This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
10 Strategies for leaving a positive digital footprint and growing my Personal Learning Network. Packed with helpful links, resources, tools, and research.
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
This presentation is for marketers and business owners who want to know good conversion-oriented Web copy when they see it. Here are 11 tips to tell you how to guide your Web site to copy that turns search traffic into leads and sales.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
10 Strategies for leaving a positive digital footprint and growing my Personal Learning Network. Packed with helpful links, resources, tools, and research.
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
This presentation is for marketers and business owners who want to know good conversion-oriented Web copy when they see it. Here are 11 tips to tell you how to guide your Web site to copy that turns search traffic into leads and sales.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
This presentation relates to a small pilot study, wondering about whetherTwitter might help teacher education students develop deliberate reflection while on practicum in 2009.
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
Maritez Apigo's presentation at the Strengthening Student Success Conference on October 8, 2015 at Oakland Marriott City Center
Eliminate the isolation barriers of technology and instead, integrate it to support student success. The presenter will showcase three technology tools and strategies for building community, increasing active participation, supporting social interaction, facilitating collaborative activities, and fostering engagement among students. The presenter will also demonstrate a simplified process for creating your own instructional videos by using free tools such as Screencast-O-Matic and YouTube. VoiceThread allows for asynchronous discussions about media through text, audio and video comments. Popular social media like Facebook extends community and engagement. The techniques modeled and examples shared are applicable to face-to-face, online, or hybrid courses. Tips and tricks for success with these technologies will be shared, and helpful resources for getting started and troubleshooting will be provided. Please bring your iPad or laptop to be able to fully participate in this session.
http://maritez.populr.me/sssc
Engaging students in practical authentic learning situations using social net...Edu Nile
Engaging students in practical authentic learning situations using social networks in ESL contexts. A presentation at the TESOL in Qatar conference October 2011.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active learning and shared strategies for classroom use were demonstrated with Kahoot!, a platform which can be accessed by any student using a mobile device, tablet, or computer. Kahoot! generates classroom discussions and creates active classroom assessments.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Social Media
By Laura Wilson, Lecturer II
Anne Arundel Community College
AFACCT Conference 2012
Montgomery College, Rockville, Maryland
Session 7.8. January 6, 2012
3. Social Media
“Social media is, at its most basic
sense, a shift in how people
discover, read, and share news and
information and content. It’s a fusion
of sociology and technology,
transforming monologue into dialog.
- Solis, 2007
4. Visual Learning
“Due to multitasking, kids are becoming very
visual learners, and are straining away from
auditory and kinesthetic learning.”
- Claudia Wallis
"The Multitasking Generation"
Changing Society
http://www.youtube.com/watch?v=0M35von4vH8
http://www.facebook.com/#!/CrowHillConversations
7. Facebook
• 50% of active users log on daily
• 6th most trafficked site in the U.S.
• Over 500 million users
• More than 8 billion minutes are spent on Facebook
each day (worldwide).
• Fastest growing demographic is 35 years and older.
8. Facebook
• Average user has 130 friends
• Over 240,000 applications
http://blogbymikeberry.blogspot.com/2011/08/facebook-
addresses-privacy.html
• More than 6 million active groups on site
• 140 new applications added each day
• More than 95% of users have at least 1 application
Examples:
http://www.facebook.com/wikiHow?ref=ts&sk=app_4949752878#!/wikiHow?sk=wall
10. @betajames
James Schirmer
RT@DelaneyKirk:
“Tweeting, blogging or posting online could soon
become part of your job.”
http://bit.ly/dmovsw #eng111#345tw
10 March 2010
http://twitter.com/betajames/statuses/1028.3042638
11. Privacy Issues
"This Twitter is somethin' else. You know, in the old
days, a congressman had to chisel images of his penis on
limestone."
- Jon Stewart
Jon Stewart
.. The Daily Show
12. Twitter
• Around 5 million users
• 1 million tweets posted daily
• 140 character limit on tweets
• #hash tag tweets for
categories and trends http://www.youtube.com/watch?feature=play
er_embedded&v=6WPVWDkF7U8
14. Success Stories
Paul R. Allison, a teacher at
the East Bronx Academy in
NY, built a site called Youth
Twitter. This site allows
teachers to edit students'
tweets by granting them
"administrator" status. This
came out of a concern with
the lack of control teachers
had with Twitter.
15. Success Stories
George Mayo, an eighth grade
English teacher at Silver
Spring International Middle
School in Montgomery
County, Md., used Twitter to
collaboratively write a story by
his students.
Mayo invited his students and
students around the world to
add to an ongoing story with
individual tweets.
After six weeks, more than 100
students and six different http://www.lulu.com/product/pape
countries rback/%40manyvoices/2579032
16. Wikis in Education
Wikis are great resources for teachers. They can help by:
1. Creating an online discussion environment for students.
2. Serve as an extra source for information.
3. Allow for creative projects.
Example of my Wiki:
http://criticalthinkingwebactivities.wetpaint.com
Examples of others:
• Vicki Davis, Westwood High
http://westwood.wikispaces.com/
•http://murcha.wordpress.com/2009/06/07/the-
flat-classroom-projects-from-a-paricipants-point-
of-view/#comment-1018
• Jason Welker, Zurich International School
http://welkerswikinomics.wetpaint.com/
•Mercy Vocational High School students in
Philadelphia
http://operationkatrina2009.wikispaces.com/
17. Wiki Ideas
Create an online text for your curriculum that you and
your students can contribute to.
Consider adding other students or teachers.
Students could create their own class Wikipedia. For
example, if it’s a physics class, post & edit entries that
deal with the structure of the atom or ionization.
Students could add graphics and links, annotations
and reflections. Just like blogs, they could post
PowerPoint presentations, video and audio files and
spreadsheets.
18. Expectations
Provide clear and explicit course expectations
Assign meaningful, authentic activities
Include a common goal for
collaborative activities
Define and identify student roles,
activities, and assessments
Remind students of course deadlines
and schedules
Model examples of collaborative activities
19.
20. Instructions
Include detailed wiki instructions or a link on
the home page and provide time for practice
Provide a sandbox or a practice wiki.
Create individual student pages and ask them to answer 5
questions about themselves and insert a picture.
Post wiki conventions
Example of what you might post for Wiki Etiquette.
Be patient with students and realize they may
require technical assistance as they learn how to
participate in a wiki environment
Create a culture of trust
Include some icebreaker activities.
Monitor activity at first to engage shy students.
View examples on http://wikipatterns.com
21. Socratic Teaching
1. Keep the discussion
focused
2. Keep the discussion
responsible
3. Stimulate the discussion
with probing questions
4. Periodically summarize
5. Draw students into the
discussion
22. iPads
• Mobile learning
• 3D learning (mirror image lecturing)
http://www.youtube.com/watch?v=YFnWoEGWCVY
http://unrealitymag.com/index.php/2010/02/01/funny-ipad-pictures/
http://www.digitaltrends.com/computing/apple-ipad-pictures/