Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
Developing Digital Student Leaders : A mixed methods dissertation study of s...Dr. Josie Ahlquist
The purpose of my dissertation research is to explore:
-Experiences of student leaders’ use of social media.
-Meaning made of digital technologies in student leaders college experience.
-Explore identity meaning making, digital decisions and online leadership behavior.
Goal: Provide evidence and direction in what works in developing digital student leaders, both for student affairs administrators, leadership educators, as well as student leaders themselves.
Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity and Decision Making on Social Media
Social media tools permeate the college student experience (Junco, 2014), including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase mixed methods analysis of focus group interviews and 2,220 social media posts.
Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to student enrollment in higher education, focusing on identity expression, positive possibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.
Friending and Footprints: Privacy and Ethical Issues of Facebook Use in Highe...Vanessa Dennen
Abstract: Facebook has increasingly been used as a pedagogical tool in the higher education classroom, attractive to many instructors because of its learner-centered, social orientation. However, using Facebook to support learning also brings ethical and privacy issues to the forefront. For example, instructors and students need to consider who friends whom and what types of personal information should be shared between instructors and their students. In this article, we review the literature and explore the efficacy of using Facebook in as a learning tool in higher education, discuss the issues related to ethical use and integration of the social media tool, and highlight privacy concerns. We recommend the development of clear guidelines to assist faculty who wish to use Facebook as part of their teaching practice.
Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
Developing Digital Student Leaders : A mixed methods dissertation study of s...Dr. Josie Ahlquist
The purpose of my dissertation research is to explore:
-Experiences of student leaders’ use of social media.
-Meaning made of digital technologies in student leaders college experience.
-Explore identity meaning making, digital decisions and online leadership behavior.
Goal: Provide evidence and direction in what works in developing digital student leaders, both for student affairs administrators, leadership educators, as well as student leaders themselves.
Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity and Decision Making on Social Media
Social media tools permeate the college student experience (Junco, 2014), including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase mixed methods analysis of focus group interviews and 2,220 social media posts.
Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to student enrollment in higher education, focusing on identity expression, positive possibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.
Friending and Footprints: Privacy and Ethical Issues of Facebook Use in Highe...Vanessa Dennen
Abstract: Facebook has increasingly been used as a pedagogical tool in the higher education classroom, attractive to many instructors because of its learner-centered, social orientation. However, using Facebook to support learning also brings ethical and privacy issues to the forefront. For example, instructors and students need to consider who friends whom and what types of personal information should be shared between instructors and their students. In this article, we review the literature and explore the efficacy of using Facebook in as a learning tool in higher education, discuss the issues related to ethical use and integration of the social media tool, and highlight privacy concerns. We recommend the development of clear guidelines to assist faculty who wish to use Facebook as part of their teaching practice.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Student engagement e connectivity and creating relationships v1Ashford University
This study examined the following concepts:
Student Engagement
E-connectivity
Creating relationships
The goal was to gain a better understanding of faculty/student relationships in the online environment.
This is the presentation I gave to my committee following my IRB approval. It is a defense of my study, and was conducted to get my committee's feedback prior to beginning my study.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Presented by Kedron Taylor and Shane Young at the 2016 OCPA Annual Conference.
In this presentation, we talk about a few of the technologies that we have used in our coursework and jobs to make us more efficient and better able to serve our stakeholders. We also discuss technology's affect on student development.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Student engagement e connectivity and creating relationships v1Ashford University
This study examined the following concepts:
Student Engagement
E-connectivity
Creating relationships
The goal was to gain a better understanding of faculty/student relationships in the online environment.
This is the presentation I gave to my committee following my IRB approval. It is a defense of my study, and was conducted to get my committee's feedback prior to beginning my study.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Presented by Kedron Taylor and Shane Young at the 2016 OCPA Annual Conference.
In this presentation, we talk about a few of the technologies that we have used in our coursework and jobs to make us more efficient and better able to serve our stakeholders. We also discuss technology's affect on student development.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Brahe Dissertation Defense--Informal Communities
1. Student use of Informal Communities in
Online RN-BSN Programs
Victoria Brahe, RN, MSN
Capella University
April 2013
2. Many thanks to my Committee!
Dr. Suzanne Dunn
Dr. Wrennah Gabbert
Dr. Diane Johnson
3. Problem
• Billings et al., 2005; Kreijins, Kirschner, & Jochems, 2003
Formation of friendships in online courses often taken for granted
• Billings et al., 2005; Kreijins et al., 2003
Online programs often disregard the socio-emotional aspects of
learning
• Delahoussaye et al., 2001; Jiang, 2008; Waltonen-Moore et al., 2006;
Zembylas, 2008
Feelings of isolation, loneliness, and alienation, result in barriers to
learning, lower grades, and increased attrition rates
4. Purpose
Add to the body of knowledge regarding how online course
design can promote the formation of informal communities
Broaden understanding of how RN-BSN students use informal
communities in the online academic environment
5. Research Questions
1. How can online course design promote the formation of
informal communities?
2. How do students use informal communities in online
RN-BSN degree programs?
6. Theoretical Foundation: Community of Practice
Theory
Community of
Practice Theory
Domain
Shared interest
Commitment
Unique
Competencies
Community
Participation =
reciprocal learning
Practice Practitioners
Wenger, 2006;
Wenger, McDermott, & Snyder, 2002
7. Instrument: Interview Guide
• Created by researcher
• Questions based on the literature
• E-mailed to participants prior to
the interview
9. Target Population
Students in Fully
Online RN-BSN
Programs
Two Participants
Three
professional
networking sites
Seven
Participants
One university in
the Western US
11. Participant Demographics
Age Ranges • 4 participants >45 age group
• 3 participants 36-45 age group
• 2 participants 26-35 age group
Ethnicity • 7 participants Caucasian
• 1 participant African
• 1 participant unknown
Number of Courses
Completed
• Number of online courses taken : 4--29
• Average 13
Marital Status • 8 participants married
• 1 participant divorced
Distance from Campus • Only 1 participant lived < 30 miles from campus
• 1 participant , distance unknown
12. Participants’ Informal Communities
• Range 1—15
• Average 4
Number of People in
Informal Community
• Range everyday to
“variable”
• Most 1--2 times per week
Frequency of Contact
with Community
Members
13. Data Analysis
Two Methods
Open Coding
Chunks of
meaningful
responses identified
Numbered &
sorted by theme
NVivo
CAQDAS
Parent Nodes
Child Nodes
14. Data Analysis: NVivo
Use of starter codes based on the literature
(the process of adding, sorting, and coding data continued past this download)
Lewins & Silver, 2007
15. Data Analysis: Open Coding
• Meaningful chunks highlighted
• Meaning of chunk in the right column
• Meaningful chunks numbered
and grouped into themes
• Number of chunks coded: 120
Foss & Waters, 2007; Merriam, 2009
16. Data Analysis
Research Question #1
Interview Questions Responses Central
Themes
1. Are informal
communities
incorporated into your
online course? If so,
how?
• Informal discussion forum
• Course mail
• Chat room
2. How do you
communicate with the
members? Why do you
choose this medium?
• E-mail
• Texting
• Informal discussion forum
• Course mail
• Facebook
• Telephone
• Chat room
• Trust
• Convenience
17. Data Analysis
Research Question #2
Interview Question Central Themes
3. How do you decide who in your
program to include in your informal
community?”
4. When are you most likely to contact a
member of your informal
community?
5. Describe if participation [in an
informal community] contributed
socio-emotional support, academic
support and/or self-knowledge.
• Knowledge & Information Sharing
Component
• Organizational Component:
• Collaboration
• Social Component:
• Trust
• Empathy
• Encouragement and Support
• Shared experiences
• Unique contribution
18. Exemplary Responses
• Somebody might be really strong in Home Health or
somebody might be strong in Critical Care or Public
Health. It might just be a mother who just wants a
mother….
Knowledge and Information Sharing
Component
19. Exemplary Responses
• I would always get a response from her and I would always
feel compelled to respond to her, only because it elicited a
better response from me. She was able to allow me to dig
deeper, and I felt like I was able to do the same for her.
Organizational Component:
Collaboration
20. Exemplary Responses
• As we got into harder courses like Nursing Research, it
started to become more support and cheerleading like, ‘You
can do this’… I can text someone and say, ‘Hi, can you call
me? I really need someone to tell me ‘Good job’.
Social Component:
Encouragement & Support
21. Exemplary Responses
• They would e-mail and say, ‘We’ll be praying for you,’ or ‘Sorry
you’re going through this...it felt like people were really caring
and concerned.
Social Component:
Empathy
22. Exemplary Responses
• Maybe they like cats and I like cats or they have grandkids
and I have grandkids; they like camping and I like camping.
Social Component:
Shared Experiences
23. Exemplary Responses
• After a couple classes, there’s a trust…you’re more willing to
be spontaneous and without withholding your emotions.
Social Component:
Trust
24. Exemplary Responses
• Your kids can say, ‘You’re a great mom,’ or your sister and
friends can say that and it means a lot, but when you have
another equal like another RN who is going through the same
thing and has the same stuff--when someone you respect and
is your equal to you says, ‘You’re doing really amazing,’ it
means a lot.
Social Component:
Unique Support
25. Conclusions
Trust & convenience
of media essential
Informal communities
increased student
outcomes
Students in online
RN-BSN programs
formed their own
community of
practice
26. Implications for Instructional Design
• The affective domain contributed to
perceived learning, student satisfaction,
& retention
Incorporate the affective
domain in course design
• Consider the learners’ degree of digital
literacy & desire to learn new tools
• These participants communicated through
“traditional” means
The latest isn’t always the
greatest
27. Implications for Instructional Design
• Participants short on time – consider time
required to use, and learn to use, media
• Ensure adequate scaffolding for students
Convenience of using media
essential
• Some participants still did not feel safe using
social media, and felt more secure using
tools within the LMS
• Increased use of social media over time will
likely lead to greater comfort levels in using
new media, but this should not be assumed
Trust in using media
essential
29. References
Billings, D. M., Connors, H. R., & Skiba, D. J. (2001). Benchmarking best practices in web-based nursing courses. Advances
in Nursing Science, 23(3), 41-52.
Billings, D. M., Skiba, D. J., & Connors, H. R. (2005). Best practices in web-based courses: Generational differences across
undergraduate and graduate nursing students. Journal of Professional Nursing, 21(2), 126-133.
Carmean, C. E. (2008). Learning design 2.0: Emergence, connected networks and the creation of shared knowledge
(Doctoral dissertation, Capella University).
Cummings, S., & van Zee, A. (2005). Communities of practice and networks: Reviewing two perspectives on social learning.
KM4D Journal 1(1), 8-22.
Delahoussaye, M., Zemke, R., & Miller, S. (2001). Ten things we know for sure about learning online. Training, 38(9), 48-59.
Foss, S. K., & Waters, W. (2007). Destination dissertation: A traveler’s guide to a done dissertation. Lanham, MD: Rowman &
Littlefield.
Jiang, J. (2008). Exploring the relationship between the feelings of isolation among distance learners and the levels of
interaction built into the online course (Doctoral dissertation, Indiana State University).
Kreijns, K., Kischner, P., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported
collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353.
30. References
Lewins, A., & Silver, C. (2007). Using software in qualitative research. Thousand Oaks, CA: Sage.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from
http://www.ewenger.com/theory/communities_of_practice_intro.htm
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge.
Boston, MA: Harvard Business Press.
Waltonen-Moore, S., Stuart, D., Newton, E., Oswald, R., & Varonis, E. (2006). Virtual strangers to a cohesive online learning
community: The evolution of online group development in a professional development course. Journal of Technology and
Teacher Education, 14(2), 287-311.
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71-87.
