Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
The document discusses the use of social media for academic purposes. It outlines various social media platforms and tools that can be used at different stages of research and study, including blogging, social bookmarking, Twitter, content sharing sites, and wikis. It also addresses potential barriers to adopting social media and how social media can support research dissemination and impact while possibly compromising formal publication.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
Using Social Media for Academic Practice and ImpactAndy Coverdale
Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.
This document introduces digital tools that can support research activities. It discusses social networking tools, social bookmarking, research collaboration tools, blogging, and developing an online presence. Specific tools mentioned include Diigo, Mendeley, Google Docs, blogs, and Twitter. The document explains how these tools can help researchers keep up-to-date, find collaborators, share work, and develop their professional network and reputation. Potential concerns with social media are addressed, and reasons to use these tools for research are provided.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Social Documentation: Share the Vision, Get Readylykhinin
The document discusses social documentation and user-generated content. It covers how Web 2.0 allows information to be shared through conversations and relationships. Content can be generated through crowdsourcing and communities. Motivating contributors involves both intrinsic psychological factors like autonomy and recognition, as well as extrinsic technological factors like easy contribution and reputation systems. Technologies discussed for social documentation include wikis, blogs and socially-aware software. The document advocates a phased approach to community engagement and outlines criteria for selecting appropriate technologies.
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
The document discusses the use of social media for academic purposes. It outlines various social media platforms and tools that can be used at different stages of research and study, including blogging, social bookmarking, Twitter, content sharing sites, and wikis. It also addresses potential barriers to adopting social media and how social media can support research dissemination and impact while possibly compromising formal publication.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
Using Social Media for Academic Practice and ImpactAndy Coverdale
Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.
This document introduces digital tools that can support research activities. It discusses social networking tools, social bookmarking, research collaboration tools, blogging, and developing an online presence. Specific tools mentioned include Diigo, Mendeley, Google Docs, blogs, and Twitter. The document explains how these tools can help researchers keep up-to-date, find collaborators, share work, and develop their professional network and reputation. Potential concerns with social media are addressed, and reasons to use these tools for research are provided.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Social Documentation: Share the Vision, Get Readylykhinin
The document discusses social documentation and user-generated content. It covers how Web 2.0 allows information to be shared through conversations and relationships. Content can be generated through crowdsourcing and communities. Motivating contributors involves both intrinsic psychological factors like autonomy and recognition, as well as extrinsic technological factors like easy contribution and reputation systems. Technologies discussed for social documentation include wikis, blogs and socially-aware software. The document advocates a phased approach to community engagement and outlines criteria for selecting appropriate technologies.
This document discusses using social media for researchers. It defines social media as virtual communities for sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and communities for scientists. Short-form tools like Twitter and Facebook allow sharing thoughts and links. Long-form options include blogs, videos, and podcasts. Goals and intended audience should be defined before choosing platforms. Social media can benefit research through networking, disseminating work, and finding collaborations. Metrics help quantify impact and acceptance of online activities.
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
The document discusses how researchers can use various social media platforms like blogs, wikis, images, video, and mobile apps to engage the public and enrich their research by eliciting user generated content and social data; it provides an overview of the special affordances and considerations of different social media options for presenting information and gathering feedback. The document advocates for thoughtfully deploying social media that is customized to researchers' specific requirements and goals while addressing ethical issues.
Your Digital Identity: Social Media & Online Presencelibrarianrafia
This document provides information on managing your digital identity and online presence as a scholar. It discusses social media platforms like Twitter and how they can be used for professional purposes like networking at conferences. It also covers representing yourself online through platforms like Academia.edu, ResearchGate, and institutional repositories. Maintaining privacy and copyright over your work are also addressed. The goal is to help scholars strategically build and control their digital identity.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
The document discusses content curation for learning. It notes the massive growth of online content like photos, videos, and emails. Effective content curation tools can help learners stay up-to-date by providing curated information that is relevant, trustworthy, and timely. Popular curation tools mentioned include Pinterest, Scoopit, LiveBinders, and Evernote. Developing skills like curiosity, media literacy, and information evaluation are important for content curation. Visual tools like Pearl Trees and Pinterest allow users to organize and share curated content.
This document discusses managing your online presence as a researcher. It addresses profiling yourself as an individual, managing your academic outputs, and connecting with others online. It provides tips for discovering, cleaning up, and restricting your digital footprint. Additionally, it explores unconventional publishing methods and using social media like blogs, Twitter, Facebook, and LinkedIn to connect and communicate with other academics. Managing an online identity can enhance your work and provide opportunities, but it also requires understanding potential issues and practicing good digital citizenship.
This document provides an overview of social media and online presence for students. It discusses common social media platforms and how to manage your digital identity and brand online. Tips are provided on using privacy settings and representing your professional self online, as maintaining an online presence can impact your career. The document aims to help students think about their online content and who can access it.
Diplo: Empowered citizenry: e-competences and e-toolsTELECENTRE EUROPE
Mr. Vladimir Radunovic, Director E-diplomacy Programmes at Diplofoundation, talked about e-Participation from the citizen's perspective: what competences we need to have and what tools we can use to engage more with governments.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
Social Media for Youth Advocacy document provides an overview of social media and how it can be used for advocacy. It discusses the history and evolution of social networks, defines social media, and outlines some key social media platforms like Facebook, Twitter, YouTube, and Flickr. It describes how these platforms can be used to connect with others, share content, and find and organize information. The document also briefly touches on challenges with social media like access, privacy, and intellectual property issues. It encourages readers to engage with social media for advocacy through activities like tweeting, blogging, and contributing online.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
This document provides information on managing your online presence and social media as an academic. It discusses social media platforms like Twitter and using hashtags for conferences. It also covers representing yourself online through platforms like ResearchGate, Academia.edu, and LinkedIn. Additionally, it addresses maintaining your digital identity, privacy settings, and author's rights when posting work online. The document aims to help academics create and manage their professional online profiles and digital identities.
Bonsai Networking: pruning your professional learning network (VU Seminar)Joyce Seitzinger
This document discusses pruning and growing a professional learning network (PLN). It begins by introducing Joyce Seitzinger and her role in e-learning. She then shares her extensive social media presence and experience organizing online events. The next section discusses a networked practice program she led. The rest of the document provides advice on establishing a PLN, including maintaining connections through various tools, curating an online identity and portfolio, and regularly reviewing one's areas of interest to prune and grow their learning network.
The document introduces the Metronet Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information responsibly. Metronet is a library system serving Minnesota that focuses on continuing education. The initiative promotes 21st century skills like communication, collaboration, and problem solving using both traditional and new technologies. Information literacy is described as the ability to recognize information needs and locate, evaluate, and apply information effectively, which is key to success in academics, careers, and lifelong learning.
Conole ntu 1_oct epedagogies and social mediaGrainne Conole
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
Social Web in Teacher Education and Teacher TrainingMarion R. Gruber
The document discusses the use of social web tools in teacher education and training. It defines terms like social web, web 2.0, social software and social media. It provides an overview of popular tools and services and potential applications in education. These include social bookmarking, collaborative idea development, blogging, collaborative writing, file sharing and social networking. It also discusses opportunities for educational use but notes the need to address limitations and challenges to ensure effective integration of these tools.
Web 2.0 and Social Media in the Language and Literature ClassroomClaudia Warth
This document discusses various Web 2.0 tools that can be used for language learning. It describes how tools like blogs allow for student writing and feedback in a way that appeals to communication and interaction. Wikis are outlined as spaces for collaboration, knowledge building, and creative production. Podcasts are presented as a tool for audio recording and storytelling. Other tools mentioned include word clouds and photo annotation apps. The document provides learning activity ideas for incorporating these Web 2.0 tools in the classroom.
This document summarizes participatory media and how it has evolved from 1997 to 2008. It discusses how media has shifted from one-to-many communication to many-to-many participation through user-generated content on blogs, forums and social media. While uptake of participatory media has been good, there are still challenges around scaling resources, unpredictable content, legal issues, and inconsistent quality and quantity of user contributions. The future of participatory media is highlighted by examples of popular blogs and high traffic on sites like Wordpress, with more discovery of content coming through social sharing between peers.
This document discusses the definition of culture and provides examples of Turkish and Spanish culture. It notes that culture includes dance, music, food, art, architecture, and lifestyle. It then provides brief overviews of some characteristics of Turkish culture, including its uniqueness and richness stemming from its long history. For Spanish culture, it mentions the culture's age and influences from Arabian and Latin cultures, as well as incorporating aspects from regions like the Basque Country and Catalonia.
This document discusses using social media for researchers. It defines social media as virtual communities for sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and communities for scientists. Short-form tools like Twitter and Facebook allow sharing thoughts and links. Long-form options include blogs, videos, and podcasts. Goals and intended audience should be defined before choosing platforms. Social media can benefit research through networking, disseminating work, and finding collaborations. Metrics help quantify impact and acceptance of online activities.
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
The document discusses how researchers can use various social media platforms like blogs, wikis, images, video, and mobile apps to engage the public and enrich their research by eliciting user generated content and social data; it provides an overview of the special affordances and considerations of different social media options for presenting information and gathering feedback. The document advocates for thoughtfully deploying social media that is customized to researchers' specific requirements and goals while addressing ethical issues.
Your Digital Identity: Social Media & Online Presencelibrarianrafia
This document provides information on managing your digital identity and online presence as a scholar. It discusses social media platforms like Twitter and how they can be used for professional purposes like networking at conferences. It also covers representing yourself online through platforms like Academia.edu, ResearchGate, and institutional repositories. Maintaining privacy and copyright over your work are also addressed. The goal is to help scholars strategically build and control their digital identity.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
The document discusses content curation for learning. It notes the massive growth of online content like photos, videos, and emails. Effective content curation tools can help learners stay up-to-date by providing curated information that is relevant, trustworthy, and timely. Popular curation tools mentioned include Pinterest, Scoopit, LiveBinders, and Evernote. Developing skills like curiosity, media literacy, and information evaluation are important for content curation. Visual tools like Pearl Trees and Pinterest allow users to organize and share curated content.
This document discusses managing your online presence as a researcher. It addresses profiling yourself as an individual, managing your academic outputs, and connecting with others online. It provides tips for discovering, cleaning up, and restricting your digital footprint. Additionally, it explores unconventional publishing methods and using social media like blogs, Twitter, Facebook, and LinkedIn to connect and communicate with other academics. Managing an online identity can enhance your work and provide opportunities, but it also requires understanding potential issues and practicing good digital citizenship.
This document provides an overview of social media and online presence for students. It discusses common social media platforms and how to manage your digital identity and brand online. Tips are provided on using privacy settings and representing your professional self online, as maintaining an online presence can impact your career. The document aims to help students think about their online content and who can access it.
Diplo: Empowered citizenry: e-competences and e-toolsTELECENTRE EUROPE
Mr. Vladimir Radunovic, Director E-diplomacy Programmes at Diplofoundation, talked about e-Participation from the citizen's perspective: what competences we need to have and what tools we can use to engage more with governments.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
Social Media for Youth Advocacy document provides an overview of social media and how it can be used for advocacy. It discusses the history and evolution of social networks, defines social media, and outlines some key social media platforms like Facebook, Twitter, YouTube, and Flickr. It describes how these platforms can be used to connect with others, share content, and find and organize information. The document also briefly touches on challenges with social media like access, privacy, and intellectual property issues. It encourages readers to engage with social media for advocacy through activities like tweeting, blogging, and contributing online.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
This document provides information on managing your online presence and social media as an academic. It discusses social media platforms like Twitter and using hashtags for conferences. It also covers representing yourself online through platforms like ResearchGate, Academia.edu, and LinkedIn. Additionally, it addresses maintaining your digital identity, privacy settings, and author's rights when posting work online. The document aims to help academics create and manage their professional online profiles and digital identities.
Bonsai Networking: pruning your professional learning network (VU Seminar)Joyce Seitzinger
This document discusses pruning and growing a professional learning network (PLN). It begins by introducing Joyce Seitzinger and her role in e-learning. She then shares her extensive social media presence and experience organizing online events. The next section discusses a networked practice program she led. The rest of the document provides advice on establishing a PLN, including maintaining connections through various tools, curating an online identity and portfolio, and regularly reviewing one's areas of interest to prune and grow their learning network.
The document introduces the Metronet Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information responsibly. Metronet is a library system serving Minnesota that focuses on continuing education. The initiative promotes 21st century skills like communication, collaboration, and problem solving using both traditional and new technologies. Information literacy is described as the ability to recognize information needs and locate, evaluate, and apply information effectively, which is key to success in academics, careers, and lifelong learning.
Conole ntu 1_oct epedagogies and social mediaGrainne Conole
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
Social Web in Teacher Education and Teacher TrainingMarion R. Gruber
The document discusses the use of social web tools in teacher education and training. It defines terms like social web, web 2.0, social software and social media. It provides an overview of popular tools and services and potential applications in education. These include social bookmarking, collaborative idea development, blogging, collaborative writing, file sharing and social networking. It also discusses opportunities for educational use but notes the need to address limitations and challenges to ensure effective integration of these tools.
Web 2.0 and Social Media in the Language and Literature ClassroomClaudia Warth
This document discusses various Web 2.0 tools that can be used for language learning. It describes how tools like blogs allow for student writing and feedback in a way that appeals to communication and interaction. Wikis are outlined as spaces for collaboration, knowledge building, and creative production. Podcasts are presented as a tool for audio recording and storytelling. Other tools mentioned include word clouds and photo annotation apps. The document provides learning activity ideas for incorporating these Web 2.0 tools in the classroom.
This document summarizes participatory media and how it has evolved from 1997 to 2008. It discusses how media has shifted from one-to-many communication to many-to-many participation through user-generated content on blogs, forums and social media. While uptake of participatory media has been good, there are still challenges around scaling resources, unpredictable content, legal issues, and inconsistent quality and quantity of user contributions. The future of participatory media is highlighted by examples of popular blogs and high traffic on sites like Wordpress, with more discovery of content coming through social sharing between peers.
This document discusses the definition of culture and provides examples of Turkish and Spanish culture. It notes that culture includes dance, music, food, art, architecture, and lifestyle. It then provides brief overviews of some characteristics of Turkish culture, including its uniqueness and richness stemming from its long history. For Spanish culture, it mentions the culture's age and influences from Arabian and Latin cultures, as well as incorporating aspects from regions like the Basque Country and Catalonia.
Participatory Media, Learning and LiteracyRobin Heyden
The document discusses 10 student projects using participatory media including VoiceThread, Scrapblog, Animoto, Bookemon, Twitter, Google Earth, virtual worlds, Facebook, cartoons, and podcasts. It also provides information for finding out more about participatory media through the presenter's email, blog, Twitter, and a Diigo bookmark for session materials. The presenter suggests trying out participatory media tools like Audacity or Garageband themselves.
This document discusses the concept of an Australian civic culture and political engagement. It questions whether Australians have a democratic political culture and are averse to conflict. It notes an increase in conflict seen on educational and community forums online. The document also discusses the idea of policy learning as an iterative process involving both intended and unintended consequences. It suggests as more actors get involved through new media, learning and conflict will intensify. It raises the question of Australia's capacity for policy learning through a process involving conflict, and how netiquette may develop as a result of the country's civic culture.
Drawing on some interesting commonalities between Web 2.0 and fandom, FanChatter helps sports franchises and other businesses create a more profitable level of fan involvement through content sharing.
1) Participatory media refers to media that allows everyone to participate in content creation and conversation through things like comments, forums, and blogs.
2) The presenter discusses their experience with participatory media on the website IBNLive.com, which pushed user comments and introduced blogging and podcasts to allow more participation.
3) Challenges with participatory media include that it is difficult to scale due to resource needs, advertisers dislike unpredictable content, and legal issues can arise from user comments.
Transmedia engagement participatory culture to activismSiobhan O'Flynn
The document discusses the marketing campaign for the movie The Hunger Games. It describes how Lionsgate spent $45 million on the campaign, less than a typical $100 million campaign. They used a hybrid approach of traditional marketing like posters and billboards, combined with an extensive social media campaign across platforms like Facebook, Twitter, and Tumblr. This grassroots approach helped drive over 3 million social media conversations about the film prior to its release. The Hunger Games had a very successful opening weekend, making $152 million at the box office.
Social Media, Civic Engagement, and Participation in the Digital AgeJimmy Young
This document discusses how social media and digital technologies can impact civic engagement and participation. It covers key topics like social media definitions, forms of participatory culture online, new media literacies, and digital activism. The document suggests that while social media makes it easier to connect with causes, the impact of online actions like sharing posts is still unclear, and tangible offline actions may be more effective for creating real change. It provides strategies for non-profits to thoughtfully engage audiences and leverage social platforms to accomplish goals and missions.
The document discusses how new technologies and changing audience behaviors are transforming the media landscape. It notes the convergence of devices and business models, as well as the fragmentation of audiences across more channels. While audiences now consume more media overall, their consumption is more scattered across various platforms and devices. This has led media companies to experiment with new participatory and social approaches, where audiences can remix, discuss and create communities around content.
Decreasing world suck working paper - mapp - june 25 2013amandafo
This document analyzes how two participatory culture groups, the Harry Potter Alliance and Nerdfighters, translate members' cultural interests into political outcomes. It examines three mechanisms they use: 1) Tapping into shared passions for popular culture to develop civic identities and agendas, 2) Encouraging creative production, especially for political expression, and 3) Creating spaces for informal discussions about current events and politics. Through case studies and interviews, the report explores how these groups scaffold young people's cultural engagement into participatory political action.
Here are some potential responses to consider for the questions:
- Contexts where communities lack voice or representation in decision making processes that affect them. Marginalized groups who need a platform to share their perspectives.
- Identify an issue in the community and facilitate a participatory process where community members use video/photography to document and share their views. This could help identify priorities and solutions.
- Building trust with the community may take time. Ensuring all voices are represented equally. Technical/literacy challenges. Sustaining community ownership after the project ends.
The key is to see these tools as means for the community to represent themselves, not just produce outputs. Facilitation skills are important to ensure an
Presentation delivered by Krishnamurthy Hegde, founder Interactive Media Worldwide group on Linkedin. This is to present a realistic, technically feasible, innovative and ‘Inclusive ‘ solution concepts and framework based on the New Age Interactive Media. The solutions can resolve many of the challenges that we face not just in our democratic process, but also at enterprise level.
John Green lives in Indianapolis, Indiana with his wife Sarah and their two children. He started a popular YouTube channel called VlogBrothers with his brother Hank in 2007. John has authored several bestselling novels for young adults, including Looking for Alaska, Paper Towns, and The Fault in Our Stars. The Fault in Our Stars was adapted into a highly successful film in 2014. John's novels are deeply emotional and have earned him a large international fanbase.
This document discusses the power of participatory media and Web 2.0 in education. It notes that the future of the internet enables mass amateur publishing with an attitude of "why not publish this?". Examples are given of how Web 2.0 allows for freedom, customization, collaboration, entertainment and speed of innovation through participatory platforms that have enabled the creation of over 15,000 apps within 30 hours.
Participatory Culture and Web 2.0 in Higher Educationac2182
This document summarizes a dissertation that studied how Web 2.0 technologies can support or inhibit participatory culture. The study involved designing a Web 2.0 system called PocketKnowledge and analyzing user interactions over two years. Initial findings showed the system design discouraged participation, but after redesigning to give users more control, a radical interaction network formed with novices acting as facilitators. However, over time the network became more expert-oriented and consumptive. The dissertation concludes technologies both enable and constrain participatory culture depending on social and cultural contexts.
Jenkins discusses the concept of "prosumer theory" where consumers are no longer just passive viewers of media but are active producers and contributors of content, such as by providing feedback or remixing and sharing content. As online platforms allow for more participation, the line between professional and amateur is blurred. While companies encourage prosumerism for their own aims, it could lead to audiences gaining more control over media than mass media companies.
This document discusses the concept of collective intelligence in media fandom. It defines collective intelligence as a universally distributed intelligence that is constantly enhanced through real-time coordination and results in effective skills mobilization. The document explores how new technologies have enabled fans to archive, annotate, and share media content. This has led to the rise of participatory fan cultures and communities that cooperatively create and share media such as fan fiction, videos, and music. The interconnected nature of online fandom helps facilitate a collective intelligence among media fans.
Mr. Brant KNUTZEN (Learning Designer, Faculty of Education, HKU)
http://citers2013.cite.hku.hk/en/opening-panel.htm
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Participatory media: A new paradigm for development?Leslie Chan
This document discusses participatory communication and its potential as a new paradigm for development communication. It addresses issues around changing discourses on communication and development, beyond modernization and dependency approaches. Variants of participatory communication are examined, including politics of self-representation, indigenous media practices, and whether community media can be considered a "public good". Examples of participatory media like Augusto Boal's "Theatre of the Oppressed" and indigenous Zapatista media centers in Chiapas, Mexico are provided. Conditions for participatory communication like autonomy and freedom from pressures are noted.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking; collaboration tools like wikis and document sharing; and multimedia tools like photo and video sharing. It discusses how these tools can help with collaboration, disseminating work, networking and community building, contact and promotion. Examples are given of researchers using blogs, Twitter, SlideShare and LinkedIn to share work and build their professional networks. The document concludes by demonstrating some of these tools.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking sites. It also discusses collaboration tools like wikis and document sharing as well as multimedia tools for sharing photos, videos, and presentations. The key benefits highlighted are collaboration with colleagues, promoting your work, disseminating information and research products, networking and community building, and saving time by having an online presence. Examples are given of researchers who actively use blogs, Twitter, LinkedIn and SlideShare to advance their work.
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
This document discusses developing a research profile online. It recommends having an institutional profile, personal blog, and social media presence to showcase work, build networks, and reach wider audiences. Specific social media like blogs, Twitter, LinkedIn, and Slideshare are discussed. Tips for effective blogging include regular posting, a clear focus and audience, and using links and images. Developing an online presence is becoming an expected part of academic activity.
The document provides an overview of various social media services and platforms. It discusses blogging sites like Blogger and Wordpress, microblogging platforms like Twitter, social networking sites like Facebook and LinkedIn, media sharing sites like Flickr and YouTube, and other services like RSS feeds, wikis, forums, and location sharing. It also covers topics like content ownership, monitoring and aggregating sites, and measuring social media influence and reach over time.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Academic Web 2.0: An Introduction to Social and Participatory Media
1. Andy Coverdale
Academic Web 2.0
An Introduction to Social and Participatory Media
Commonwealth Scholars Conference
Engineering & Science Graduate Centre
University of Nottingham
27 March 2012
2. • Share work and ideas
• Network
• Engage with specialist or wider audiences
• Gain recognition in research field
• Develop academic profile
• Engage in dialogue
• Get critical feedback
• Conceptualise / synthesise ideas
• Source, manage and share resources
• Develop new skills
• Gain confidence
• Create evidence of research impact
3.
4. The Social Web
Social & Participatory Media
• Blogging
• Microblogging (Twitter)
• Social Networking Sites
(SNS)
• Social Bookmarking &
Citation
• Ning Sites
• Content Sharing Sites
• Collaborative Texts &
Wikis
• Social Annotation
• Virtual Worlds
8. Blogging
Blogs
• e.g. Wordpress http://wordpress.org
• e.g. Blogger http://www.blogger.com
‘Tumblogs’
• e.g. Tumblr http://www.tumblr.com
• e.g. Posterous https://posterous.com
Hosting
• Developer-hosted
• Self-hosted
Technologies
• Increasingly multimedia – links, tags, RSS feeds, images & video
• New forms of blogging – e.g. audio & video blogging
9. Blogging: Blog Writing
Writing Skills
• Regularity – writing discipline
• Informality – opportunities to experiment with different writing styles
• Generality – writing to a wider audience
Writing Contexts
• Shape ideas, formulate thoughts, and concepts
• Work in progress – raw content for thesis, journal article or conference
paper
• Subjective and biographical – emphasis on personal perspective,
opinion and experience
10. Blogging: Impact and Peer Review
The ‘Blogosphere’
• Blogging community – reading, linking to, and commenting on other
blogs
• Comments and pingbacks – feedback and peer review
Informal, Distributed and Frequent
• Establish sustainable channels of discussion, feedback and peer
support
• Extend beyond immediate research community – geographically and
disciplinary
11. Blogging: Process and Reflection
Narrative
• Journal style entry provides narrative structure (e.g. doctoral experience)
Reflective and Evidential
• Demonstration and documentation of process
Navigation
• Searchable facility
• Chronological (time-based) – by date, month, year
• Conceptual (ideas-based) – by category or tags
12. Twitter
Features
• Microcontent – ‘tweets’ (maximum 140 characters)
• Following and followers
• Retweeting, direct messaging and replies
• Lists, favourites and hashtags
Twitter Technologies
• Twitter clients and services – interfaces, content support, tracking and
visualisation etc.
• Interconnectivity with other social media – e.g. linking to blogs
13. Twitter: Academic Practice
• Knowledge / resource sharing – posting, accessing and ‘retweeting’
links
• Notification – new blog posts, publications and bookmarks, events, call
for papers, announcements etc.
• Self-promotion
• ‘Crowdsourcing’ – asking questions, making enquiries, seeking
solutions
• Real-time social networking and interaction
• Real-time search engine
• Events and conferences – the ‘backchannel’ and remote conferencing
• Institutions and organisations
14. Tagging: Bookmarking
Personal Bookmarking
• Personal organisation / management of Bookmarks
• Searchable – Tag List / Cloud
• Further Organisation Tools – Bundle Tags / Multiple Sites
Social Bookmarking
• Use as search engine – keyword / user
• Search other users bookmarks
• Subscriptions, networks etc.
• http://delicious.com
• http://pinboard.in
• http://evernote.com
Tagging Content
• Tagging also used in blogging, and content sharing sites
(e.g. Flickr, YouTube, Slideshare etc.)
15. Content Sharing
• Sharing of academic content in different forms / media
• Dissemination of work to a wider audience
• Tagging and annotation of content
• Content can be linked to / embedded on other sites (e.g. blogs)
Presentations
• e.g. Slideshare http://www.slideshare.net
Papers / Documents
• e.g. Scribd http://www.scribd.com
Networking Sites
• e.g. Academia http://academia.edu
16. Syndication and Aggregation
The navigation and management of digital environments through the
syndication and aggregation of multiple sites, tools and services.
RSS (Really Simple Syndication)
Subscribe to blogs, websites, podcasts etc.
Types of RSS / Feed Readers
• Desktop-based
• Browser-based
• Web-based
Web Portals
Integration between applications
(e.g. http://google/ig, http://netvibes.com etc.)
17. Collaborative Editing
Google Docs
• Collaborative real-time editing of texts and documents
• Basic chat functionality
• https://docs.google.com/
Wikis
• Collaborative text development
• Collaborative project work and text development
• Resource sharing
• http://www.wikispaces.com/
• http://pbworks.com/
• https://sites.google.com/
18. Digital Identity
“The persona an individual
presents across all the digital
communities in which he or she
is represented”
http://thisisme.reading.ac.uk
19. Digital Identit(y/ies): Identity in Practice
Identity Dichotomies
• Public & Private
• Work & Recreational
• Professional & Personal
• Formal & Informal
Contexts
• Social, cultural and professional
• Physical, online and virtual
• Communities and networks
• Social interactions are increasingly distributed
– 'networked individualism’
• Multiple domains – multi-membership
20. Digital Identit(y/ies)
Modernist (‘Confessional’ Practice)
• Identity is determined by dominant social structure
• Identity is stable
• Identity is singular and developmental
• Identity is unified across multiple contexts
Postmodernist (‘Critical’ Practice)
• Identity is socially constructed and culturally mediated
• Identity is flexible – in constant flux
• Identity can be multiple and fragmentary
• Identity is diversified across multiple contexts
21. Digital Identity and Reputation
Identity Control
• Personal profiles
• Digital / online CVs and e-Portfolios
• Password management (e.g. Open ID)
• Ownership and intellectual property
Digital Artefacts
• Records of social interaction – blog posts, tweets, etc.
• Permanence - digital artifacts are increasingly searchable / traceable
Modality
• Textual, visual etc.
• Multimedia – images, video etc.
22. Summary
• Social media both challenges and augments established academic
practices
• Effectiveness of social media is situated in individual practices and
disciplinary knowledge cultures
• Should be embedded in everyday academic practice
• Researchers need to develop their own strategies and develop context
specific solutions
• Effective use of social media requires developing reflective and
critical practices
23. Reflective and Critical Practices
• Identifying appropriate tools and platforms and evaluating their
affordances
• Developing self- and collaborative organisational and time-management
skills
• Identifying appropriate training needs and training opportunities
• Transference to lifelong learning and professional development contexts
• Engaging in opportunities for sharing practice
• Developing potential for individual, participatory and collaborative design
• Negotiating new socio-technical academic communities and networks
• Boundary-crossing of disciplinary and interdisciplinary contexts
• Recognising shifts in academic protocols; new modes and means of
production, peer review and knowledge resources
• Adapting to new practices in academic integrity and responsibility -
referencing and attribution of digital sources and artefacts
• Negotiating institutional, proprietary, freeware and open-source tools and
platforms
• Understanding emerging multimedia and multimodal literacies
• Managing online identities and reputation