This presentation deals with social learning and social media and the possible use of social learning tools to enhance employee engagement. It was presented to public service
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
Knock Down the Walls: Designing for Open & Networked LearningAlec Couros
Dr. Alec Couros gave a presentation on teaching and learning in a networked era. He discussed how Web 2.0 tools can transform research, teaching and service if academics choose to build serious academic lives online. He also talked about the shift from formal to informal learning and how access to free and open content through mobile computing and digital networks is changing education. Couros believes that understanding networks is a key literacy and that educators should explore open teaching practices like massive open online courses to connect learners worldwide.
The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences:
Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.
Keynote presentation for Conference: Vounteering in a Digital Age Sangeet Bhullar
The document discusses the opportunities and challenges of digital citizenship in the 21st century. It notes that internet and digital technologies are transforming how people access information, learn, interact, and socialize. While these changes provide many benefits, they also pose risks regarding privacy, control, and digital literacy that organizations and individuals must navigate. The document provides an overview of key topics around social media use, viral content, legal issues, and strategies for non-profits to leverage digital tools while mitigating risks.
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
Knock Down the Walls: Designing for Open & Networked LearningAlec Couros
Dr. Alec Couros gave a presentation on teaching and learning in a networked era. He discussed how Web 2.0 tools can transform research, teaching and service if academics choose to build serious academic lives online. He also talked about the shift from formal to informal learning and how access to free and open content through mobile computing and digital networks is changing education. Couros believes that understanding networks is a key literacy and that educators should explore open teaching practices like massive open online courses to connect learners worldwide.
The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences:
Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.
Keynote presentation for Conference: Vounteering in a Digital Age Sangeet Bhullar
The document discusses the opportunities and challenges of digital citizenship in the 21st century. It notes that internet and digital technologies are transforming how people access information, learn, interact, and socialize. While these changes provide many benefits, they also pose risks regarding privacy, control, and digital literacy that organizations and individuals must navigate. The document provides an overview of key topics around social media use, viral content, legal issues, and strategies for non-profits to leverage digital tools while mitigating risks.
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.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
This document discusses how Twitter can be used to develop a learning community. It provides background on Twitter, noting that it allows rapid dissemination of information to a network of followers. The document then discusses how Twitter can foster informal learning beyond the classroom and help create a community of learners. Some specific ways Twitter has been used for teaching include student notice boards, one-on-one support, summarizing articles, and sharing research links. The document also notes some ethical and legal issues to consider when using Twitter for teaching, such as intellectual property and maintaining student confidentiality. Overall, it argues that when guided properly, Twitter shows potential for enhancing blended learning and developing collaborative learning communities.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. A 21st century EFL teacher should be digitally literate and know how to use tools like blogs, wikis, podcasts, and social networks. They should understand concepts like communities of practice, which allow teachers to collaborate online. Teachers must develop students' skills in areas like being capable technology users, problem solvers, communicators, and responsible digital citizens.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
This document discusses connected learning and being a connected educator. It provides resources on topics such as collective intelligence, participatory culture, personal learning networks, and communities of practice. Key aspects of connected learning discussed include learning anytime/anywhere, teaching as a collaborative practice, learning in a networked community, and distributed knowledge. The importance of asking questions, being a learner first and educator second, collaboration, and leveraging networks and communities to strengthen learning is emphasized.
This document provides an overview of social media usage in Vietnam. It notes that internet usage has grown tremendously, reaching 34% of the population. Young adults are the most active online demographic. The top internet activities are news, search, and music. Social media is still emerging, with spectating more common than creating content. Popular platforms include Zing.vn for entertainment/media, and Facebook and local alternatives for social networking. Zing.vn in particular has become a leading platform through its diverse services.
Social Media, Networked Learning & IdentityAlec Couros
This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
Cyberhus is an online counseling service in Denmark that provides support to vulnerable children and teenagers. It is staffed by volunteers and offers anonymous chat sessions, forums, and other resources. The nonprofit organization aims to foster inclusion by providing a supportive space for at-risk youth to discuss problems. With over 9,000 monthly users, Cyberhus also focuses on educating parents and schools about online safety and responsible technology use.
This document discusses social learning and various social media tools that can support it, including podcasting, wikis, blogs, and learning management systems. It covers topics like social learning networks, communities versus other organizational structures, and the stages of community development. Evaluation of social media is discussed using the framework of evaluating the promise, the tool, and the bargain. Examples are provided of different social media tools and their uses for social learning.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
All I need to know about Twitter in Education I learned in KindergartenWolfgang Reinhardt
The document discusses principles for using Twitter in education based on lessons from kindergarten. It summarizes several case studies where Twitter has been successfully integrated into language learning, motivating classroom discussions, and facilitating process-oriented learning. Some key principles discussed include sharing information freely but giving credit, avoiding personal attacks or private conversations in public tweets, and apologizing if a tweet unintentionally offends or hurts someone. Hashtags are also discussed as a way to organize tweets by topic. Overall, the document argues that applying kindergarten lessons like sharing, fairness, and responsibility can help Twitter be used productively for educational purposes.
The welcome slides given by Brian Kelly, UKOLN at UKOLN's IWMW 2012 event held at the University of Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/welcome/
Elearning session for Secondary PGCE and GTP traineeswkidd
This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.
The GLPI project is an open-source IT asset and inventory management system first released in 2003. It allows users to track hardware, software, financial information, warranties, and history of assets. It also handles incident management, authentication and access control, and provides specialized interfaces for managers, IT engineers, and end users. The project has over 60 plugins available and is translated into 33 languages.
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.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
This document discusses how Twitter can be used to develop a learning community. It provides background on Twitter, noting that it allows rapid dissemination of information to a network of followers. The document then discusses how Twitter can foster informal learning beyond the classroom and help create a community of learners. Some specific ways Twitter has been used for teaching include student notice boards, one-on-one support, summarizing articles, and sharing research links. The document also notes some ethical and legal issues to consider when using Twitter for teaching, such as intellectual property and maintaining student confidentiality. Overall, it argues that when guided properly, Twitter shows potential for enhancing blended learning and developing collaborative learning communities.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. A 21st century EFL teacher should be digitally literate and know how to use tools like blogs, wikis, podcasts, and social networks. They should understand concepts like communities of practice, which allow teachers to collaborate online. Teachers must develop students' skills in areas like being capable technology users, problem solvers, communicators, and responsible digital citizens.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
This document discusses connected learning and being a connected educator. It provides resources on topics such as collective intelligence, participatory culture, personal learning networks, and communities of practice. Key aspects of connected learning discussed include learning anytime/anywhere, teaching as a collaborative practice, learning in a networked community, and distributed knowledge. The importance of asking questions, being a learner first and educator second, collaboration, and leveraging networks and communities to strengthen learning is emphasized.
This document provides an overview of social media usage in Vietnam. It notes that internet usage has grown tremendously, reaching 34% of the population. Young adults are the most active online demographic. The top internet activities are news, search, and music. Social media is still emerging, with spectating more common than creating content. Popular platforms include Zing.vn for entertainment/media, and Facebook and local alternatives for social networking. Zing.vn in particular has become a leading platform through its diverse services.
Social Media, Networked Learning & IdentityAlec Couros
This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
Cyberhus is an online counseling service in Denmark that provides support to vulnerable children and teenagers. It is staffed by volunteers and offers anonymous chat sessions, forums, and other resources. The nonprofit organization aims to foster inclusion by providing a supportive space for at-risk youth to discuss problems. With over 9,000 monthly users, Cyberhus also focuses on educating parents and schools about online safety and responsible technology use.
This document discusses social learning and various social media tools that can support it, including podcasting, wikis, blogs, and learning management systems. It covers topics like social learning networks, communities versus other organizational structures, and the stages of community development. Evaluation of social media is discussed using the framework of evaluating the promise, the tool, and the bargain. Examples are provided of different social media tools and their uses for social learning.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
All I need to know about Twitter in Education I learned in KindergartenWolfgang Reinhardt
The document discusses principles for using Twitter in education based on lessons from kindergarten. It summarizes several case studies where Twitter has been successfully integrated into language learning, motivating classroom discussions, and facilitating process-oriented learning. Some key principles discussed include sharing information freely but giving credit, avoiding personal attacks or private conversations in public tweets, and apologizing if a tweet unintentionally offends or hurts someone. Hashtags are also discussed as a way to organize tweets by topic. Overall, the document argues that applying kindergarten lessons like sharing, fairness, and responsibility can help Twitter be used productively for educational purposes.
The welcome slides given by Brian Kelly, UKOLN at UKOLN's IWMW 2012 event held at the University of Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/welcome/
Elearning session for Secondary PGCE and GTP traineeswkidd
This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.
The GLPI project is an open-source IT asset and inventory management system first released in 2003. It allows users to track hardware, software, financial information, warranties, and history of assets. It also handles incident management, authentication and access control, and provides specialized interfaces for managers, IT engineers, and end users. The project has over 60 plugins available and is translated into 33 languages.
Es deber de todo jurista, de todo iusfilósofo, de todo ciudadano, bregar por la plena vigencia del derecho y por la observación de las normas. Y no sólo eso; es preciso, además, pensar mentalmente las normas jurídicas y pensarlas luego verbalmente, para que su formulación oral o escrita sean la genuina expresión de lo pensado. La sociedad humana debe responder a la naturaleza racional del hombre en su organización y en su funcionamiento. A su turno, la razón es esclava de sus formas y éstas se nos evidencian cuando la ciencia de la Lógica las pone de manifiesto. Toda ciencia, todo conocimiento, no sólo es adquirido y pensado sino que es comunicado y, en esa expresión, se deben observar también las reglas que nuestra condición humana exige.
Dieron a conocer la denuncia de Nisman
La publicó en forma completa el Centro de Información Judicial. Son unas 300 fojas aproximadamente dirigidas al juez Ariel Lijo.
Facebook uses Hadoop for analyzing large amounts of log data and user content. Some initial applications included analyzing clickstream and activity logs to understand user behavior. Engineers also built tools for text analysis on user posts to understand brand sentiment and influence. Current uses include monitoring ad and page performance, building recommendation systems, calculating application reputation scores, and performing internal analyses. Hadoop allows Facebook to process petabytes of data across hundreds of nodes for both offline and real-time analytics and insights.
Social Media’s Influence in Purchase DecisionHasan Ali MIRZA
The objective of this study is to understand the influence of social media in purchase decision making. The focus of the study is to understand the consumer buying behavior and influence of social media’s in decision making. The sample size taken for this study was 100 qualified respondents with diverse backgrounds across the country. An exploratory research was done to understand the nature of social networking and online consumer behaviour followed by a primary research where questionnaire were administered both personally and online.
Social media in government - presentation to NSW HealthCraig Thomler
This presentation provides an overview of how governments in Australia are using social media, risks they may face and how to address these with structured processes and guidelines. It finishes with some quick case studies of excellent use of social media by the public sector.
Me, We and Everyone: navigating the spaces between individuals, groups and ne...Nancy Wright White
This document discusses how individuals, groups, and networks interact using technology. It explores the continuum between an individual's personal identity and interests and their participation in larger communities and networks. It suggests that technology allows people to be together in new ways, and encourages considering how to best support individuals, groups, and networks through practices like facilitating participation, cultivating relationships, and enabling content sharing.
Social media tools are enabling more collaboration and sharing of ideas outside traditional structures. This "amateur innovation" allows anyone to share expertise. In schools, social media is being used to market the school, share student work, give reminders and praise, and update families during trips. While social media has benefits for learning, there are also risks like privacy issues, inappropriate content, and cyberbullying. Schools must consider policies around vetting comments, privacy settings, and legal liability when using social media.
The document discusses how technology has changed how groups can interact and be together. It explores polarities around togetherness and separateness, interacting and publishing, and individual and group identities. It then examines how different orientations like meetings, projects, relationships, and individual participation can be supported through various technologies. Examples are provided of how the Birdwatchers community and KM4Dev network demonstrate different orientations. The document is intended to help people identify what technologies and tools might best support their specific community's needs and activities.
This document discusses the role of social and professional networking in education. It notes that most kids today use social media and digital tools to connect with others and share content. However, schools often have polarized views on students' use of these tools for learning. The document argues that to be well-educated in the 21st century, students must learn skills like interacting online to represent themselves and their understanding, which are embedded in social networking. It questions what role social networking could play in formal teaching and learning, and how schools can scale this up to better prepare students.
Digital storytelling involves using multimedia like images, video and sound to tell stories. It can take linear or nonlinear forms and encourage interactivity. New technologies have made storytelling more collaborative and allowed stories to be shared widely online. Digital tools allow stories to be told on various devices and platforms, and encourage new forms of interactive storytelling.
This document discusses the rise of MOOCs and changes in education due to new technologies. It begins by noting how technologies are changing the production and transmission of knowledge. It then discusses different types of MOOCs (cMOOCs and xMOOCs) and platforms like Coursera, Udacity, and EdX. The core of cMOOCs is social interaction and knowledge sharing through discussion forums and social media, while xMOOCs focus more on direct instruction from universities. The document advocates for high-quality open online learning and sees a need for connectivist MOOCs to attract global learners.
C:\Fakepath\Kelly Web 2 0 Presentation UtsLynda Kelly
1) Museums are increasingly engaging with Web 2.0 technologies like social media because that is where current and future audiences spend their time online.
2) An exhibition on evil at the Australian Museum used blogs and Facebook to develop content and build an online community during the planning process. This allowed them to share ideas, get feedback, and actively involve potential visitors.
3) For museums to fully benefit from Web 2.0, social media needs to be integrated into workflows rather than treated as an add-on. This requires organizational change, with users helping to determine how tools are used.
Esta fue la presentación que finalmente me sirvió de base para el taller introductorio sobre social media del 9 de mayo 2011 en Málaga. A todos los que me ayudaron a prepararla (vía twitter y Linkedin) y a los que me inocularon la pasión por los Social Media, Gracias!!!Se admiten todos los comentarios y sugerencias que queráis hacerme.
Here is the presentation that finally became the basis for the introductory workshop on social media on 9 May 2011 in Malaga. To all who helped to prepare it (also via Twitter and LinkedIn) and inoculated in me the passion for Social Media, Thanks!
All comments and suggestions are welcome!!
More info at: https://aprendoylocuento.wordpress.com/2011/05/14/taller-muy-introdutorio-sobre-social-media-9-de-mayo-en-malaga/
This document provides an overview of a two-part workshop on using digital media like film, photography, blogs and podcasts in the classroom. The first class covers digital storytelling, media literacy, and using media production tools. The second class focuses on the production process, more classroom activity ideas, and sharing resources. Examples and resources for digital storytelling, media literacy, and production tools are also provided.
This document discusses the concept of online community. It begins by questioning whether the concept of community is still relevant given changes from technology. It then examines different types of groups like individuals, small groups, and networks. It provides examples of two communities - Birdwatchers of Central Park that meets in person and KM4Dev, a knowledge sharing network. It discusses tools that communities can use like meetings, projects, expertise sharing, and cultivation. It concludes by considering how connectivity, technology landscapes, engagement, and geography may be reconfigured for online communities in the future.
A look at millenials, who they are, the emerging technologies they're using, how social media is being used in the workplace and some guesses at the future of technology.
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Bryce biggs talk to trainers network final
1. Talk background
• A talk on social learning and social networks given by
Bryce Biggs at a Public Service Trainer’s Learning
Network workshop held at the Elangeni Hotel, Durban
on 26 and 27 September 2012.
• Bryce can be contacted on: biggs@associates.co.za or
Skype: bryceb45
• Every effort has been taken to acknowledge all
intellectual property and sources. If there are any
omissions please feel free to let me know.
• Backgrounds, themes, slides mainly from
www.slidegeeks.com. Great value and great materials.
• Check slide 17 to see the reason for the goldfish theme.
2. An interaction with Bryce Biggs
Use of social networking and other
electronic media: its influence on
learning in the 21st century
3. What we will talk about
• A brief visit to learning theory (groan here)
• A provocation to return to at the end of our
session “All learning should be/must be/is social”
• The scale of social networks in South Africa
• Moving to social learning
• Some of the (many) tools to facilitate [social]
learning
• A key facilitated social learning outcome
(engagement, engagement, engagement)
• COPs (communities of practice)
5. Yesterday?
Tremendous feats of memorisation
(“Some scholars it is said could memorise 300 000
traditions.” from “Ideas: A history from Fire to Freud” by Peter
Watson)
6. Some responses to yesterday
– Does Education teach us to memorise
information, instead of understanding it, or is
memorising important for future use?
– No more memorising in schools – Yes, Really!
– Never memorise something that you can look up
in a book
The first two quotes were found in an Internet
search (23.09.2012) the third is from Albert
Einstein (letter to Josh Winteler, 1901)
17. All learning should be/must be/is social?
Social
learning
Traditional
teaching
18. What is social learning?
• Bandura’s Social Learning Theory posits that people learn
from one another, via observation, imitation, and modeling.
The theory has often been called a bridge between behaviorist
and cognitive learning theories because it encompasses
attention, memory, and motivation.
• http://www.learning-theories.com/social-learning-theory-
bandura.html
19. And again ….
• The main idea in Julian Rotter's social learning theory is that
personality represents an interaction of the individual with
his or her environment. One cannot speak of a personality,
internal to the individual, that is independent of the
environment. Neither can one focus on behavior as being an
automatic response to an objective set of environmental
stimuli. Rather, to understand behavior, one must take both
the individual (i.e., his or her life history of learning and
experiences) and the environment (i.e., those stimuli that the
person is aware of and responding to) into account.
• http://psych.fullerton.edu/jmearns/rotter.htm
21. Heart, head, hands: turning learning around
We see here another form of education emerging – one
that we are often too fearful to embark upon as it requires so
much letting go, so much trust in the child. In effect, the model
we are accustomed to is turned on its head as learning begins
by capturing the heart.
Through experiencing and having the opportunity to
have a sensory experience with a topic or subject, a child will
develop an affiliation and personal connection for the topic.
However it happens, its captures the heart.
From an article in the Natal Witness by Joanne
Madgwick, September 2012 (edited extract from her book
Learning Through the Senses)
Emphasis added
23. Story of a burned 3-year old
child
• Anice (her mother) said Pippie had formed an
amazing attachment to Dr Ridwan Mia, the
surgeon who led the operation to replace her
skin. “Her favourite [moment] is still to see Dr
Mia. She loves him to bits and, when I can’t
get her to fall asleep, I play her a voice-mail
message from him and she is out.”
• Article in the Sunday Times, 23 September
2012
24. So … if we are going to do
social learning … what do we
draw on?
25.
26. At the heart of social learning are
two of the greatest disruptions in
human history – from atoms to
bits; and, from local to global: at
least in part through the medium
of social networks
27. Atoms to bits
• As more and more of what we “consume” becomes
virtual or digital we are moving or transforming
atoms to bits. Some “stuff” may never become
digital or virtual. But much/most of the added
value in a product/service will. Education is the
next frontier where the atoms of most products e.g.
books, lecture materials, lecture presentations will
become bits.
• (Nicholas Negroponte was the person – in the
1990’s – who coined the phrase “Move bits, not
atoms.”)
28. Local to global
• Much has been written about
globalisation. And that’s not our topic
for today. But social networks are
helping us globalise and are
increasingly a key element of the
social learning process.
• So let’s look at them next (largely
through a South African lens).
29. Mxit (South Africa)
• Total Mxit Users: 9 350 000
• Penetration of population: 19% (estimated)
Source: World Wide Worx and Fuseware, August 2012
30. Facebook (South Africa)
Total Facebook Users: 5 356 800
Position in the list: 31
Penetration of population: 11%
Penetration of online population 101%
The largest age group is currently 25 - 34 with total of 1 607 040 users, followed
by the users in the age of 18 - 24.
N.B. Because Facebook does not measure mobile-only usage among those who
have registered via their cellphones, the full extent of its penetration is
significantly understated: primary research by World Wide Worx shows that 6.8-
million people access Facebook on their phones.
Source: socialbakers, September 2012: percentages rounded off
31. LinkedIn (South Africa)
• Total LinkedIn Users: 1 837 150
• Penetration of population: 3.8% (estimated)
• Penetration of online population: 35% (estimated)
Source of total users: socialbakers, September 2012
32. Twitter (South Africa)
• Total Twitter Users: 2 430 000
• Penetration of population: 5% (estimated)
Source: World Wide Worx and Fuseware, August 2012
33. YouTube (?)
• South African statistics not available?
• Fifth most visited site by South Africans after Facebook, Google, Mxit,
Wikipedia
Source: Mapping Digital Media: South Africa, March 2012
A R E P O R T B Y T H E O P E N S O C I E T Y F O U N D AT I O N S
35. Of course ….. social learning delivery
is not just about social networks
36. Pick your social media platform
Comment &
Reputation
Social
Bookmarks Crowdsourced
content
Pictures
Live Casting- Blog Platforms
Video and Audio
Blogs/Conversations
Wiki
Blog communities
Music
Social Micro media
Events
Media Life streams
Documents
Specific to
Twitter
Video Aggregation
SMS/Voice
Video Social Networks
Location Niche Networks
Customers
Service Networks
37. A short – and incomplete – tour
of some of the many
platforms/opportunities for
social learning
50. And then …. A final question …. Can
social learning help us tackle one of
our biggest challenges in any [South
African] organisation today?
51. Engagement … today’s number
one organisational challenge.
And how social learning could
help
52. What is engagement?
• The individual’s investment of energy, skill, ability, and eagerness in
the work performed. Engagement includes “involvement” and
“commitment” yet goes beyond to include observable behaviors such
as:
• Attention to task detail
• Commitment to assignment completion
• Involvement in special projects
• Communication willingly, effectively with others
• Demonstration of personal/professional improvement
• Initiation of problem-solving and/or conflict resolution
• Innovation regarding processes and procedures
• Tim Wright as quoted in www.hrcapitalist.com
• Bold emphasis added
54. Analysis across the UK Civil Service shows that
the three themes with the strongest relationship
with engagement are: leadership and managing
change, my work, and my manager.
Leadership & managing change
My work
My manager
Pay and benefits
Employee
Learning & development
engagement
Resources & workload
Organisational objectives & purpose
My team
Inclusion & fair treatment
csps: 2011: horizontal yellow lines show relative strength of theme
55. Civil Service People Survey 2011 (UK)
90%
70%
50%
30%
10%
Range of scores for each organisation
Level of engagement: United Kingdom civil service: 97
organisations: dotted red line shows median percentage (56%)
56. “Leadership and managing change” is the
strongest driver of engagement (csps)
12
between 2010 and 2011 (%) 10
8
Change in engagement
6
4
2
0
-2
-4
-6
-8
-10 -20 -10 0 10 20
Change in leadership and managing
change score between 2010 and 2011 (%)
58. Extract from Gallup engagement survey
Feedback, recognition, and positive relationships – these kind of
workplace conditions are fundamental enough that they can serve
as focal points for leaders in a broad range of contexts and cultures.
The positive outcomes consistently associated with employee
engagement – for organizations and individuals – suggest it is one
yardstick by which we can measure progress toward greater
productivity and personal fulfilment for workers worldwide.
59. So where does social learning come in?
Opportunity/challenge Social learning response
• Involvement in special projects • Wiki
• Demonstration of • Enterprise social network
personal/professional
improvement
• Innovation regarding processes • Shared online creativity/change
and procedures management course
• Leadership development • Course management site with
appropriate courses, blogs,
wikis, videos, etc.,
• Change management skills etc.(Moodle?)
development
• Effective onboarding
• Newbie wiki/astonishment
• Etc.
• Etc.
60. How we as trainers can help,
and go on helping
62. What is a community of practice?
• The third form of learning, Communities of Practice (CoPs), was coined in the 90's by
Lave and Wenger (1998). "Communities of practice are groups of people who
share a concern or passion for something they do, and learn how to do it better
as they interact regularly" (Wenger, 1998).
• While there are other definitions, communities of practice (CoPs), so defined, are tied
intrinsically to social learning theory. They self organize; cut across organizations,
time zones, countries, and disciplines; and exhibit engaged co-learning. This
compelling description links the CoP structure of to social learning capacity.
• A community of practice is not just a Web site, a database, or a collection of best
practices. It is a group of people who interact, learn together, build
relationships, and in the process develop a sense of belonging and mutual
commitment. Having others who share your overall view of the domain and yet bring
their individual perspectives on any given problem creates a social learning system
that goes beyond the sum of its parts (Wenger, McDermott, & Snyder, 2002, p. 34).
• Emphasis added
www.joe.org/joe/2008june/a1p.shtml
63. A closing thought
• As trainer’s in the Public Service (and in the service of
the public) we need perhaps to be focusing a lot of our
efforts at the top and at the bottom of the employee
pyramid.
• At the top we need to be helping public service leaders
to implement existing frameworks that enhance their
leadership qualities and help to buffer them from
political interference and temptation; at the base we
need to be recruiting, selecting, and inducting people so
the Public Service becomes increasingly an employee of
choice and not of last resort.
• Social learning mechanisms can help us at both these
levels