout 15 04-2013
1. 21st Century Research Profiles
Using social media to benefit your research
Participant handout
Workshop facilitator:
Dr Emma Gillaspy, Vitae NW Hub Manager (University of Manchester)
Twitter: twitter.com/vitaenwhub
Blog: vitaenwhub.posterous.com/
Website: www.vitae.ac.uk/nwhub
TODAYS PRESENTATION CAN BE VIEWED AT:
http://prezi.com/user/emmagillaspy
This workshop was developed by Dr Emma Gillaspy for Vitae and the University
of Exeter
15 April 2013
Thanks to Alys Kay and Cristina Costa for co-authoring this handout
2. Contents
Overview ...................................................................................................................................................... 3
Programme.................................................................................................................................................. 3
Reciprocity ................................................................................................................................................... 3
Wisdom of the crowd ................................................................................................................................. 4
Communication style for social media .................................................................................................... 5
Information management .......................................................................................................................... 5
Collaborative working ................................................................................................................................ 5
Networking .................................................................................................................................................. 7
Digital identity............................................................................................................................................ 10
Netiquette .................................................................................................................................................. 11
Top Tips ..................................................................................................................................................... 11
Appendix 1: Social media tools .............................................................................................................. 12
1. Managing RSS feeds using iGoogle ......................................................................................... 12
2. Microblogging ................................................................................................................................ 13
3. Blogging ......................................................................................................................................... 15
4. Social referencing using CiteULike............................................................................................ 17
5. Presentation sharing using SlideShare ..................................................................................... 19
6. Social networking using LinkedIn .............................................................................................. 21
7. Collaborative writing using Google Drive .................................................................................. 22
Appendix 2: Additional tools and resources ......................................................................................... 24
Appendix 3: Links ..................................................................................................................................... 26
Page 2
3. Overview
The way in which researchers work, communicate and collaborate is changing. To help you stay
ahead of the game, this one-day workshop will explore how the use of Web 2.0 can benefit your
research, your networks and your profile.
This workshop will provide a hands-on experience with a range of social media tools and
techniques including the following areas:
Avoiding information overload and keeping on top of the literature in your field
Facilitating research collaboration and discussion
Virtually extending research conferences and seminars
Managing your online communication and profile
Programme
10:00 What is social media?
10:15 Engagement and style
10:45 Information management essentials
Introduction to:
Collaborative working
11:00
Social networking
Digital identity
11:30 Getting hands-on (Lunch 12:30-13:30)
14:30 What does it all mean for you?
16:00 Finish
Reciprocity
Reciprocity can be defined as “a state or relationship in which there is mutual action, influence,
giving and taking, correspondence, etc., between two parties or things” (from the Oxford
English Dictionary).
In the societal web our opportunity to help others is dramatically extended:
highlighting great content to another person
introduce or refer them
link them to great resources on the web
provide them with our expertise quickly and easily wherever they are in the world
Indirect reciprocity can also arise for social media. You help me, I help somebody else,
somebody else helps yet another person, and somewhere, somebody helps you.
Social media facilitates direct and indirect reciprocity and enables it to happen quickly. To get
the most from social media interactions, be prepared to give a little. Reciprocity isn’t about
following or liking everything/everyone you come across. Instead, present your own identity and
connect in personally meaningful ways.
Section adapted from www.abelard-uk.com/2009/10/reciprocity-in-the-societal-web/
Page 3
4. Wisdom of the crowd
A book that’s often discussed when talking about social media is The Wisdom of Crowds:
Why the Many Are Smarter Than the Few and How Collective Wisdom Shapes Business,
Economies, Societies and Nations, 2004 by James Surowiecki about the aggregation of
information in groups, resulting in decisions that, he argues, are often better than could have
been made by any single member of the group. The book presents numerous case studies and
anecdotes to illustrate its argument, and touches on several fields, primarily economics and
psychology.
Surowiecki is keen to explain that group opinions are not necessarily better than individual
opinions all the time. If the group is working closely together there is a danger that they will all
come to the same decision or that they will simply norm towards the view point of a particularly
persuasive member. If the group is too similar they will lack the diversity that leads to a strong
aggregated opinion. Surowiecki sets out the following three principles as being essential for the
wisdom of crowds to function:
1. Independence
2. Diversity
3. Decentralisation
Collaborations that take place through the internet have the ability to be independent (e.g.
everyone working on their own project), diverse (e.g. drawn from a range of
disciplines/background) and decentralised (e.g. bringing together people who are funded and
managed in a range of different ways).
Individuals who use social media have the potential to be more collaborative, more inter-
disciplinary and more able to gather and respond to feedback than their peers.
To engage in social media fully, you don’t need to believe in the wisdom of the crowd but you do
need to be prepared to receive it anyway!
Based on Surowiecki’s book, Oinas-Kukkonen captures the wisdom of crowds approach with
the following eight conjectures:
1. It is possible to describe how people in a group think as a whole.
2. In some cases, groups are remarkably intelligent and are often smarter than the
smartest people in them.
3. The three conditions for a group to be intelligent are diversity, independence, and
decentralization.
4. The best decisions are a product of disagreement and contest.
5. Too much communication can make the group as a whole less intelligent.
6. Information aggregation functionality is needed.
7. The right information needs to be delivered to the right people in the right place, at the
right time, and in the right way.
8. There is no need to chase the expert.
From Oinas-Kukkonen, H (2008). Network analysis and crowds of people as sources of new organisational
knowledge. In: A. Koohang et al. (Eds): Knowledge Management: Theoretical Foundation pp. 173-189.
Page 4
5. Communication style for social media
Questions you might want to think about before engaging with social media:
How do you/will you communicate using social media?
What is important?
How is it different from academic communication?
Who is your audience online and how might that influence your communication style?
Information management
The internet presents us with many different ways to gather information but there is so much
noise out there that it can be difficult to find and focus on channels of information that are
relevant to you and your research interests. Ideally you want the useful information to come to
you.
RSS (Really Simple Syndication) feeds are information channels that allow you to subscribe to
them. This means that you can choose which information you are interested in and it will come
to you, rather than you having to actively look for it each time you open your browser. RSS
feeds generally give you the headline information; you can choose whether it is important
enough for you to find out more.
One way of receiving information from RSS feeds is via iGoogle. You can create a custom
Google search page for yourself, which has all the headline information you want on it. You can
also add many other types of information source to your iGoogle page via Google gadgets. See:
Managing RSS feeds using iGoogle to learn more about this.
Another aspect of information management is the need to manage multiple user accounts on
multiple networks. How do you monitor and update different networks, and remember all your
passwords? Well fortunately, there are tools that have been designed to help you do this.
Tools such as Tweetdeck and Seesmic have been designed to allow you to manage your profile
across all the big networking tools simultaneously within one screen. You can update all your
statuses at once. Tweetdeck is owned by twitter and is particularly good at managing twitter
accounts.
Questions to consider:
How do you/will you avoid bias when selecting information?
How do you/will you use technology to make searching for information more efficient?
How do you/will you share useful resources with the wider research community?
Collaborative working
Collaborative working underpins research. As a successful researcher you will regularly
collaborate with a variety of people using different methods. Social media has revolutionised
collaboration, allowing us to interact and work with other more frequently and efficiently. Nothing
is a substitute for a face-to-face meeting or brainstorm but to help your everyday working, online
collaboration does the trick. Ways of working collaboratively could include:
Conferencing or virtual meetings
One of the best known virtual meeting tools is Skype (www.skype.com). As well as using Skype
for audio or video conference calls, you can also send documents, photos and presentations to
Page 5
6. others using a free account. Skype also offer a screen sharing option for free on one-to-one
calls where the person you are talking to can see your screen.
Content production and sharing
You will often have to produce documents collaboratively with others e.g. grant proposals,
journal articles or joint presentations. There are lots of good tools out there to help you do this,
Google Drive is a good example of this. It allows for collaborators to all work on the same
document/spreadsheet/presentation at the same time. You can have private, semi-private or
public documents on Google Drive and it integrates well with smartphones and tablets. Google
forms are a great way to collect feedback or send out questionnaires too.
An even more flexible file sharing option is Dropbox (www.dropbox.com). You can get 2GB of
storage space for free and extra if you invite others to use it too. Dropbox integrates with your
computer very well, for example, my Dropbox folders appear in Windows Explorer:
You can also access your files online, from your smartphone or tablet. You can share different
folders with different groups of people. In the example above, Photos are private to me and the
other 3 folders are shared with 3 different project groups. An alternative that is now on the
market is Wuala (www.wuala.com). You get 5GB free space and it provides extra security
compared with Dropbox as all files are encrypted on your computer before being transported to
the cloud.
Wikis are a good way of producing content collaboratively. Most wikis accept multimedia as well
as standard office input. Researchers most often use wikis for research group notebooks or to
create a public facing page for their research. Good examples of wiki tools include PBWorks
(http://pbworks.com/), Wikispaces (www.wikispaces.com) and Wikia (www.wikia.com). Your
university will probably have some form of wiki available through their virtual learning
environment e.g. Blackboard or Moodle.
There are several tools that are used for sharing presentations and other files. You can use
these tools to disseminate your research to a wider audience and receive feedback on your
slides. Slideshare (www.slideshare.net) and Scribd (www.scribd.com) are the most commonly
used tools at the moment. Prezi (http://prezi.com/) is a way of creating and sharing dynamic
presentations using Flash. You can create presentations yourself or invite collaborators to
create presentations together. If you sign up for a student/teacher account
(http://prezi.com/profile/signup/edu/) using your university email address, you will also be able to
make presentations private as well as public.
Social bookmarking
Social bookmarking is great for storing your own bookmarks as well as sharing them with
others. Tools such as Delicious (www.delicious.com) and Diigo (www.diigo.com) allow you to
create your bookmarks and store them online. This means you can access the same bookmarks
from any computer, laptop or mobile device. You can also tag the bookmarks and share them
Page 6
7. with others e.g. your research team could share important bookmarks around your research
field.
Social citation sharing
These tools allow you to manage your own references ‘in the cloud’ and share them with others.
Citeulike (www.citeulike.org), Mendeley (www.mendeley.com), Zotero (www.zotero.org) and
Qiqqa (www.qiqqa.com/) are the most common tools used for social citation sharing. They
easily store references and PDFs that you can access from anywhere, not just your work
computer. You can generate automated article recommendations and share references with
your research team. These sites are particularly good to find out who else is reading what you're
reading which will help you to build your networks.
Networking
Identity
It is tempting as a researcher to sit behind your desk and concentrate all your energy on
producing the most fabulous piece of research, and then publishing it. And whilst this is a
necessary part of being a good researcher, it will not go anywhere unless people know who you
are. By contributing information about your research to a social network, more so than in a
conversation with someone at a conference, you are helping to get yourself noticed in the world
beyond your immediate institution. In online networks the information you share persists (and
can be explored by others) so the conversations and contributions you make are an excellent
way to demonstrate your expertise, and the significance and relevance of your research, to your
connections and beyond.
Connection
You need to connect with a wide range of people because you don’t know which connections
will be useful to you until they are; a chance meeting with somebody at this event could provide
you with many different kinds of opportunity; from the germ of an idea to the possibility of a
collaboration. Networking is about this serendipity.
Malcolm Gladwell (http://gladwell.typepad.com/) coined the term weak ties in his book The
Tipping Point, 2000, to describe the connections that are outside of your core network. These
connections can often be more useful than people you are closely connected to because they
are less likely to be like you, they are farther afield, but still connected enough to have an
incentive to help you.
You also need to be able to share your expertise with a community, in order to become part
of it. There is not a magic spell, which will allow you to do this without effort. It’s really important
when approaching a new community that you spend some time listening, and getting an idea of
what is an appropriate style of conduct, because you cannot expect strangers to help you
unless you have become part of the community.
Challenges
With all of new potential and convenience come new challenges and new expectations.
Employers, potential collaborators, funders and others will expect to be able to explore your
digital footprint. You need to understand how to use social media to propel yourself forwards in
whatever direction you wish to go. You also need to think about how you can integrate your
social networking practices into your daily routine.
Page 7
8. How can social networking tools be used in an academic context?
Expand your research network to increase opportunities for collaboration, employment,
funding, discussion and research
Access collective intelligence to become more knowledgeable about your own and other
fields of research
Establish a reputation that demonstrates your expertise and the significance and
relevance of your research
Practice your debating, discussion and critical thinking skills.
To conduct research.
Academic networking tools
Academia.edu (http://academia.edu/)
Methodspace (www.methodspace.com)
Researchgate (for scientists)(www.researchgate.net)
#phdchat – an open twitter community that meets for an hour each week, based on the
use of the #phdchat hashtag (http://phdchat.pbworks.com)
Other relevant #tags are #ecrchat (Early Career Researchers), #acwri (academic writing)
and #highered (Higher Education).
The benefit of academic networks is to see what topics and themes are emerging in your field of
interest, and in related fields. They can be a useful forum for the discussion of ideas across
related research areas. You can raise your profile within the network by feeding information that
you think is useful. These types of networks are an excellent place to seek collaboration.
Using social networking tools to conduct research
For social scientists it is particularly important to be aware of the way that social interaction is
increasingly being conducted online. Social networking tools could be used to:
Recruit participants for a study
Improve the quality and proximity of the relationship between yourself and your
participants
Give your subjects a voice; allow them to have a more active role in research
Use information generated by social networks for structured analysis.
A group of researchers at the British Library produced the following report; Web 2.0 as a Social
Science Tool (www.bl.uk/reshelp/bldept/socsci/socint/web2/report.html). Which explores the use
of social networks and other social media tools (and provides examples of researchers who are
currently using social media tools to conduct research) in depth.
Networking Behaviour
When using social networking tools you should think about appropriate networking behaviour in
relation to your purpose for joining a network. Open networking, allows you to grow your
network very quickly as you will receive invitations from other open networks, this style is not
generally appropriate for individuals but is useful for creating communal resources quickly, such
as Global Amphibian BioBlitz (www.inaturalist.org/projects/global-amphibian-bioblitz), a site that
was created by researchers, and aims to catalogue all the amphibian species in the world. Open
networking is not appropriate for individuals because indiscriminate linking in a network means
that your connections do not provide any real insights into who the different people in your
network truly are, and so the reciprocal aspect of networking does not work in this scenario.
Completely closed networking, a private network, may restrict your ability to grow your network
and prevent opportunities for future collaboration or otherwise from arising. But this approach
Page 8
9. may be appropriate if you want to share information across a research group or related research
groups but you do not want this information to be public. This can be particularly useful if the
group does not have an opportunity to meet face-to-face. You might want to use Social
networking tools to create a private group because the tool itself can facilitate the sharing of
information—personal and otherwise—the technologies aid discussion and create intimacy
among online individuals, as they feel a sense of connection which can help to build a
community.
For an individual, a moderated approach between open and closed, starting with a base of
contacts from your educational/professional background will allow for growth in your network
while also allowing you to know enough about the connections in your network to add value to
that relationship.
Who is in your camp? (Blog post by Zella King)
http://sociallifeofideas.blogspot.co.uk/2011/11/who-is-in-your-camp.html
Last week I gave a TEDx talk to 450 teenagers, on the science of social networks. In my talk, I proposed
that we should think about our social networks in terms of a core, clique, camp and crowd. The camp, in
my view, is critical for creativity, for reasons I will explain here.
The key point of departure for the talk was Robin Dunbar's number: 150. Dunbar argues that our brains
have evolved to deal with a maximum of 150 individuals that we can really know as people. Increase your
social circle beyond 150, and people start to become semi-strangers. For one thing you can't spend
enough time know about them and what makes them tick. Also, each time a new person joins our group,
we are programmed - Dunbar says - to monitor the relationship that person has with others in our group.
As our social groups become bigger the number of potential relationships in the network increases
exponentially. There is an impressive breadth of research evidence showing that 150 is natural organising
unit for human groups.
Even within a group of 150, of course, we don't lavish the same amount of emotional investment on
everyone. Dunbar suggests that our social groups of 150 - or what I call a crowd - is organised into layers
or circles, which each layer being approximately three times larger than the previous one. We typically
have 3-5 people closest to us with whom we invest a great deal of emotional energy. I call this group the
'core'. Add another 10 or so to the core and you have a 'clique' or posse - likely to include the people you
are known to hang around with and those whose loss or death would be truly devastating for you.
The next group, around 50, I refer to as a camp. I suggest this is the most important group for creative
thinking, because it is the maximum number of people whose conversations, activities, online content, and
offline goings-on we can pay attention to. By the same token, unless we are rich, famous or influential in
the digital world, there are probably only about 50 people in our worlds who we spend enough time with
that they keep abreast of what we are up to.
Your camp is the people who will listen to what you have to say, talk to your about your ideas and
challenge your thinking. Your camp may be much smaller than 50. If so, and especially if it is barely larger
than your clique, you may not have much influence outside that close-knit group of friends and family, and
your thinking may converge. Structure matters too. You need some members of your camp to act as weak
ties to other groups if you are to be able to spread ideas and to put them into action.
Think about the people you've been in contact with in the last month. Are they all in your neighbourhood
(local to your home, all working in the same office)? Are they all part of the same personal community?
Be willing to seek new members for your camp from time to time, paying more attention to people you
have not listened to for a while, and engaging them in conversation. It takes effort, but it may bring new
creative insights.
Page 9
10. Digital identity
In the future, your ‘digital footprint’ will carry far more weight than anything
you might include on a resume ~ Chris Betcher
In this day and age, having an online presence is becoming quite important. Not only is it a
way to access a greater variety of resources and updated information, it is also as a form of
engaging and communicating with a wide variety of communities and networks which may
advance one’s practice and knowledge.
If you generally think of the internet as a place to ‘look up stuff’
you’re missing the best part ~ Dean Shareski
These days communicating through email or accessing papers and specialised websites online
is no longer an extraordinary thing to do. It has become part of the routine to access and
provide information.
With the latest developments of the web, the user has equally been able to access and produce
information. This is dramatically changing the way people learn, communicate and establish
learning bonds. This is progressively creating a new culture of collaboration and cooperation.
The Web has had a huge impact on how we present and represent ourselves in our
professional areas, and consequently what others make of our contributions to our knowledge
fields.
Establishing a digital identity as a researcher is important. Researchers need to keep up to date
with the latest developments in their disciplines, and also establish a close contact with other
individuals in their field. Choosing the networks we participate in, and the people we are
connected with, is therefore crucial. The environments we engage in represent who we are.
A researcher’s online presence can be established through participation in different
environments. Different tools can be used to achieve this purpose. Researchers can present
their work through personal websites and profiling networks. They can also communicate their
work in progress in the form of:
reflections or blogs (http://webpossibilities.pbworks.com/blogs)
collaborative initiatives such as Wikis (http://webpossibilities.pbworks.com/wiki),
presentations (http://webpossibilities.pbworks.com/presentations)
micro communication (http://webpossibilities.pbworks.com/microblogging)
active participation in networks and communities
http://webpossibilities.pbworks.com/SocialNetworking.
A well planned activity online can grant researchers a reputable presence online!
Further information:
Social Media for newbies: www.slideshare.net/cristinacost/social-media-for-newbies-
8800689
Developing a Researcher profile through Social Media:
www.slideshare.net/cristinacost/digital-id-presentation
Digital Identity Matters: http://digitaldisruptions.org/rhizome/wp-
content/uploads/2010/06/rhiz08_DigitalIdentityMatters.pdf
Page 10
11. Netiquette
A word of warning:
Understand how public and permanent your online footprint is; do not act like you are in
private when you are in public
Be aware that your current or future employers could choose to explore that online
footprint!
Do not say anything online that you would not say face to face
Avoid spamming and flaming
Be aware that it is easy to misinterpret irony, sarcasm etc… without tone of voice or
expressions to guide
Check your professional body guidelines
Consider who you are talking to…
Be aware that the norms of behaviour online are emerging and will continue to emerge. You
should try to discern appropriate rules of conduct before engaging.
Further information:
www.bbc.co.uk/webwise/guides/about-netiquette
www.albion.com/netiquette/corerules.html
www.restore.ac.uk/orm/ethics/ethnetiquette.htm
Top Tips
Don’t get overwhelmed by the amount of information out there and don’t try to read
everything
Develop a strategy that fits with how you like to do things now
Build a network to help you find and filter information
Give a little of yourself to the network to nurture and sustain it
Use tools to manage your information and networks but don’t get bogged down in
learning every new tool that comes out
Collaboration is the key to effective research
Take control of your online profile
Always think about the WIIFM factor
Page 11
12. Appendix 1: Social media tools
1. Managing RSS feeds using iGoogle
Finding RSS feeds
NOTE: Any site that has the following symbol has an RSS feed
Go to www.mrc.ac.uk
Click on the RSS link
Click on a link you are interested in e.g. ‘Funding news’
Copy the URL of the website (the website might look a little odd but don’t worry).
Add the feed to an RSS reader (This example uses iGoogle) using a test account
Click on www.google.co.uk/ig
Sign in using the email ‘emma.gillaspy@manchester.ac.uk’ and password ‘integrating2010’
Click the add gadgets button in the top right
Click “Add feed or gadget” (bottom left of the screen)
Paste in the URL you copied from the MRC and click “Add”
Click “Back to iGoogle home” (top left of the screen)
Optional Extension Tasks
Repeat the above process with feeds from one or more of the following:
o Upcoming courses on the Vitae website www.vitae.ac.uk/events
o A search on the CiteULike website for “Open Science”
o Blog posts by the Thesis Whisperer http://thethesiswhisperer.wordpress.com/
o A news section on the BBC or newspaper of interest
Rearrange your ‘gadgets’ by clicking and dragging.
Delete a gadget using the down arrow link in the top right corner of the gadget.
Add a new tab using the down arrow link in the ‘Home’ section on the left.
Change the theme using the link next to the ‘Add stuff’ link.
Set up your own iGoogle account featuring your own favourite news areas
Alternatives to iGoogle to create personalised homepages
See www.howtogeek.com/129155/6-alternatives-to-igoogle-for-personalized-homepages
Using other forms of RSS reader
http://libguides.mit.edu/content.php?pid=174869&sid=1481864
http://suffolk.libguides.com/content.php?pid=151047&sid=1282361
http://www.techsupportalert.com/best-free-rss-reader-aggregator.htm
http://www.howtogeek.com/128487/the-best-free-rss-readers-for-keeping-up-with-your-
favorite-websites/
http://www.techshout.com/features/2012/28/best-rss-readers/
Page 12
13. 2. Microblogging
Twitter (twitter.com/) is a social networking and microblogging service that enables its users to send and
read messages known as tweets. Tweets are text-based posts of up to 140 characters displayed on the
author's profile page and delivered to the author's subscribers who are known as followers.
Applications:
Ask questions relevant to your practice
Share links and resources you find interesting
Find out what others are interested in
Follow a conference (#tag)
Receive news (e.g. TimesHighered, BBSRC)
Collaborate and discuss with your network
How to use:
Visit twitter.com/
Create your own account or use the dummy account details below to sign in
o Username ‘techintraining1’ and password ‘integrating2010’.
What to practice:
Enter a tweet using the ‘Compose new tweet’ box. You can also add your location or a photo to a
tweet.
Click the ‘Who to follow’ link and find a source you would like to hear from and follow them.
Widen your network by clicking on someone you are following. Then view who they are following to
see if any of them are of interest to you too.
Update your profile settings to include a bio, image and background.
Retweet something of interest by hovering over someone else’s tweet and clicking the retweet link
(note: ALWAYS acknowledge the source of the retweet by entering ‘RT @username’ in your retweet -
this will be done for you if you use the retweet function on Twitter or other applications).
Tips:
You can use other applications to manage your Twitter. A good simple example of this is Twhirl. This
shows tweets from people you follow via a pop-up message in the corner of your computer screen in
much the same way as an incoming email does. You can also use the Twhirl application to enter
tweets, retweet other people’s tweets and shorten URLs using bit.ly (see next tip):
You can gather evidence of how many people (and from what country) click on the links in your
tweets by using a tracking URL shortener such as bit.ly (bit.ly). You can also collect how many times
your tweet was retweeted by others and view your clicking history over time.
You can gather feedback and evidence about an event or resource by using the #tag in your tweets.
For more information see mashable.com/2009/05/17/twitter-hashtags/. If you would like to record the
evidence collected, you can set up an archive via http://www.tweetarchivist.com/.
For example, on Twitter, search for #ted. This will show you all of the tweets in which people are
talking about the www.ted.com resource (which is a great website so check it out if you don’t know
about it!)
Page 13
14.
rd
You can attach photos or videos to your tweets. This can be done using Twirl or the other 3 party
applications as well as through the Twitter website. For more details visit
help.twitter.com/entries/75603-how-to-post-photos-videos-on-twitter.
You can tweet from many mobile phones via applications (on Android, iOS, Windows and Blackberry
smartphones) or SMS.
Examples:
Times Higher: twitter.com/timeshighered
Richard Dawkins: twitter.com/RichardDawkins
MRC: twitter.com/MRCcomms
Vitae NW Hub: twitter.com/vitaenwhub
Further information:
ESSENTIAL READING: The Twitter guidebook (Mashable the social media guide)
mashable.com/guidebook/twitter/
Handbook of social media for researchers and supervisors
http://www.vitae.ac.uk/CMS/files/upload/Vitae_Innovate_Open_University_Social_Media_Handbook_
2012.pdf
A guide to using Twitter in university research, teaching and impact activities
http://blogs.lse.ac.uk/impactofsocialsciences/2011/09/29/twitter-guide/
10 ways researchers can use Twitter http://www.networkedresearcher.co.uk/2011/08/03/10-ways-
researchers-can-use-twitter/
JISC Web2practice Microblogging web2practice.jiscinvolve.org/microblogging/
Using Twitter at academic conferences http://www.vitae.ac.uk/researchers/315451-341041/Using-
Twitter-at-academic-conferences.html
Getting started on Twitter http://www.vitae.ac.uk/researchers/315451-332011/Getting-started-on-
Twitter.html
Twitter in plain English www.youtube.com/watch?v=ddO9idmax0o
7 things you should know about microblogging
www.educause.edu/Resources/7ThingsYouShouldKnowAboutMicro/174629
7 things you should know about Twitter
www.educause.edu/ELI/7ThingsYouShouldKnowAboutTwitt/161801
Microblogging www.vitae.ac.uk/dr10
Twitter on Wikipedia en.wikipedia.org/wiki/Twitter
19 Twitter desktop apps compared mashable.com/2009/06/27/twitter-desktop-apps/
URL shorteners: Which shortening service should you use?
searchengineland.com/analysis-which-url-shortening-service-should-you-use-17204
How People are using Twitter during Conferences (Wolfgang Reinhardt, Martin Ebner, Gunter
Beham, Cristina Costa) lamp.tu-graz.ac.at/~i203/ebner/publication/09_edumedia.pdf
Page 14
15. 3. Blogging
Applications:
Disseminate information to your community
Gather comments and feedback from your community
Gather evidence of the impact of your research (via guest posts or other people’s blogs)
Use as a personal or team record/diary
Gather information from other blogs
How to use:
To view Blogger through a test account:
Visit www.blogger.com and click ‘sign in’.
Enter the email address ‘emma.gillaspy@manchester.ac.uk’ and password ‘integrating2010’.
What to practice:
Enter a new post by:
o Click New post (the pencil button)
o Enter a title
o Enter some text into the text box
o You can practice inserting photos and videos by clicking on the icons. Try inserting an image
from a website or download an image to the desktop and insert it into your blog post.
o Try linking to other websites by highlighting the text you want to link and clicking on the link
button on the menu bar.
o Click ‘Publish’
o Click the ‘View’ button to see your post live.
Embed a video from YouTube into a new post by:
o Select a video you would like to embed using the YouTube website.
o Click on the <Embed> button below the video (under the ‘Share’ tab).
o Copy the text in the box that appears.
o Go to your Blogger account and click ‘new post’
o Click on the ‘Edit HTML’ tab and paste the text you copied. Enter a title for the post and any
other information you would like to include and publish your post.
Try using the same process to embed other items such as:
o a Google Maps location
o a video from Ted.com
o a Slideshare presentation (see tool 4)
Try customising the blog, by changing the template, fonts and colours or rearranging the page
elements. You can also add more page elements and gadgets e.g. your live Twitter updates.
To create your own account:
Visit www.blogger.com and click ‘Create a blog’
If you already have a Google account, complete your Google email and password details. If you do
not have a Google account, Click ‘Sign up for a new Google account’ and click ‘continue’. Complete
the create a Google account page and click ‘continue’.
Give your blog a title and URL (think about this carefully!)
Choose a template and click ‘continue’.
Click ‘start blogging’ and blog away!
Tips:
Look at other people’s blogs and decide what you like and don’t like about them. Is it a particular blog
provider you like (e.g. Blogger, Wordpress, Posterous etc)?
Try to design your blog to suit the needs of your audience and to reflect your own style.
Decide on how formal/personal you are going to make the blog and stick to it.
Page 15
16. Decide what you are going to use the blog for e.g. is it going to be a reflective journal, to create an
online identity for your research area, to engage the public in your research etc.
Try to blog regularly (at least once a fortnight) but not too much (not more than once a day) otherwise
you are risking ‘under- or over-selling’ to your audience.
Examples:
University of Manchester (MHS Faculty) research training team: researchtraining.wordpress.com/
Manchester Postgraduate Careers Blog manchesterpgcareers.wordpress.com/
Tristram Hooley: adventuresincareerdevelopment.posterous.com/
Cristina Costa: knowmansland.com/learningpath/
Research blogs: exquisitelife.researchresearch.com
Thesis Whisperer: http://thesiswhisperer.com/
Further information:
Tips for academic blogging http://www.vitae.ac.uk/researchers/315451-332861/Tips-for-academic-
blogging.html
How to blog webpossibilities.pbworks.com/blogs
Tutorial on creating a blog (Wordpress or Blogger) and using RSS
emtechspring2008.pbworks.com/Tutorials
Blogs in plain English www.youtube.com/watch?v=NN2I1pWXjXI
Blogging www.vitae.ac.uk/dr10
Blogging as a tool for reflection and learning www.virclass.net/eped/index.php?action=static&id=29
7 things you should know about blogging
www.educause.edu/ELI/7ThingsYouShouldKnowAboutBlogs/156809
Why blog? www.microbiologybytes.com/AJC/whyblog.html
8 reasons why researchers should blog homelessinstoke.com/2010/02/22/8-reasons-why-
researchers-should-blog/
Why do I bother? An academic's view of blogging steve-wheeler.blogspot.com/2009/12/why-do-i-
bother.html
Adventures in Researcher Development 2.0 pgrdocblog.wordpress.com/2010/02/19/adventures-in-
researcher-development-2-0/
Top 100 blogs (updated daily) technorati.com/blogs/top100/
Page 16
17. 4. Social referencing using CiteULike
Applications:
Easily store references you find online
Discover new articles and resources
Automated article recommendations
Share references with your colleagues
Find out who's reading what you're reading
Store and search your PDFs
Build a collaborative library for your research team
How to use:
To view CiteULike through a test account:
Visit www.citeulike.org and click ‘log in’.
Enter the username ‘techintraining1’ and password ‘integrating2010’.
What to practice:
Find and add a reference
o In a separate window, visit an online database and find an article
o Copy the URL of the reference e.g. www.ncbi.nlm.nih.gov/pubmed/21360695
o On CiteULike, hover over ‘My CiteULike’ and click ‘Post URL’
o Paste the URL from PubMed and click ‘Post it!’
o In the tags enter several keywords for the article separated by a space e.g. osteoarthritis
genetics SNP
o Complete the rest of the options according to your preference and click “Post Article”
o Click ‘Library’ in ‘MyCiteULike’ to view your library
Explore the social features
o Go to your ‘Library’
o The bottom line of the reference “Defrosting the Digital Library: Bibliographic Tools for
the Next Generation Web” will say something like “posted
to social citation by techintraining1 on 2011-03-02 17:15:51 // along with 349
people and 29 groups”. Click on the link that says “along with 349 people and 29 groups” (the
exact wording of the link may be different)
o Click on a group e.g. “eLearning in Leicester” (highlighted in grey)
o Scroll down and click on the title of any article of interest (if none are of interest just pretend!)
o Click [copy] to add this citation to your own library
To create your own account:
Visit www.citeulike.org and click ‘Join now’ or ‘Join now with Facebook’.
Complete the registration form and click ‘Sign up now!’.
Click ‘Continue’.
Tips and next steps:
Watch groups and other users and be alerted when they update their libraries
Create a group and invite others to upload their reference
Export lists to endnote and other reference software
Look for any groups and users who have uploaded the same references as you to increase your
network
Further information:
Social citation workshop slides from the Digital Researcher www.vitae.ac.uk/dr11live
Page 17
18. 10 ways to promote an academic article that you’ve just published using social media and the
web www.vitae.ac.uk/researchers/315451-347081/10-ways-to-promote-an-academic-article-that-
youve-just-published-using-social-media-and-the-web.html
CiteULike and other social citation tools http://www.vitae.ac.uk/researchers/315451-
332831/CiteULike-and-other-social-citation-tools.html
CiteULike blog http://blog.citeulike.org/
Citeulike: A Researcher's Social Bookmarking Service www.ariadne.ac.uk/issue51/emamy-
cameron/
CiteULike: Keeping your bibliography on the web http://www.vitae.ac.uk/researchers/156431-
205731/Citeulike---keeping-your-bibliography-on-the-web.html
Alternatives to CiteULike:
Mendeley: http://libguides.mit.edu/mendeley
Zotero: http://drsustainable.wordpress.com/2012/07/01/how-to-manage-a-research-
library-with-zotero/
Qiqqa: http://www.qiqqa.com/
Comparison of citation software:
o http://libguides.mit.edu/content.php?pid=55486&sid=427307
o http://www.qiqqa.com/About/Compare
Social citations: http://citt.ufl.edu/tools/social-citations/
Social bookmarking, citation and reference management
http://research20atimperial.wordpress.com/optional-content/social-bookmarking-ref-
management/
Page 18
19. 5. Presentation sharing using SlideShare
Applications:
Share your PowerPoint presentations, pdf or Word documents with selected people or the public
Keep a private record of your presentations
How to use:
To view SlideShare through a test account:
Visit www.slideshare.net
Click Login and enter the username ‘techintraining1’ and password ‘integrating2010’.
To create your own account:
Visit www.slideshare.net and click ‘Sign up’ (you can use your Facebook login if you have one)
Complete the registration form and click ‘SIGN UP’. Remember to deselect the newsletter option if
you do not want to receive news from SlideShare.
Click ‘Skip this’ when asked if you would like to upgrade.
What to practice:
Create and upload a presentation
o Create a short test presentation in PowerPoint and save to the desktop.
o Visit www.slideshare.net and login.
o Click ‘UPLOAD’ in the top menu bar.
o Select the presentation you created.
o Ensure the title is correct and enter a short description of the presentation.
o You can add tags (keywords) to make your presentation more searchable by yourself or
others. For more details on tagging, visit www.wolf-howl.com/blogs/how-to-use-tagging/
o Select a category for the presentation.
o Add a short description about the presentation.
o Untick ‘Allow file download’ unless you would like people to be able to download the
presentation.
o Click ‘Save changes’ and wait for the upload to complete so you can view it.
Embed the presentation in your blog by:
o Copy the ‘Embed’ code.
o Open a new window and log into your blog. To use the test blog, visit www.blogger.com and
click ‘sign in’. Enter the email address ‘emma.gillaspy@manchester.ac.uk’ and password
‘integrating2010’.
o Click ‘New post’, enter the title of your form and ensure you have the ‘Edit HTML’ tab
selected.
o Paste the code you copied from Google Docs into the main body of the post.
o Click ‘Publish post’
o Click the ‘View post’ button to see your post live.
Share the presentation via Twitter, Facebook or Email using the links provided.
Edit your profile to include additional information about yourself or your team.
View your uploaded presentations via the ‘My uploads’ link.
Find a person that is of interest to you and follow them.
Find a presentation you like and add it to your favourites.
Tips:
If you have a LinkedIn professional profile, your SlideShare presentations can automatically be seen
on your profile. For more details, visit www.slideshare.net/apps/linkedin/faqs
You can upload videos or slidecasts to SlideShare.
You can sync an audio file with a presentation you have uploaded.
You can join a group of members with similar interests.
Page 19
20. Examples:
Alex Hardman www.slideshare.net/actualal
Vitae NW Hub www.slideshare.net/vitaenwhub
Manchester PG Careers www.slideshare.net/ManchesterPGCareers
University of Sussex www.slideshare.net/universityofsussex
Steve Wheeler www.slideshare.net/timbuckteeth
Further information:
Using Slideshare And 5 Great Social Media Presentations
www.simplyzesty.com/brands/slideshare-5-great-social-media-presentations
Top 100 tools: SlideShare www.c4lpt.co.uk/Top100Tools/slideshare.html
Using SlideShare to share presentations www.jiscdigitalmedia.ac.uk/crossmedia/advice/slideshare/
Page 20
21. 6. Social networking using LinkedIn
Applications:
Maintain your professional profile
Participate in group discussions
Extend your research connections
How to use:
To create your own account:
Visit www.linkedin.com and sign up by completing the relevant fields and searching your email
contacts to see if they are on LinkedIn
What to practice:
Search for colleagues by clicking the relevant link
Click the ‘Profile’ tab. Add details to your profile using the profile completion tips
Find a group you may like e.g. Medical Research Council
Extend your networks by viewing who your connections are connected to. Also look at what groups
they are part of.
Examples:
Emma Gillaspy http://uk.linkedin.com/in/emmagillaspy
Cristina Costa http://uk.linkedin.com/in/cristinacost
Sarah Blackford http://uk.linkedin.com/pub/sarah-blackford/10/b72/968
Iain Cameron http://uk.linkedin.com/pub/iain-cameron/13/711/219
Further information:
7 ways to get more out of LinkedIn http://mashable.com/2009/11/09/linkedin-tips/
Social networking software for researchers http://www.vitae.ac.uk/researchers/315451-
341701/Social-networking-software-for-researchers.html
Sharing on LinkedIn http://youtu.be/nxCR7KyM_w4
More ways to use LinkedIn for postgrads http://manunicareersblog.com/2012/11/27/more-ways-to-
use-linkedin/
Page 21
22. 7. Collaborative writing using Google Drive
Applications:
Create private documents you can access from anywhere
Create documents on a public or semi-public basis
Create and amend collaborative documents e.g. funding proposals, journal articles, presentations
Create online questionnaires to gather feedback from students or the public
How to use:
To view Google Drive through a test account:
(skip this step if you already have a Google account or would like to set one up)
Visit https://drive.google.com/.
Enter the email address ‘emma.gillaspy@manchester.ac.uk’ and password ‘integrating2010’.
To create your own account:
Visit https://drive.google.com/.
If you already have a Google account, complete your email and password details and click ‘Sign in’. If
you do not have a Google account, click ‘Create an account’ and complete the relevant fields.
What to practice:
Create a document by:
o Click ‘Create’ and ‘Document’
o Add a title and some text.
o Click ‘Save now’
Share a document by:
o With the document open, click ‘Share’. Enter your own email address and click close. (you
will be sent an invite by email to edit/view the document)
o Alternatively, from the GoogleDocs main page, tick a document and click the share icon (a
person with + next to it)
Create a folder to store items by clicking ‘Create’ and ‘Folder’. You can share a whole folder by
clicking the down arrow next to the folder in the left hand menu, then ‘Share’.
Upload a document by:
o Create a document in Word, Excel or Powerpoint and save it to your desktop.
o In GoogleDocs, click the upload icon (next to Create) and File.
o Browse and select the file.
o Move the file to a folder by ticking next to the file name and clicking the organise icon (a
folder)
Create a form by
o Click ‘Create’ and ‘Form’.
o Add a title (include your initials on the test forms to distinguish them from others created
during this training session). Add some background information then enter some sample
questions. Try selecting different question types to view what is available.
o Try deleting and/or reordering a question (drag and drop the questions to move them).
o Add a section header or page break using the ‘Add item’ button.
o Change the theme of the form.
o Edit the confirmation text that responders to the form see by clicking ‘More actions’ then ‘Edit
confirmation’.
o At any point, you can view the form by clicking the link at the bottom of the page.
o Once you are happy with the form, click ‘Save’. N.B. If you change your mind and want to
amend your form later just hover over the relevant question/section and click the edit icon.
o Send the completed form by clicking ‘Email this form’. This sends the form via your Google
email account. If you would like to send the form via your university or other account, just
send the form to yourself then forward it on in your usual email client.
Page 22
23. Embed the form into your blog by:
o Click ‘More actions’ then ‘Embed’. Right click the highlighted code text and click ‘copy’.
o Open a new window and log into your blog. To use the test blog, visit www.blogger.com and
click ‘sign in’. Enter the email address ‘emma.gillaspy@manchester.ac.uk’ and password
‘integrating2010’.
o Click ‘New post’, enter the title of your form and ensure you have the ‘Edit HTML’ tab
selected.
o Paste the code you copied from Google Docs into the main body of the post.
o Click ‘Publish the post’
o Click the ‘View post’ button to see your post live.
View and export form data by:
o Complete one of the forms you have created a number of times using test data (via the blog
or form website directly).
o Visit https://drive.google.com/. Click on the title of your form to view the responses.
o To view the data in a graphical format click ‘Form’ and then ‘Show summary of responses’.
o To export the data as a Microsoft Excel spreadsheet click ‘File, ‘Download as’ and then select
‘Excel’.
Tips:
Set up your folders with relevant sharing settings before adding your documents. This means you
don’t have to share each individual file you create, it will be done for you by being located in the
relevant folder.
You can upload files without converting them in case you want to store original files or other files such
as PDFs or audio/video.
By embedding your forms into your blog, you direct traffic from users who may not visit it otherwise.
If you'd like to track responses on your form(s), you can add the Forms gadget to your iGoogle page
(see docs.google.com/support/bin/answer.py?hl=en&answer=87805).
Examples (forms):
Creating highly successful PhD students: The 7 secrets of success for supervisors (feedback form)
spreadsheets.google.com/viewform?hl=en&formkey=dFJKUmNjZFhkS0JLejljOEJkbmRRd3c6MA
Evaluation questionnaire for Turbocharge your writing workshop (embedded in a blog)
vitaenwhub.posterous.com/evaluation-questionnaire-for-turbocharge-your
Further information:
Your complete guide to Google Drive http://howto.cnet.com/8301-11310_39-57420527-285/your-
complete-guide-to-google-drive/
7 tips and tricks to get the most out of Google Drive http://www.makeuseof.com/tag/7-tips-tricks-
google-drive/
Google Docs 'widely used' at 1 in 5 workplaces www.infoworld.com/d/cloud-computing/google-docs-
widely-used-1-in-5-workplaces-132
Using forms in Google Docs www.youtube.com/watch?v=IzgaUOW6GIs
Google Docs in plain English www.youtube.com/watch?v=eRqUE6IHTEA
100 Great Google Docs Tips for Students & Educators
http://www.accreditedonlinecolleges.com/blog/2009/100-great-google-docs-tips-for-students-
educators/
GoogleDocs blog http://googledocs.blogspot.com/
Page 23
24. Appendix 2: Additional tools and resources
Prezi
Applications:
Dynamic presentation software as an alternative to PowerPoint
What to practice:
Enter a title and short description of a test presentation.
Choose one of the themes and click ‘Create’.
Click ‘Open me’ and select whether you would like to make your Prezi public or private. Click ‘Open’.
View the getting started video then close the video window to leave your canvas.
Double click on the canvas and write the title of your presentation. Brainstorm a few ideas for your
presentation and enter these around the canvas by double-clicking to write.
Click once on each part of your text and move it around using the centre of the ‘zebra’, change the
size using the inner circle of the ‘zebra’ and rotate using the outer circle.
Try uploading an image or video using the ‘Insert’ menu.
Once you are happy with the layout of your canvas, start grouping items together using the ‘Frames’
menu. N.B. You can use invisible frames to group items without showing a frame.
Next draw a path around your canvas using the ‘Path’ menu. You can select individual items or
frames in your path.
View your presentation using the ‘Show’ menu.
Exit the presentation then click on it in your ‘My Prezi’ page. Download the Prezi for use on
computers which have no internet access.
Tips:
There is a whole host of help on the ‘Prezi learn’ site at prezi.com/learn
You can adapt other people’s Prezi presentations rather than creating them from scratch. To do this,
click on ‘Showcase’ and tick ‘Show only reusable’.
Prezi is a difficult tool to ‘teach’ so just have a play around and see what works for you. Your first
presentation may take some time but once you learn the system, it’s incredibly easy and intuitive.
Examples:
About perspective prezi.com/jipjiqvj6dsc/about-perspective/
Discover IE University prezi.com/wxv6uhgee4sr/discover-ie-university/
Singing Bridges prezi.com/io1sgtwwkg5v/singing-bridges/
Further information:
Toolkit: Prezi effectivenesscoach.wordpress.com/2009/10/04/toolkit-prezi/
Prezi blog blog.prezi.com/
Prezi: A new presentation tool that lets you see the big picture and the nitty gritty details
techrav.blogspot.com/2009/05/prezi-new-presentation-that-lets-you.html
Screenr
screenr.com
Screenr is a web-based tool that lets you create screencasts without installing any software. You just click
the record button and your screen activity is recorded along with narration from your microphone. Screenr
then publishes your screencast in high-definition Flash format. Screenr makes it easy to share your
screencast on Twitter, YouTube or anywhere else on the web.
Diigo
www.diigo.com
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25. Diigo allows you to take personal notes and highlight text information on web pages just as you would on
a piece of paper. You can then bookmark and save this information for further review, while adding tags
to keep everything organized. In bookmarking this information, you can also choose to share with
colleagues and friends to allow them to access the web page, view your notes and highlights, and add
their own annotations. All of this information is also saved online and can be accessed by any computer
or browser, including mobile phones with browsing capabilities.
Delicious
delicious.com
Delicious is a web service created to help you store, manage and share all or some of your collection of
bookmarks. Two of its powerful features are tagging and its ability to allow access to all of your
bookmarks from any computer with an internet connection.
Lefora
www.lefora.com
Lefora is a free discussion forum tool with no limits on the amount of posts or members in your forum.
Lefora allows you to run a public or fully private forum. On public forums, every topic has a button that will
allow your members to share a link to the topic on sites like Facebook, Twitter, and Myspace. They can
even share links over email or IM. You can also easily add videos and photos to the forum.
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26. Appendix 3: Links
WORKSHOPS (SLIDES & HANDOUTS)
The Digital Researcher (Vitae)
A workshop for researchers exploring the use of Web 2.0 in research, networks and building researchers
own profiles. Interactive sessions included microblogging, RSS feeds, social networking and social
citation sharing. Read or comment on the blog, catch up with the tweets (#DR10 hashtag) or download
the slides:
www.vitae.ac.uk/dr10 and www.vitae.ac.uk/dr11
Using Technology to Enhance Your Research (MHS Training Blog)
Explores the digital world and how researchers can use it to develop reputations through a digital identity,
literature managing and extending research connections.
researchtraining.wordpress.com/2009/11/11/using-technology-to-enhance-your-research/ and
researchtraining.wordpress.com/2010/03/15/21st-century-research-profiles-workshop/
Using Technology to Enhance Your Teaching (MHS Training Blog)
Explores how technology can be used in teaching and an evaluation of these tools.
researchtraining.wordpress.com/2009/11/25/using-technology-to-enhance-your-teaching/
Social Media Tools and Resources (University of Nottingham)
Explore the social, participatory and collaborative qualities of social media technologies. Includes a
summary of social media tools for publishing, content sharing, networking and collaboration, and an
extensive set of resources including tutorials, guides, videos, references and examples.
www.nottingham.ac.uk/jubileegraduatecentre/training-and-events/events-resources.phtml
ONLINE GUIDES & HOW TOS
Vitae PGR Tips – Using online resources in your research (issue 40) and Digital networking (issue
51)
One page monthly ebulletin offering tips and advice to PGR students on a host of topics. Advice often
relevant for all researchers.
www.vitae.ac.uk/pgrtips
JISC Web2.0 Practice Guides
Explains how technologies like Social Media, RSS, Collaborative Writing, Podcasting, can enhance
working practice. Each guide consists of a video explaining key concepts, supported by a more in-depth
overview of the topic, covering the potential uses, risks and how to get started.
web2practice.jiscinvolve.org/
A beginners guide to social media (Universities Affairs)
Advice from tech-savvy professors to give you the resources you need to start incorporating social media
into your teaching.
www.universityaffairs.ca/a-beginners-guide-to-social-media.aspx
7 Things You Should Know About Microblogging
Provides information on emerging learning technologies. Each brief focuses on a single technology and
describes what it is, where it is going, and why it matters.
www.educause.edu/Resources/7ThingsYouShouldKnowAboutMicro/174629
Tutorial on creating a blog (Wordpress or Blogger) and using RSS
emtechspring2008.pbworks.com/Tutorials
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27. Plain English Resources (CommonCraft)
A series of short introductory videos to getting started with social media tools such as RSS, Twitter, social
media, and social networking.
RSS in Plain English www.youtube.com/watch?v=0klgLsSxGsU
Twitter in Plain English www.youtube.com/watch?v=ddO9idmax0o
Social Media in Plain English www.youtube.com/watch?v=MpIOClX1jPE
Social Networking in Plain English www.youtube.com/watch?v=6a_KF7TYKVc
Podcasting www.youtube.com/watch?v=vMgemQahuFM
Citeulike: A Researcher's Social Bookmarking Service
An academic guide to using Citeulike a free service for managing and discovering scholarly references
online.
www.ariadne.ac.uk/issue51/emamy-cameron/
The Twitter Guidebook (Mashable the Social Media Guide)
Everything you need to know about getting started with Twitter and using it to build communities.
mashable.com/guidebook/twitter/
RESEARCH PRACTICE
JISC: Research 3.0 - How are digital technologies revolutionising research?
A year long project by JISC to debate how digital technologies are changing research practice.
www.jisc.ac.uk/Home/news/stories/2009/11/res3.aspx?utm
PERSONAL PERSPECTIVES
Why blog? (Dr Alan Cann)
www.microbiologybytes.com/AJC/whyblog.html
Why I'm keen on getting researchers to be more digital (Dr Tristram Hooley, Vitae Digital
Researcher Blog)
www.vitae.ac.uk/dr10blog
8 reasons why researchers should blog (Gareth Morris)
homelessinstoke.com/2010/02/22/8-reasons-why-researchers-should-blog/
Why do I bother? An academic's view of blogging (Learning with ‘e’s Blog)
steve-wheeler.blogspot.com/2009/12/why-do-i-bother.html
Keeping your bibliography on the web (Vitae Research Staff Blog)
www.vitae.ac.uk/rsblog
Using Blogging as a Research Tool (David Harrison)
www.stress-free.co.nz/using_blogging_as_a_research_tool
Adventures in Researcher Development 2.0 (Hum PGR Doc Blog)
pgrdocblog.wordpress.com/2010/02/19/adventures-in-researcher-development-2-0/
Blog Recommendations (Manchester Postgraduate Careers Blog)
manchesterpgcareers.wordpress.com/2010/02/18/blog-recommendations/
You are online even if you think you are not… (PGR Salford Blog)
www.pg.salford.ac.uk/blog/?p=506
Connect Project: How do you connect to people online? (Darcy Norman)
connect.darcynorman.net/
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28. Digital Scholarship (Gideon Burton)
www.academicevolution.com/
PUBLICATIONS & ARTICLES
It’s good to blog (Nature)
bit.ly/4sMUvv
From the Blogosphere (Nature)
www.nature.com/nature/journal/v457/n7231/full/7231762c.html
Should you be tweeting? (Laura Bonetta)
tinyurl.com/yaj9cnh
How People are using Twitter during Conferences (Wolfgang Reinhardt, Martin Ebner, Gunter
Beham, Cristina Costa)
lamp.tu-graz.ac.at/~i203/ebner/publication/09_edumedia.pdf
By the blog: academics tread carefully (THE)
www.timeshighereducation.co.uk/story.asp?storycode=403827
Web 2.0 fails to excite today's researchers (Research Information)
www.researchinformation.info/features/feature.php?feature_id=236
Universities use social media to connect (NY Times)
www.nytimes.com/2010/03/31/education/31iht-riedsoc.html
Social networking in academia (Research Trends)
http://www.info.scopus.com/researchtrends/archive/RT16/09084_RT16lowres.pdf
The Conversation Prism: Making Sense of Social Media (Wikinomics)
http://www.wikinomics.com/blog/index.php/2009/10/27/the-conversation-prism-making-sense-of-social-
media
Defrosting the Digital Library: Bibliographic Tools for the Next Generation Web
PLoS Comput Biol, Vol. 4, No. 10. (31 October 2008)
By Duncan Hull, Steve R. Pettifer, Douglas B. Kell
http://bit.ly/1dz7JT
TOOLS
PRESENTATION TOOLS
www.slideshare.net/
www.prezi.com
http://www.scivee.tv/ SciVee – Rich Media Scholarly Communication
BLOG & MICROBLOGGING TOOLS
wordpress.org/
twitter.com/
technorati.com/ (blog search engine)
blogs.nature.com/ (compile lists of blogs)
www.researchblogging.org/ (blogs about peer reviewed research)
scienceblogs.com/ (blogs about science)
RSS READERS
www.google.co.uk/ig
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29. www.netvibes.com/
SOCIAL NETWORKS
www.linkedin.com/ (business-oriented social networking site)
www.academia.edu/ (find out who's researching what)
www.graduatejunction.net/ (early career researcher network)
https://www.researchgate.net/ (scientific network)
www.cos.com (Communities of Science: Free online professional profile, funding search, collaborator
search)
http://network.nature.com/ Nature Network
http://www.methodspace.com/ Method Space
www.ning.com Want your own social network? See
ONLINE REFERENCE TOOLS
www.citeulike.org/
www.mendeley.com/
www.2collab.com
www.connotea.org/
www.bibsonomy.org/
MISCELLANEOUS
www.getdropbox.com (Dropbox: Free online storage accessible in a Windows Explorer format, share and
edit files/folders with others without having to download them locally, great for collaboration)
www.google.com (More than just a search engine: Google Scholar, Google Docs, iGoogle homepage,
Picasa)
www.ted.com (World’s leading researchers and thinkers, great for inspiration and motivation, pick up tips
for public speaking)
www.ncbi.nlm.nih.gov/books (PubMed bookshelf - Free online versions of many biomedical books)
www.jiscmail.ac.uk (enable groups of academics and support staff to talk to each other and to share
information)
http://www.jove.com/ Journal of Visualised Experiments (JoVE)
AND REFERENCES TO MORE TOOLS…
Web 2.0: Academic Research & 10 Useful Tools
scholarspace.jccc.edu/sidlit/23/
Web 2.0 for Academic Researchers
www.scribd.com/doc/22603454/Web-2-0-for-Academic-Researchers
Social Media Tools (University of Nottingham)
www.nottingham.ac.uk/jubileegraduatecentre/training-and-events/tools.phtml
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