Social media in higher education and business – what can we learn?Miia Äkkinen
Social media in higher education and business - what can we learn? Presentation on November 24, 2011 at seminar "Future challenges in learning and knowledge transfer" organized by project Nordic Knowledge on the Web, a co-operation project between universities in Vaasa, Finland, Umeå/Sweden and Bodö/Norway.
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, Presented the Web Knowledge Sharing Platform on ESD in the panel on June 6th, the second day of the Big Foot Conference.
This training manual designed for University of Phoenix employees, will offer instructional guidance regarding the availability of social media tools, their benefits, and correlation with the understanding of social learning for professional development.
Social media in higher education and business – what can we learn?Miia Äkkinen
Social media in higher education and business - what can we learn? Presentation on November 24, 2011 at seminar "Future challenges in learning and knowledge transfer" organized by project Nordic Knowledge on the Web, a co-operation project between universities in Vaasa, Finland, Umeå/Sweden and Bodö/Norway.
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, Presented the Web Knowledge Sharing Platform on ESD in the panel on June 6th, the second day of the Big Foot Conference.
This training manual designed for University of Phoenix employees, will offer instructional guidance regarding the availability of social media tools, their benefits, and correlation with the understanding of social learning for professional development.
Presentation on the main points raised at MOOCS - Which Way Now? A one day event hosted by the Association for Learning Technology MOOC Special Interest Group
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
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
Social Media and International Developmentsounddelivery
ICT and social media have been taken up with enthusiasm by some in the international development community, seeking innovative solutions to the problems faced by millions of the world’s poorest and most disadvantaged people. This session will look at 3 or 4 ways in which new media has been used in developing countries and will discuss what UK based NGO’s can learn from experiences overseas.
Use of Social Media by People with Visual Impairments: Usage Levels, Attitude...icchp2012
Inclusion by Accessible Social Media - Use of Social Media by People with Visual Impairments: Usage Levels, Attitudes and Barriers - Fuglerud, Kristin Skeide (f)
Presentation on the main points raised at MOOCS - Which Way Now? A one day event hosted by the Association for Learning Technology MOOC Special Interest Group
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
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
Social Media and International Developmentsounddelivery
ICT and social media have been taken up with enthusiasm by some in the international development community, seeking innovative solutions to the problems faced by millions of the world’s poorest and most disadvantaged people. This session will look at 3 or 4 ways in which new media has been used in developing countries and will discuss what UK based NGO’s can learn from experiences overseas.
Use of Social Media by People with Visual Impairments: Usage Levels, Attitude...icchp2012
Inclusion by Accessible Social Media - Use of Social Media by People with Visual Impairments: Usage Levels, Attitudes and Barriers - Fuglerud, Kristin Skeide (f)
The 15 Most Common Body Language MistakesBernard Marr
Body language matters. Our brain relies on snap judgements to categorize another person and predict whether they are trustworthy, threatening, competent, likeable, etc. Here are the top 15 body language blunders to watch out for.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Social Strategies for Successful Student EngagementSalesforce.org
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Institutional Social Networks: A tool for student communication and teaching? Bernaddette John & Stylianos Hatzipanagos
1. INSTITUTIONAL SOCIAL NETWORKS:
A TOOL FOR
STUDENT COMMUNICATION AND TEACHING?
Bernadette John Stylianos Hatzipanagos
King’s College London
8th Excellence in Teaching conference, King’s College London
2. Overview of talk
• Social Media in Higher education: opportunities
• KINSHIP: a social network for King’s
• KINSHIP evaluation:
• Implications for formal/informal learning
• Digital professionalism
• Towards the mobile social networking site:
lessons from KINSHIP
3. Social media and user-generated content’
• Collective and collaborative information is gathered,
shared, modified and redistributed in creative acts;
• Personal sites and content increasingly belong to the
so called ‘me media’ category;
• The user controls the choice of tools and services;
• The ‘collective intelligence’ of users is harnessed
through aggregation and large-scale cooperative
activities
(Hatzipanagos & Warburton 2009)
5. Digital literacies for 21st century
learners
• Generation Y (also known as the Millennial) uses
technology at higher rates than people from other
generations
• Digital divide
• Digital natives vs. digital immigrants: (probably a
myth); digital residents and digital visitors.
• Peer-oriented due to easier facilitation of
communication through technology
• Multitasking
6. Ubiquity and multi-functionality:
• Blogs (reflective aspect)
• Wikis (collaborative construction of knowledge)
• Social bookmarking (sharing personal references
with some form of commentary/tagging)
• Social networking (discussion, communication in
formal and informal spaces)
• Immersive environments (virtual worlds, MUVEs)
• e-portfolios to showcase achievement
Social Media in Higher Education:
some examples
7. Social media : opportunities
Social media can support & sustain communities
much better than previous generations of learning
technologies, where institutional barriers undermined
any initiatives for embedding formal and informal
learning.
8. Student communities and social media :
opportunities
Social media can help users to:
– Link to professional communities that can provide feedback, support and
professional identity scaffolding.
– Develop an appropriate, professional digital voice
– Link to other learner and expert groups, crossing the curriculum horizontally
and vertically, so that members are not confined by disciplinary/progression
barriers in sharing experiences and learning from others.
– Link to co-curricular and interdisciplinary groups.
– Embed informal and formal lines of communication.
– Create self help sub-groups that can move between boundaries, following a
Communities of Practice trajectory.
– Embed Formal/informal assessment places with an emphasis on formative
rather than summative activities.
Hatzipanagos (in press)
10. Findings: evaluating KINSHIP
• Majority of students positive about using KINSHIP as a
digital platform to develop their professional voice and
profiles, ….
• But few actually embraced it fully
• advantage of KINSHIP compared to other social
networks, as it is more exclusive targeting people from
King’s and mainly being used for academic purposes.
• Users seem to respond favourably to the separation of
purely social interactions and work/academic informal or
semi formal interactions
11. Findings: Online learning for nursing
students using KINSHIP
• Online discussions during the elective period
can facilitate critical thinking about global health
across a range of global health competencies
• Online discussion can facilitate critical reflection
and support global health learning
• Students may not actively participate in an
optional online programme unless it’s tied to
assessment.
Molly Fyfe and Paula Baraitser (November, 2013)
12. YAMMER: learning from the KINSHIP
experience
• Microsoft Office 365 is integrating Yammer
(our Outlook, excel, word etc. is moving towards
cloud hosting and Yammer will be added to this
suite)
• Simple authentication – towards single sign on
• Help students to establish their digital voice on a
mainstream enterprise communications suite
• Improved communications for collaboration and
group working
• Potential for mobile accessibility and
functionality upgrades
13. Lessons learnt: towards successful
adoption of a social platform
• A clear identity is required to achieve wider adoption.
• Development and evolution of functionality in step with
commercial platforms
• Improved accessibility via link from front page of KCL
website and redeveloping as a mobile application
• Addressing privacy concerns raised by the students
about potential monitoring by staff/institution
• Actively and consistently promote to students and staff
any internal platform in order to ensure traffic