This document discusses changing perceptions of social networking and how it can be used in higher education. It provides an overview of various social media tools and statistics on their usage. It also examines student experiences and perceptions of social networking as well as how universities are currently using social media for marketing, communication, and learning. Practical ideas are presented for how universities could further utilize social media platforms like Facebook, Twitter, YouTube and blogs.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Role of Social Media in Education was made as part of UGC presentations held on our college campus. It covers the impact, both positive and negative, that social media has on students, professionals, and on- and off-campus communication.
By: Sarah Imran Ali Rizvi
Mass Media student of Bharatiya Vidya Bhavan's College
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Role of Social Media in Education was made as part of UGC presentations held on our college campus. It covers the impact, both positive and negative, that social media has on students, professionals, and on- and off-campus communication.
By: Sarah Imran Ali Rizvi
Mass Media student of Bharatiya Vidya Bhavan's College
Learning At Your Service Opener Opener 10guest770c70
This slide show demonstrates the power social networking sites and how personalized learning in revolutionizing education in today's technological driven world.
The Net Generation at School: Balancing Student and Faculty ExpectationsStaci Trekles
A presentation about the Net Generation and how faculty can balance their expectations with the expectations of their students when it comes to working and learning with digital technologies, including the Internet.
No Wallflowers at HCC: Engaging Students through Social Networking. Presented at Houston Community College Instructional Day by Dr. Lesli Rowell and Mrs. Lisa Parkinson
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Similar to Changing Perceptions: Social Networking (20)
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Changing Perceptions: Social Networking Sue Beckingham and Jayne Evans Sheffield Hallam University Yorkshire Regional AUA Conference Nov 2009University of Sheffield
3. an understanding of the term Social Media and what Social Networking means today an overview of the current thinking about the use of Social Networking and Social Media in Higher Education an insight in to the current student experience of Social Media and some practical ideas on how Social Media may be used in university. The aims of this session will be to provide:
4. It is a term that is used to describe the various activities that integrate social interaction with mobile and internet technology, where users interact by sharing and discussing information. What do we mean by Social Media?
5. No longer constrained to a desktop PC…. Portable mobile technology: Laptops, Netbooks, Smart Phones, PDAs,
6. Social networking: Facebook, MySpace, LinkedIn, Bebo, Friendster, Orkut. Social bookmarking: Delicious, Diigo, Stumbleupon. Social news: Digg, Reddit. Social photo/video sharing: YouTube, Flickr, Twitpic. Social Media
7. Blogs and online journals: Wordpress, Typepad, Blogger, LiveJournal Microblogging: Twitter, Tumblr, Plurk Instant Messaging: MSN, AIM, QQ Social Media cont…
8. Emerging Learning technologies: changing the way we learn and share information and the way we network. Social Media and Education Created using www.wordle.net Educause Series: 7 Things You Should Know About... http://www.educause.edu/7Things
9. 1 in every 11 mins. of online activity is dedicated to Social Media Social Networks and Blogs are now the 4th most popular online activity 67% of the global online population visits Social Networks and Blogs 78% trust other consumers' recommendations on Blogs Mobile usage of Social Networking has grown by 249% in the UK and 156% in the US Source: LexisNexisAnalytics White Paper - The Influencer IndexFinding influence: uncovering the brand conversations that matter in the new media world Facts
10. What's out there? Web 2.0 Tools Definition: The second generation of the World Wide Web in which content is user-generated and dynamic. Web 2.0 encourages collaboration and communication between users.
11. Question: What are your feelings/perceptions of Social Networking?
12. Defined as web based services that allow individuals to: Construct a public or semi-public profile within a bounded system Articulate a list of other users with whom they share a connection View and traverse their list of connections and those made by others within the system Boyd and Ellison 2007Michigan State University Social Network Sites
13. Connections can be based on Specific interests General interests Sport, Music, Books, Religion, Travel, Art, Online Games....
14. Something for all ages Daily Visitors Official Min Age Requirement http://www.wolframalpha.com/
24. Current thinking in some sectors Fulbright and Laworski 6th Annual Litigation Trends Report 2009
25. Student Union led discussions at Bournemouth University and University of West of England Campaigns to ban Facebook “We put our TV project groups on Facebook to do our work and brainstorm for ideas – it’s not used for socialising, so this needs to be taken into consideration,” she said. “It’s much simpler to use than Outlook or email lists as it’s a conversation everyone can look at and review.” “I come into university at 9am in the morning to work on my dissertation, thinking that I’ve finally beaten the crowd to the computers, and I still can’t get to them because people are on Facebook!” Peer-Assisted Learning (PAL) leaders also commented that they needed to use Facebook to contact their student groups as most students do not check their university emails
26. Concerns about time spent on Facebook Encourage student suggestions designated easy-to-find "short stay" spots increase and promote wireless enabled areas to use their own laptops and web enabled phones signs to limit use during busy times Current thinking in HE
27. Facebook: Course Alumni Twitter: Tweet alerts to news reports, websites, journal papers YouTube: Video presentations, Animation clips Academics using Social Networking
28. Alumni Blogs Subject Specialist Blogs Blog directories Tapping in to the wisdom of the crowds Hospitality Alumni Network 74 blogs 117884 posts 1810941 comments
29. Learning and IT Services View “Sheffield Hallam prides itself on preparing students for the commercial world beyond study. Through using Google Apps, our students will become familiar with a set of tools which they are likely to encounter beyond their studies.” Aline Hayes, Director of Systems and Technology, Sheffield Hallam University "Google has far more resources and time to invest in developing email systems and collaborative tools than we do. With the money and time saved through the switch from our traditional in-house IT environment, we will be able to invest more in other areas where we can have a bigger impact in enhancing our students’ experiences.” Chris Sexton, Director of Corporate Information & Computing Service , University of Sheffield "Many students are already familiar with Google Mail from using it in their personal lives before they come to university and they have been extremely enthusiastic about the improved storage and user-friendly interface it delivers.”
30. Access to a free suite of messaging and collaboration tools including: Mail™ Docs™ Sites™ Chat™ Coming soon: Google Wave Google Apps
31. Google Wave What is a wave? A wave is equal parts conversation and document. People can communicate and work together with richly formatted text, photos, videos, maps, and more. A wave is shared. Any participant can reply anywhere in the message, edit the content and add participants at any point in the process. Then playback lets anyone rewind the wave to see who said what and when. A wave is live. With live transmission as you type, participants on a wave can have faster conversations, see edits and interact with extensions in real-time.
32. Social Media: from frivolous pastime to effective business tool? University presence on: Twitter Facebook YouTube LinkedIn Marketing
34. How is it being used? Tweets Following Public events Library - student workshops Research news Promote focus groups Chief Exec messages PhD scholarships Open Day - student feedback* Open Day visitors Other Universities Student Union HEFCE NUS Times Higher British Library Local Council and individual Councillors Student Accommodation
35. Socially using Facebook etc Learning and Teaching dialogic tools such blogs, wikis, social network sitesBut is there more? How are students using Social Media?
36. Rate my Professors: Over 6000 Schools, 1 million Professors, 8 million opinions http://www.ratemyprofessors.com/ UCAS 'Yougo': Website where students can meet people doing their course or going to their uni http://www.ucas.com/yougo/index.html The Student Room: A-Z of UK Universities facilities accommodation nightlife teaching quality discussion threads http://www.thestudentroom.co.uk What else is out there?
37. A-Z of Universities and student written guides Open day Calendar Discussion Board - Current number of discussion threads: University of Hull 414 University of Huddersfield 394 Leeds Met University 836 University of Leeds 2143 University of Sheffield 2169 Sheffield Hallam University 924 The Student Room Accessed 17/10/09 http://www.thestudentroom.co.uk
38. "Anyone doing Journalism?" "Tell me about Leeds!" "Enjoying uni but a bit lonely" "Just need some help with stuff please" "Find your flatmates" "Why am I only enrolled on half my modules?" "Football… Societies… Hockey… Start a band?" "Is anyone going to Huddersfield?" Power of the Student Voice
47. Reporting an event using: Live streaming video Twitter Types of events Open seminars or lectures Student led conferences Student sporting events 3. Providing a platform to broadcast events
48. 4. Emergency notification How many students choose to read their Facebook email over University? University of Minnesota
49. 5. Connecting people University of Michigan 65,709 Fans and growing… Sheffield Hallam University 4170 fans
50. Connecting directly with your audience Facebook YouTube Blogs Twitter RSS feed Videoand on site TV Who? 6. Producing, not just promoting "Blair lecture: one of many Family Weekend events"
51. 7. Creating a dialogue and communicating to students Student blogs and public comment posts Northumbria University University of Texas
52. 'Stanford Open Office Hours' comes to Facebook Begins with an introductory video from a faculty member inviting questions from participants They post questions and comments In subsequent weeksthe professor will answer questions ona second video 44,355 fans 8. Facebook Office Hours
55. Consider 3 ways you might practically use Social Media in your roles Group Activity
56. Boyd, D. M. and Ellison, N. B. (2007) Social Network Sites: Definition, History and Scholarship. [Online] Available at: http://consommacteurs.blogs.com/files/socialnetworksites_boyd-ellision_2007.pdf Educause (2009) EDUCAUSE Learning Initiative's (ELI's) 7 Things You Should Know About... series [Online] Available at: http://www.educause.edu/7Things Fulbright and Jaworski (2009) Fulbright's 6th Annual Litigation Trends Survey Report [Online] Available at: http://www.fulbright.com/images/publications/FJ7146-LitTrendsReport2009-v13.pdf LexisNexis (2009) Finding influence: uncovering the brand conversations that matter in the new media world [Online] Available at: http://www.lexisnexis.org.uk/creo_files/nexis/lna_white_paper-the_influencer_index.pdf Ling, R. (2008) New Tech New Ties, London: MIT Press Ofcom (2009) The Communications Market Report [Online] Available at: http://www.ofcom.org.uk/research/cm/cmr09/cmr09.pdf Visuals http://www.wolframalpha.com/ http://www.ombiel.com/index.h http://www.blackboard.com/Teaching-Learning/Learn-Resources/Whats-New/Learn-for-iPhone.aspx http://mashable.com/2009/07/15/social-media-public-affairs/ References
Editor's Notes
Personal digital assistants (handheld computers)
Social networkingSocial bookmarking: tool for discovering, sharing and rating websites, Social news: social news website made for people to discover and share content from anywhere on the Internet, by submitting links and stories. Users vote stories to the front page.Video/photo: Upload and share videos and photos with family, friends or the worldBlogsMicroblogging: restricted to a set number of characters e.g. Twitter = 144. Post text, photos, quotes, links, dialogues, audio, video, slideshows. Use URL shorteners like TinyURL, Bit.ly and Snurl
A non profit association whose mission is to advance higher education by promoting the intelligent use of information technology.
Definition: the second generation of the World Wide Web in which content is user-generated and dynamic, and software is offered that mimics desktop programs Example: Web 2.0 encourages collaboration and communication between users.http://dictionary.reference.com/browse/Web%202.0
Vary but can offer technological affordances such as mobile connectivity, blogging, photo/video sharing
Specific interests: http://www.athlinks.com/ http://www.deviantart.com/#http://www.librarything.com/http://www.reverbnation.com/Maintain existing social networksDevelop new social networks
Huddersfield tweeted to visitors - they then tweeted to friends
Ask the audience
Rate my Professors - low usage in UKYougo - need to be an applicant or student
Online from 2004http://www.thestudentroom.co.uk/wiki/Sheffield_Hallam_University#SHU_Discussions
Enjoying uni but a bit lonelyAnyone doing Journalism? Now and again phrased as 'anyone studying' and more like anyone applying to….Case studiesFind your flatmatesLists of halls and members add their online usernames and room numbers Opportunity to get to know your flatmates before they move inTell me about LeedsWhy I am only enrolled on half my modules?How do I see my timetable?Online issues and concerns shared along with resolutions Just need some help with stuff pleaseHow much money will I need for Freshers, to eat..InsuranceWireless internet access
http://www.ombiel.com/index.htmlcomprehensive information about your universityup and coming eventscampus maps and directionslibrary recordstimetablescontactslatest news and important alertshttp://www.blackboard.com/Teaching-Learning/Learn-Resources/Whats-New/Learn-for-iPhone.aspxCommunity discussionsNew assignmentsCourse contentStudy group updatesGrades