How to REALLY use LinkedIn - mini LinkedIn PresentationBert Verdonck
Lots of people have a LinkedIn Profile and some connections, but don't know what to do with this website.
This mini LinkedIn presentation shows where the power of LinkedIn resides and how to tap into that power.
Get your FREE copy of the second edition of the international bestseller "How to REALLY Use LinkedIn" via www.how-to-really-use-linkedin.com
About Networking Coach: we are a team of business networking specialists, online and offline, with workshops, presentations and training courses about LinkedIn, networking at events and referrals. We are usually hired as a speaker or trainer.
Skilldom revolutionizes the way learning is provided. Skilldom endorses unique contextual methodology as opposed to a convetional approach to learning. Our solutions are innovative and highly interactive with rich graphics and game based learning.
How to REALLY use LinkedIn - mini LinkedIn PresentationBert Verdonck
Lots of people have a LinkedIn Profile and some connections, but don't know what to do with this website.
This mini LinkedIn presentation shows where the power of LinkedIn resides and how to tap into that power.
Get your FREE copy of the second edition of the international bestseller "How to REALLY Use LinkedIn" via www.how-to-really-use-linkedin.com
About Networking Coach: we are a team of business networking specialists, online and offline, with workshops, presentations and training courses about LinkedIn, networking at events and referrals. We are usually hired as a speaker or trainer.
Skilldom revolutionizes the way learning is provided. Skilldom endorses unique contextual methodology as opposed to a convetional approach to learning. Our solutions are innovative and highly interactive with rich graphics and game based learning.
A brief presentation on how to write a good CV.
this presentation is primarily for Freshers but can be referred by experienced professionals.
Explains the Dos and Don'ts and how the CV should flow making the candidate confident and presentable for the Interview
Amplify Your Effectiveness with The Five-Minute CoachPortia Tung
And what would you like to have happen?
Join us in this fun and interactive workshop to practice The Five-Minute Coach approach, one of the most effective and efficient ways to improve individual and group performance. You'll get a chance to help others clarify their outcomes and become more motivated to achieve them as well as do the same for yourself.
The Five-Minute Coach developed by Lynne Cooper and Mariette Castellino isn't only a lean and powerful performance improvement tool, it's also a practical introduction to the principles and use of Clean Language.
Objectives:
- Learn about the 5 stages of The Five-Minute Coach
- Gain practical coaching experience in applying the approach
- Receive coaching on a problem/outcome of your choice
What is the difference between coaching and mentoring?The Pathway Group
The difference between Coaching and Mentoring, Table 1: Differences between Mentoring and Coaching
Mentoring, difference between coaching and mentoring in difference between coaching and mentoring with examples
difference between coaching and mentoring and training
difference between coaching and mentoring ppt, coaching training providers in birmingham uk
Enhancing your Academic online presence using LinkedInSue Beckingham
Having an online presence goes hand in hand when using social media. This presentation considers how academics or any professionals may enhance their digital presence using LinkedIn. It also considers the value of developing online networks and why this is important.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
A brief presentation on how to write a good CV.
this presentation is primarily for Freshers but can be referred by experienced professionals.
Explains the Dos and Don'ts and how the CV should flow making the candidate confident and presentable for the Interview
Amplify Your Effectiveness with The Five-Minute CoachPortia Tung
And what would you like to have happen?
Join us in this fun and interactive workshop to practice The Five-Minute Coach approach, one of the most effective and efficient ways to improve individual and group performance. You'll get a chance to help others clarify their outcomes and become more motivated to achieve them as well as do the same for yourself.
The Five-Minute Coach developed by Lynne Cooper and Mariette Castellino isn't only a lean and powerful performance improvement tool, it's also a practical introduction to the principles and use of Clean Language.
Objectives:
- Learn about the 5 stages of The Five-Minute Coach
- Gain practical coaching experience in applying the approach
- Receive coaching on a problem/outcome of your choice
What is the difference between coaching and mentoring?The Pathway Group
The difference between Coaching and Mentoring, Table 1: Differences between Mentoring and Coaching
Mentoring, difference between coaching and mentoring in difference between coaching and mentoring with examples
difference between coaching and mentoring and training
difference between coaching and mentoring ppt, coaching training providers in birmingham uk
Enhancing your Academic online presence using LinkedInSue Beckingham
Having an online presence goes hand in hand when using social media. This presentation considers how academics or any professionals may enhance their digital presence using LinkedIn. It also considers the value of developing online networks and why this is important.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
So what is the absolute value of social media for maths graduates? Sue Beckingham
Developing a professional online presence. Key objectives:
Taking ownership of YOUR professional online presence
Building valuable networks
Developing confident digital skills
Standing out from the crowd
How to use LinkedIn - Build a Personal Brand and Company Brand using LinkedIn.
Presented By Ralph Meyer at the "Where there Tea, there's hope" event on Thursday the 15th - https://www.eventbrite.co.uk/e/where-theres-tea-theres-hope-registration-63373420607
In this presentation, you will learn:
- How to provoke confidence and credibility while showcasing yourself as a professional
- How to position you as a thought-leader in your industry for massive career growth
- How to position you and your brand above your competition
- How to align your business goals and target audience so you can reach your true potential
Why should you care about building,expanding or promoting your career, skills and profile online using LinkedIn? This professional development seminar will look at social media to do just that. What are appropriate avenues? What should I post on these sites and what should I avoid?
Who do you think you are? UCISA keynote #udigcapSue Beckingham
As we continue to embrace Web 2.0 in our social lives, how is this impacting on our digital footprint? Taking a proactive approach to self-managing your virtual identity is increasingly important. By leveraging your professional online presence it is possible to develop a professional network that extends beyond immediate connections and has the potential to open new doors to opportunities for scholarly activities. This talk will consider the impact of digital scholarship; the tools we may wish to consider using; and will raise awareness that we have much of value to share as professionals.
https://www.ucisa.ac.uk/groups/dsdg/Events/2015/digcaps/new_programme.aspx
How to build a strong brand on LinkedInRuth Kusemiju
Everyone needs a personal Brand! More than a resume or Bio
A Complete LinkedIn Profile Brand to
1) Optimize Your career change opportunity
2) Build a Network that Will Power Your Future
3) Build your personal web site to communicate your expertise
4) Get you job offers even when you’re not looking
5) Provide a positive first impression for people searching your name
6) Open up doors and opportunities you didn’t even know were there
7) Help build a network to take you where you want to go
Looking beyond the CV: Developing a LinkedIn ProfileSue Beckingham
Looking beyond the CV: Developing a LinkedIn profile and understanding how social media is used in a professional context within workplace and by prospective employers.
Developing a Professional Online Presence as a GraduateSue Beckingham
Raising awareness of the importance of developing a professional online presence is a vital part of a students education and will enhance the skills they will need as graduates.
Similar to Enhancing your Academic online presence using LinkedIn (20)
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
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.
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.
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.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Enhancing your Academic online presence using LinkedIn
1. Enhancing your Academic online presence
using
SueBeckingham @suebecks SheffieldHallamUniversity
2. “Social Media gives more
people a voice and provides
a powerful tool for value
creation and competitive
differentiation”
Advanced Human Technologies 2010
3. We need to be seen as role
models for our students
Our students returning from
placement and graduates can also be
role models
http://www.slideshare.net/suebeckingham/social-media-for-placement-networking
4. Our students need to be
prepared for 'social recruitment'
Social media screening, Skype interviews and online CVs
• 42% of companies are now using video interviews to recruit roles
• 45% of employers now use social media to screen job candidates
• 34% of Jobseekers are using online profiles and using Twitter to make
first contact with employers
Guardian Careers 2015
http://www.theguardian.com/careers/2015/nov/22/social-media-skype-and-online-cvs-new-ways-to-get-a-job-live-chat
6. https://blogs.shu.ac.uk/profiles/cases-2/
This project has developed a toolkit of resources to support the effective use of
LinkedIn by staff and students made up of artefacts in multiple media, including:
• Video ‘talking heads’ of employers describing how they scrutinise LinkedIn
profiles, and other social media, as part of their recruitment strategies;
• Short video case studies featuring alumni and how they understand the
importance of social media in relation to getting a job;
• Case studies from students and advisors describing their use of LinkedIn and
how this has helped them, especially in becoming confident, networked
professionals;
• Leading academics talking about the importance of maintaining a
professional network.
7. The interface keeps changing so do
refer to the up to date resources
provided by LinkedIn
https://help.linkedin.com/app/home
LinkedIn Help
8. Questions to consider
Who will look at your online profile?
What do people want to know about you?
Where will they use this information?
Why is your profile important?
When and how often do you update it?
How will you use your profile to your advantage?
9. Shining the spotlight
on LinkedIn
MAKING
CONNECTIONS
SKILLS AND
ENDORSEMENTS
RECOMMENDATIONS
SEARCH GROUPS
DIGITAL
SCHOLARSHIP
12. Weak Ties
Strong Ties
YOU
Strong Ties
Friends or Peers
are less likely to
be able to
provide new
information or
connections
Weak Ties
May be able to
introduce you to
new people
with potential
company
information and
potential job
offerings
13. The power of online connections
• recruitment/job seeking
• develop a personal brand
• opportunity to learn and share
• global connections
• maintain connections
• ongoing 24/7 networking
• ability to be known and found
• 6 degrees of separation
4.74*
* Facebook study
14. Understand your audience
The way you tell your story will depend on whose attention
you’re trying to attract. Whether it’s peers in your professional
network, potential research or business partners, or other useful
business contacts, understanding your audience will help you
tailor your LinkedIn profile to speak directly to them.
16. Put a face to your name
First impressions count. Including a professional photo in your
profile brings your story to life and attracts more attention on
LinkedIn. LinkedIn state that members with profile photos
receive 14x more profile views than those without.
17. Create a headline that
reflects your skills/interests
Along with your photo, your headline is the first thing people
see on your LinkedIn profile. Use this area to speak directly to
your target audience, including phrases or keywords they might
be using to find you.
18. Tell your professional story
Demonstrate your expertise.
Use the Summary and Experience sections of your profile to
showcase your career and experience – and show others why
you’re someone worth knowing.
Be sure to include keywords and phrases that highlight your
best skills and improve your visibility in LinkedIn and Google
search results.
19. Let your network speak for you
Get recommendations and endorsements of your skills from
colleagues, employers, and professionals who can speak to your
abilities and contributions. Having personal advocates will give
you even more credibility.
Leadership
Team working
Digital
Literacy
Problem
Solving
Negotiation
and persuasion
Communication
Organisation
Emotional
Intelligence
20. Showcase your work
Nothing shows your quality of work to contacts better than rich,
tangible examples. Upload or link to previous work, such as blog
posts, presentations, images, and websites, and give people a
reason to engage with you.
You may also link your SlideShare presentations and auto upload
them to your profile in your Summary section.
24. Make yourself easy to find
Your LinkedIn profile tells your professional story and can help
cement new relationships. Make sure people are seeing it.
Customise your public profile URL to increase your chances of
appearing in search results and make it easy for people to find
you. Add to business cards, website/blog, email signature.
25. Updating your profile
On your profile page you can
turn updates off whilst you are
making edits
When adding new publications also consider adding to:
• LinkedIn profile
• SHURA Sheffield Hallam Research Archive
(or your institution's equivalent)
• Academia.edu
• ResearchGate
• Mendeley
26. Using social media to remain
in good standing
Middleton and Beckingham 2015
27. “Your brand isn’t what you say, it is,
it’s what Google says it is…”
It has the power to influence people
to invest (or divest) in you.
(Joel 2009)
Remember....
28. Senior Lecturer in Information Systems and Educational Developer with a
research interest in the use of social media in education.
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
Sue Beckingham | @suebecks
Six degrees of separation - Stanley Milgram 1967
http://www.facebook.com/notes/facebook-data-team/anatomy-of-facebook/10150388519243859
http://www.nytimes.com/2011/11/22/technology/between-you-and-me-4-74-degrees.html?_r=2