This document discusses leveraging social media for students and scholars. It provides definitions of social media and outlines an upcoming event on collaboration across learning environments in February. The document also summarizes a presentation on the role of social media in social learning and education. Social media is important for students and job seekers as employers consider social media interactions. Specific social media platforms can also be used for personal branding, networking, and career opportunities.
Kevin Egan: Handout on Student Multimedia Presentations
Leveraging Social Media for Learning and Careers
1. Leveraging
the
Web:
Social
Media
for
Students
and
Scholars
Center
for
Excellence
in
Teaching
Center
for
Scholarly
Technology
2. Upcoming
Events:
February
21
@
12p-‐1p
“Collabora=on
across
Learning
Environments”
May
6
@
9a-‐4p
Annual
Teaching
with
Technology
Conference:
“Digital
Knowledge
across
the
Curriculum”
get
on
the
list
!
cst@usc.edu
Details:
cst.usc.edu
!
events
3.
Social
Media
Defined:
“interac=on
among
people
in
which
they
create,
share,
and/or
exchange
informa=on
and
ideas
in
virtual
communi=es
and
networks.”
“a
group
of
Internet-‐based
applica=ons
that
build
on
the
ideological
and
technological
founda=ons
of
Web
2.0,
and
that
allow
the
crea=on
and
exchange
of
user-‐generated
content.”
“forms
of
electronic
communica=on
(as
Web
sites
for
social
networking
and
microblogging)
through
which
users
create
online
communi=es
to
share
informa=on,
ideas,
personal
messages,
and
other
content
(as
videos).”
4.
5. TODAY’S
PROGRAM
and
FORMAT:
Joan
Getman
on
the
social
media
landscape
and
the
role
of
social
media
in
the
context
of
social
learning
and
educaJon.
Carl
Martellino
on
the
importance
of
social
media
for
today’s
student
and
job
seeker,
and
the
ways
that
employers
consider
social
media
interacJons
and
representaJons.
Clint
Schaff
on
the
ways
that
social
media
–
specific
social
media
–
can
be
leveraged
for
personal
and
organizaJonal
branding,
garnering
resources,
and
geUng
a
job.
Virginia
Kuhn
on
specifically
how
social
media
can
be
leveraged
by
higher
educaJon
professionals
–
faculty
in
parJcular
–
with
a
focus
on
Academia.edu.
6. Leveraging
the
Web:
Students,
Social
Media
and
Learning
This
is
WHO
I
am…This
is
WHERE
I
am…This
is
my
PROFESSIONAL
self…This
is
what
I
LIKE…This
is
what
I
SEE…
this
is
what
I
THINK
–
SHORT
version…This
is
what
I
THINK
–
LONG
version…This
is
what
I
want
to
SHARE…This
is
what
I
want
to
KEEP…This
is
who
I
want
to
FOLLOW…
What
do
YOU
think?
Joan
Getman
Director,
Educa.onal
Technologies:
Center
for
Scholarly
Technology
15. This
is
what
I
THINK
I
know
This
is
what
I
need
to
KNOW
This
is
what
I
want
to
LEARN
This
is
how
I
look
for
HELP
16. Social
Learning
Community
plays
a
role
in
the
process
of
“making
meaning.”
Dr.
Lev
S.
Vygotsky
(1896-‐1934)
InteracAve
relaAonships
organized
around
academic
work
are
vital.
Dr.
Richard
J.
Light,
Harvard
Assessment
Studies
(1986-‐1989)
New
Research
QuesPons:
Social
learning..and
Social
Media?
…in
MOOCs?
17.
18.
19. Broadcast
v
CollaboraPve
The
broadcast
generaPon
from
the
industrial
age
is
being
met
by
a
collaboraPve
generaPon
from
the
new
knowledge
age.
The
old
ways
of
staying
within
the
four
walls
to
solve
problems,
guarding
company
informaAon
and
developing
products,
services
and
soluAons
in
isolaPon
are
gone.
From
Social
Networks
to
CollaboraPon
Networks:
The
Next
EvoluPon
of
Social
Media
for
Business
Karl
Moore
and
Peter
Neely
20. Workforce
ExpectaPons
• Networked!
• Self-‐directed
learners!
• CollaboraAve!
• Remotely
located!
And
then
there’s
social
media-‐related
employment.
21.
22. Career
Centers
Paradigm
Model*
• Placement
Paradigm
(’40s
and’50s)
–
reac0ve
needs-‐based
model
for
new
college
graduate
GI
bill
beneficiaries
• Planning
Paradigm
(60s,
70s,
80s)
–
departs
from
reac0ve
placement
into
more
proac0ve
“self-‐help”
career
educa0on
where
students
learn
strategies
to
advance
their
career
goals
• Networking
Paradigm
(’90s)
–
transforms
proac0ve
into
facilita0on
of
interac0ve
networking
opportuni0es
between
candidates
and
employers
and
teaches
candidates
how
to
leverage
these
opportuni0es
• Social
Networking
Paradigm
(’00s)
–
shiK
from
interac0ve
model
of
tradi0onal
networking
to
a
super
ac0ve
model
integra0ng
social
networking
and
new
technological
tools
• Global
Networking
Paradigm
(’10+)
–
era
of
hyperac0ve
career
services
with
more
virtual
services,
online
resources,
and
virtual
networking
on
a
global
scale
*
“Emerging
Trends
in
University
Career
Services:
Adapta0on
of
Casella’s
Career
Centers
Paradigm”,
Farouk
Dey
&
Ma[
Real,
NACE
Journal,
September
2010
24. USC
Career
Center
LinkedIn
Group
presence
•
•
•
Almost
4,700
members
Including
students
and
alumni
Promote
webinars,
alumni
events,
and
career
discussions
25. Twitter:
@USCCareerCenter
•
•
•
•
Over
6,000
followers
Including
students,
employers,
alumni,
and
campus
organiza0ons,
other
universi0es
Promote
career
fair,
Career
Center
partners,
events,
engage
recruiters
Live
Twee0ng
during
events
26. Facebook
presence
•
•
•
•
•
Over
2,600
likes
Sharing
photos
from
past
events
Promo0ng
Career
Fairs
and
large
events
through
RSVP
func0on
Allows
for
cross-‐marke0ng
across
campus
Engages
dialogue
with
students
27. For
0p
sheets
&
resources:
www.university.linkedin.com
28. Technology
Platform
Collaboration
The
Multi-‐School
Environment
(MSE)
Yields
Greater
Resources
•
Symplicity:
client
services
management
plaeorm
for
students,
alumni,
faculty
and
employers
“connectSC”
–
–
–
–
Employer
Rela0ons
coordina0on
Student
counseling
notes
Similar
systems
for
students
and
employers
across
schools
University
wide
analy0cs
and
repor0ng
• Annenberg,
Marshall
(undergrad)
and
Viterbi
have
joined
as
instances
on
the
MSE
• Schools
in
the
queue:
Sol
Price,
Rossier,
School
of
Den0stry,
etc.
34. Undergraduate
Plan
for
a
Career:
Provost
Initiative
•
An
undergraduate
student
experience
that
is
unique
to
USC
and
leads
undergraduate
students
to
– explore
op0ons
– complete
internships
– consider
aKer-‐gradua0on
plans
such
as
employment,
fellowships
– professional
or
graduate
school
op0ons.
•
Enhanced
connec0ons
between
students
and
the
four
groups
that
primarily
support
career
planning
and
student
mentoring
–
–
–
–
faculty
academic
advisors
career
counselors
alumni
•
The
en0re
USC
community
become
the
purveyors
of
the
program.
•
USC
has
uniquely
transformed
the
approach
to
career
development
from
an
office
which
a
student
may,
or
may
not,
visit
to
an
integrated
approach
within
the
undergraduate
student
experience.
35. To
Put
Yourself
Out
There:
Making
It
Happen
with
Social
Media
Clint
Schaff
US
GM,
DARE
Adjunct
Faculty,
Annenberg
School
for
Communica?on
and
Journalism
40. 3)
Be
interested
&
interesIng
Decision:
Blend
Pro/Personal
vs.
Keep
Separate?
Pros
and
Cons
to
Each
41. 3)
Be
interested
&
interesIng
Tell
Your
Story
Add
Flair
Share
ExperIse
42. 4)
Be
yourself,
be
consistent,
be
thorough
• Listening
(Search
Alerts)
• Home
Base
(Hub:
Site,
Academia.edu)
• Passports
• Outposts
•
•
•
•
Content
ConversaIon
Community
Face
to
Face
43. 5)
Look
for
efficiencies
Plans
Editorial
Calendar
Social
Media
experiments
-‐ 15-‐minute
TwiMer
bursts
-‐
Daily
thank
yous
-‐
Contributed
arIcles
Apps
&
Technologies
46. Academia dot edu
VK
[Facebook for academics]
¡ International community
¡ Tagging as central logic
¡ Fresh research
¡ Analytics
¡ Combats profile fatigue
¡ Provenance (not corporate)
2/14/2014
vkuhn@cinema.usc.edu