This document provides guidelines for using social media at a university. [1] It explains that the protocols are meant to guide interactions with students and provide content guidelines. [2] The main topics covered include the purpose and types of social media to focus on, privacy policies, administration and updates, appropriate content, comments, third-party sites, privacy, integration, measurement, and monitoring. [3] The goal is to establish community, fairness, good customer service, and success metrics while considering audiences, messages, and feedback.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Strategic Campus Collaborations: Advancing Knowledge about Accessibility at ...3Play Media
The itAccessibility Team at UA focuses on the accessibility of the institution's electronic environments with top-down and bottom-up approaches. Through actively participating in projects across campus to discuss and evaluate accessibility in IT and academic environments, their campus accessibility knowledge network continues to expand. The Team is routinely included in projects across campus to discuss and evaluate accessibility in IT and academic environments.
Topics this session will cover include:
-The structure of the itAccessibility Team
-Networking opportunities realized through committees and work groups
-The impact achieved after the development of new campus initiatives
Bill Bradfield of PerceptIS discusses what higher education marketers need to do when your eMarketing efforts begin generating an overwhelming amount of leads. This presentation was delivered at the eMarketing Techniques for Educators Conference in Austin Texas on January 28th, 2009.
On October 8, 2014, Tania Schlatter gave a talk entitled "Visual Usability."
Visual Usability
Bringing graphic and UI design together
Following UI design guidelines can help you have a usable app. Working with a graphic designer can help you have an attractive app. The reality is that it’s hard to create something that’s both usable and appealing. The more complex or functional the app, the greater the challenge.
“Visual usability” is an approach to designing interfaces that bridge the gap between “works well” and “looks great.” In this talk, Tania will explain three design principles critical to successful UI design, and show how they can be used to help or hinder the design of digital applications.
Tania Schlatter is a designer, author, and lecturer. She combines user-centered and visual design expertise to design application interfaces that help people understand and use technology. She co-founded of Nimble Partners, a Boston experience design firm; co-authored Visual Usability, Principles and Practices for Designing Digital Applications; and teaches interactive design to students at Northeastern University in Boston.
Tania has worked with over 14 MIT offices, Tufts University, Endeca Technologies, catapult.org, cafepress.com, and real-time labor data software company Burning Glass Technologies. Formal study includes an M.Des. in human-centered communication design from the Institute of Design in Chicago; a summer with Paul Rand and Armin Hofmann in Brissago, Switzerland; and a BFA in graphic design from Boston University.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Strategic Campus Collaborations: Advancing Knowledge about Accessibility at ...3Play Media
The itAccessibility Team at UA focuses on the accessibility of the institution's electronic environments with top-down and bottom-up approaches. Through actively participating in projects across campus to discuss and evaluate accessibility in IT and academic environments, their campus accessibility knowledge network continues to expand. The Team is routinely included in projects across campus to discuss and evaluate accessibility in IT and academic environments.
Topics this session will cover include:
-The structure of the itAccessibility Team
-Networking opportunities realized through committees and work groups
-The impact achieved after the development of new campus initiatives
Bill Bradfield of PerceptIS discusses what higher education marketers need to do when your eMarketing efforts begin generating an overwhelming amount of leads. This presentation was delivered at the eMarketing Techniques for Educators Conference in Austin Texas on January 28th, 2009.
On October 8, 2014, Tania Schlatter gave a talk entitled "Visual Usability."
Visual Usability
Bringing graphic and UI design together
Following UI design guidelines can help you have a usable app. Working with a graphic designer can help you have an attractive app. The reality is that it’s hard to create something that’s both usable and appealing. The more complex or functional the app, the greater the challenge.
“Visual usability” is an approach to designing interfaces that bridge the gap between “works well” and “looks great.” In this talk, Tania will explain three design principles critical to successful UI design, and show how they can be used to help or hinder the design of digital applications.
Tania Schlatter is a designer, author, and lecturer. She combines user-centered and visual design expertise to design application interfaces that help people understand and use technology. She co-founded of Nimble Partners, a Boston experience design firm; co-authored Visual Usability, Principles and Practices for Designing Digital Applications; and teaches interactive design to students at Northeastern University in Boston.
Tania has worked with over 14 MIT offices, Tufts University, Endeca Technologies, catapult.org, cafepress.com, and real-time labor data software company Burning Glass Technologies. Formal study includes an M.Des. in human-centered communication design from the Institute of Design in Chicago; a summer with Paul Rand and Armin Hofmann in Brissago, Switzerland; and a BFA in graphic design from Boston University.
Bonner Program and Community Engagement Campus-wide Tracking (Special Guest G...Bonner Foundation
Prepared for the Bonner Fall Directors Meeting by Bonner Foundation staff. In this final session, we will discuss campus-wide tracking of civic and community engagement and community engaged learning. George Luc, Founder of GivePulse, will join us. As part of this, we will especially focus on how to put in place tracking mechanisms and inventories of community engaged learning and course connections. Campus staff will be invited to share their approaches, platforms, learning, and other insights. As part of this we will discuss aspects of the Carnegie Community Engagement Classification and its link to the GivePulse system.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
Presentation on the collaboration between students at Florida A&M University in Tallahassee, Fla., and Midwestern State University in Wichita Falls, Texas. Students used a wiki, blog, e-mail and videoconference to create, promote and analyze the results of an online survey about the 2008 presidential election. This presentation was given at the 2009 AEJMC national conference.
Using Social Network Analysis to Assess Organizational Development InitiativesStephanie Richter
Presented at 2016 POD Network conference #POD16
Many Faculty Development centers engage in far-reaching organizational development initiatives within their institutions. These initiatives are incredibly valuable but difficult to assess using traditional methods. Social network analysis (SNA) is a powerful visualization and statistical technique that has multiple applications in researching and assessing organizational development. In this session, learn how SNA was used at one institution to investigate the formation of community regarding online course quality standards as well as to analyze organizational structure for strategic planning. While this session focuses on organizational uses, examples will also be shared of applications for teaching and research.
Web 2.0-mediated Blended Learning: Separating Fact from FictionKevin Clauson
Podium presentation at Medicine 2.0 in Toronto (2009) of survey research to characterize the knowledge, familiarity, and preferences regarding Web 2.0 tools among students in pharmacy school
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
The use of gamification (using game rules in non-game contexts) to make the Vula forum and wiki more interesting to use. The honours project ultimately looked at gamifying only the Vula wiki and here is a link to it http://people.cs.uct.ac.za/~dtakpuie/Project/
Using social media to disseminate academic work Jane Tinkler
Tinkler, J. (2013) 'Openness and Impact in Academia Using Social Media'. Presentation to the Critical Perspectives on ‘Open-ness’ in the Digital University conference,
Edinburgh University, November 2012.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Using Web 2.0 Technologies to Facilitate Learninglarae9411
This slide show describes a collaborative project between students at Florida A&M University (a historically black university in Tallahassee, Fla.) and Midwestern State University (a predominantly white university in Wichita Falls, Texas) in fall 2008. Students used a wiki, blog, e-mail, social networking sites and a videoconference to create, promote and analyze the results of an online survey (using SurveyMonkey) of college student attitudes toward the 2008 presidential election. The presentation was given in August 2009 at the Association for Education in Journalism & Mass Communication in Boston.
Bonner Program and Community Engagement Campus-wide Tracking (Special Guest G...Bonner Foundation
Prepared for the Bonner Fall Directors Meeting by Bonner Foundation staff. In this final session, we will discuss campus-wide tracking of civic and community engagement and community engaged learning. George Luc, Founder of GivePulse, will join us. As part of this, we will especially focus on how to put in place tracking mechanisms and inventories of community engaged learning and course connections. Campus staff will be invited to share their approaches, platforms, learning, and other insights. As part of this we will discuss aspects of the Carnegie Community Engagement Classification and its link to the GivePulse system.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
Presentation on the collaboration between students at Florida A&M University in Tallahassee, Fla., and Midwestern State University in Wichita Falls, Texas. Students used a wiki, blog, e-mail and videoconference to create, promote and analyze the results of an online survey about the 2008 presidential election. This presentation was given at the 2009 AEJMC national conference.
Using Social Network Analysis to Assess Organizational Development InitiativesStephanie Richter
Presented at 2016 POD Network conference #POD16
Many Faculty Development centers engage in far-reaching organizational development initiatives within their institutions. These initiatives are incredibly valuable but difficult to assess using traditional methods. Social network analysis (SNA) is a powerful visualization and statistical technique that has multiple applications in researching and assessing organizational development. In this session, learn how SNA was used at one institution to investigate the formation of community regarding online course quality standards as well as to analyze organizational structure for strategic planning. While this session focuses on organizational uses, examples will also be shared of applications for teaching and research.
Web 2.0-mediated Blended Learning: Separating Fact from FictionKevin Clauson
Podium presentation at Medicine 2.0 in Toronto (2009) of survey research to characterize the knowledge, familiarity, and preferences regarding Web 2.0 tools among students in pharmacy school
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
The use of gamification (using game rules in non-game contexts) to make the Vula forum and wiki more interesting to use. The honours project ultimately looked at gamifying only the Vula wiki and here is a link to it http://people.cs.uct.ac.za/~dtakpuie/Project/
Using social media to disseminate academic work Jane Tinkler
Tinkler, J. (2013) 'Openness and Impact in Academia Using Social Media'. Presentation to the Critical Perspectives on ‘Open-ness’ in the Digital University conference,
Edinburgh University, November 2012.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Using Web 2.0 Technologies to Facilitate Learninglarae9411
This slide show describes a collaborative project between students at Florida A&M University (a historically black university in Tallahassee, Fla.) and Midwestern State University (a predominantly white university in Wichita Falls, Texas) in fall 2008. Students used a wiki, blog, e-mail, social networking sites and a videoconference to create, promote and analyze the results of an online survey (using SurveyMonkey) of college student attitudes toward the 2008 presidential election. The presentation was given in August 2009 at the Association for Education in Journalism & Mass Communication in Boston.
Social Strategies for Successful Student EngagementSalesforce.org
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
A very simple presentation I put together to introduce our corporate Learning & Development Team to the basics of social media. Focus, and key questions based on how they might start thinking about the use of social media and the ways in which our employees might receive or respond to training/ L&D via social media channels.
The EdTech Efficacy Research Symposium was held in May 2015. This presentation reviews lessons learned from the research in higher education working group. Results included networking with peers, conducting pilots and decision making strategies differ by organization type.
Presentation on the evolution of internal communications and the emergence of the social enterprise. Also features tips on how to foster social inside organizations.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Similar to Building Social Media Protocols for the PSE Sector (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Building Social Media Protocols for the PSE Sector
1. Social Media Protocols
for your University
Laura D’Amelio
ldamelio@yorku.ca
@yorkuniversity
2. This is not a computer-use policy
for staff.
Protocols explain how to interact
with students
Protocols provide guidelines on
producing content
3. What is Social Media for the purpose
of your protocols?
Make a list of the media you
use
Divide media by tactics and
select what is social media
Focus your protocols on
tactics
Image source: hal9k.dk
10. Blog
Consider:
Is it the official voice of the university or office?
Are comments open or prescreened and why?
Are photos and videos appropriate and when?
11. 3rd-Party Social Media Sites
Consider:
Is messaging official?
Updating
“Friending”
Permission settings
Searching sites for questions
13. Integration What is appropriate?
Is there too much?
Measurement How? When? What is your
baseline?
Monitoring What? Why?
Terms of Service Agreements
14. Final Thoughts
Avoid unnecessary rules
Give permission to be creative
Be ready for change
One page cheat sheets
16. Questions?
Laura D’Amelio
ldamelio@yorku.ca
@yorkuniversity
Editor's Notes
Introduction – content development. FB, Twitter, etc. Manage a team of 4 e-ambassadors (writing, photo, video) and one staff member responsible, for among other things, our social media presence and conversations. Back in 2007/2008 when it was just three staff members in the office that looked over Facebook, it was easy to manage the questions, the flow and the friends we had. If a controversial question or comment came in, we could huddle around a computer and come up with answer that was accurate and yet witty but not the least bit bitter. It was when we began to hire for the sole reason of maintaining our social media, that there was way too many people and questions floating around for one person to monitor, that social media protocols were in order. Also, it is a mode of communication for us with the internal university community who might be wondering why we use Facebook or how and when we put up messages. This document becomes a great mode of backing up your social media program or initiatives with reasonings and guidelines that are easy to understand. It shows that you are not randomly starting a new LinkedIn group because it might be a good idea, but that you are starting it because the demographics are there, you have a plan for maintaining it and a plan for closing it if necessary.
So for us, social media protocols govern how we as a team interact with students online. This is not a computer use policy for staff – that’s an hr department. This will not tell you what you can and cannot say on your personal blog. This pile of papers give me no authority to fire anyone over their personal views vented on Twitter. But it will tell you what is appropriate for the institutions’ blogs. And it will tell you not to get personal on the institution’s Twitter. It fills two needs: Explains how to interact with students Provides guidelines on producing content
So how to start this process. We need to answer this question: what is Social Media for the purposes of these protocols? Exercise 1 – list all the media you are responsible for. Websites, online chats, Facebook everything. What is social media. Now try to group them into tactics or types. So for us, our communication methods divided into two types: the invited and the semi-uninvited is a simple way to say it. Social media had a mode of interaction (Facebook, Twitter, LinkedIn, etc.) however if was not necessarily by invitation only interaction (ie Webinars, instant messaging, online chats). These for us are focused events that already had guidelines around them and are directed conversations. Why do we need to do this? Two reasons: It is impossible to write social media protocols that are specific to any one media. So let’s say Facebook. You want to write 10 pages on how to use Facebook correctly and appropriately? Go ahead and you’ll need to change it all the next day when Facebook changes everything on you. So it needs to be general. At the same time, the interactions you may have over instant messaging are not necessarily the same as the public discussions that can take place on Facebook. So one rule can’t rule them all in this case. No – focus on tactics alone. Take that list of social media you want to address and boil it down to similar tactics. Answering questions. Responding to comments. Posting photos. Doing it this way saves you time year over year. So this year we only had to update the protocols to include a bit more about geolocating posts. So this list will be the first thing to guide your protocols.
On to the second exercise. For anyone who creates content or writes anything, you know a blank page can be intimidating to fill. You should not be doing this alone. It’s not necessary. Work has been done for you, I guarantee it. So exercise 2 – brainstorm the documents you currently can have at hand to help you. What should be on that list? University privacy policy. If you work in admissions – you might have something that is specific to admissions. Accessibility policy – if you are working at a university in Ontario, get to know your AODA requirements. A computer-use policy for the university if there is one. We had one for our department that governed our area and how staff are to use computers. A University plan of some-sort. A student code of content, if there is one for online bullying, may also be useful for wording alone. Why do we want these? There are already rules about privacy that you can apply to online interactions. There is wording around accesssibility that already exists. No need to reinvent it. Also, it strengthens your protocols for you to refer to larger university documents. Also useful: surveys and reports on social media and university students. This will give you the backup you need when you say in your protocols that we need to focus on video, for example. Did an eduguru survey offer this insight as well? When you are at the end of this process and you these protocols start to get passed around, you need this type of outside information to help others see the reasons for this document.
Finally, last exercise to get you started: think of some themes that you want to be recurring in the document. What would a new person, having just been handed the protocols understand about social media at your institution? You don’t want them to think, Oh dear, it’s all rules. What do you/or your institution want to get out of social media? What would your major themes be? Community Fairness Customer Service Success measurement These are things we kept top of mind when reviewing and revamping the document. Does this protocol really allow for community. Do we have enough ways to ensure we are measuring our ROI on social media? So have this list handy when you start writing.
So by now you definitely have a starting point from which to work on. You have what you will focus on in terms of tactics, your majors themes for success and of course some additional documents to help guide you along the way. What I’m going to do now is run through some of the sections we have in our social media protocols and talk about some of the items we included in them and our thought process. Hopefully, this gives you some places to start and things to include, or not include as well. So to start off, we outlined some Terms of Reference, why we are involved in social media, some stats and of course an overview of our social media strategic plan, mainly our goals, our target audience and our main messages. This is just a general one page overview to orient why these protocols exist. If you haven’t done this before, this is a great exercise and can take the longest time for writing. You really need to sit down and define your job in social media and have the proof to back up why you are spending time on Facebook and Twitter for your university. It will make the rest of the writing easier, and give you something to point to as to why these communications work and why you may need, for example, more staff to help you out. In doing this, already though, you will have referenced our university plan (in the main messages and goals) and any external surveys or reports that you would have already collected.
Administration and Staff We wanted to make sure we address who is responsible for what and when. So this includes: Who updates When it is updated Who is responsible for design When we would open and account, when we would close an account So some examples: When creating a new account, when possible, select a user name or account containing “Any University” It is the responsibility of social media staff for be aware of all policies relating to blogs and social media sites. This includes privacy policies set out of the University, ACCS and FIPPA. (more on privacy later) Social media sites are to be updated daily, Monday to Friday, between 8:30am and 4:30pm. In terms of when we would close an account – we include stats that we think are indicative of a site no longer being an effective mode of communication. So let’s say we are losing more followers than gaining, or the site is no longer being maintained, etc. We try to think long term to make these protocols effective for some time.
Content So for content, I started with our computer-use policy and our privacy policies as a place to start. For example: Posts that are obscene, defamatory, profane, libelous, threatening, harassing, abusive or hateful are prohibited. Material that violates the Criminal Code of Canada or is discriminatory under the Ontario Human Rights Code is prohibited. But this section can also include: information on copyright and Creative Commons Licenses Reposting from other external sites Content via geo-location services
Comments & Questions This is by far the most helpful section of our protocols. It outlines again, how often we are to answer, when comments should be deleted, warning posters and linking out to answers. Also, we include information on where to go for answer, our subject matter experts. It’s best to keep this section as positive as possible and to be honest, most of our interactions online have been nothing but positive. So we include in the protocols that we welcome questions, comments and reactions to all posts. We do not delete randomly or because we as staff may feel offended. So for example here’s some wording we have used: “ Social media staff must respond to comments and questions within one business day. Comments that are negative, but not inflammatory, must be responded to in a courteous manner with factual information. Use this opportunity to engage in conversation to a) correct misconceptions and b) invite the poster to discover more about the university.” Also: Spam, flaming, personal attacks and off-topic comments are not permitted and may be deleted. Again we would refer to items that may be illegal by the Criminal Code or the Ontario Human Rights Code. The point is here that we are not treating these social interactions based on how we feel on any given day. I’ve had posters that really annoy me and yes, I want to just ban them, it would make my life easier, but that is not about fairness (one of our main themes) or about building community.
Blog So we added a section particularly for the blog because we direct much of the content here. So this section defines who the bloggers are as staff or volunteers and their responsibilities to the blog specifically – how often to post, written in the first person, how to adjust or change postings after they are published so that everything is open to the readers. You’ll want to put information in here that is particular to the blog you run. So some things to thing about: For example, is it the official voice of the university or of the admissions office? Are comments open or prescreened and why? Are photos and videos appropriate and when? One thing we like to be very clear about with our bloggers, particularly to our internal university community, is that our bloggers are online student ambassadors. I think a lot of the time people within the university community can get very sensitive or wary of what goes up on blogs written by students. But we have to remember that current students are already sharing their opinions with each other and in the case of recruitment & admissions, we hire current students to be tour guides and ambassadors at events. Our blogger program is no different than that, other than the bloggers and social media staff work online. So we are very clear in this section that our social media team is our online student ambassadors.
3 rd -party social media sites So this is really where we get into some more of the tactics. A lot of this is duplicated from the bloggers section, but I find that our students feel that places like Twitter and Facebook are different from the blog, so we just divided this section to be clear. Things to think about here: That we do not provide official messaging on social media sites – but we do link to it How often we update Our permission settings for users and staff Searching sites that we might not be set up on for questions and answering those How staff should identify themselves and so on.
Privacy, The privacy section takes heavily from a lot of documents that you’ll find your university already has, as I mentioned before. We address three main items in this section that you might what to think about: Communicating with prospective students – for our area this is our main business. So what we can or cannot say about admission decisions online, whether particular to a student or not, for example. How to direct students and parents, for that matter, to information about their file. Communicating with current students – what can you tell them about their file? How their major is progressing? Whether that average they posted is going to make them fail out? Where can you direct them to? As an extension to that, the second thing you want to address is user privacy. Here you want to think about things like what if a user posts their student number or reference number online. Is that a security risk for them that you want to warn them about? Do you want to delete it for them and then send them a private message? Is it policy for your university to monitor user accounts of students that may be bothersome online or of applicants? When do we send out bulk messages to “fans”? Should we delve into the personal life of a poster? For the most part this is something that comes up a lot. We work very hard to answer all questions, particularly on discussion boards, and we have students who want to tell us their whole life online. At what point do we take that conversation into more private channels and warn the students, particularly if they are underage, of their security risks. Our team believes that if we have all this privacy protection for students while they are applying and studying at the school, we can also extend this, as best we can, to our online interactions with them. 3. The third thing we address in this section in the privacy of our social media staff. Students we hire range in their desire to be contacted by other students on their personal accounts. So when do they respond on behalf of the university or when do they respond as themselves? Do they need to use their personal e-mail address? Are they expected to “friend” students from personal accounts? What can our staff do to maintain their own privacy?
The next three sections are items we think are integral in the protocols but that will be very specific to your university. Integration – For us, we touch on very briefly how we prefer to integrate social media into our more traditional media forms, so for example our website or our printed handbook. As we move more and more to content management systems and posting is easy for our staff, we want to make sure that certain things, like say our admissions requirements pages, are not inundated with videos or twitter updates. The questions you might want to ask as you write this section is how do you want to integrate social media? Where is it appropriate? Measurement – how will you measure the success of your social media? What baseline will you use? How often will you check in? How will you archive your statistics? Monitoring – what sites, other than your own, will you monitor? Why are you monitoring them? One thing we have included is that our social media staff and managers are to regularly monitor Terms of Service agreements posted by the sites we use. We review what has changed and what that means to us.
I think I’ve covered everything that we have found useful and pertinent in our protocols but I do have some other thoughts: Avoid unnecessary rules, don’t make students or staff feel like they are handcuffed. The protocols are more about permission to be creative and interact then to be fearful of it. Most of it is common sense. What we will be adding: training: timing and frequency. How often do we need to come together to review changes to policy and changes to the social media sites themselves? Content curation: this can probably become its own section. It is covered a bit, for us, under content, but curation these days is an expanded discussion.