Lenandlar Singh presented on using Facebook groups in undergraduate education at the University of Guyana. The university recently developed a Moodle platform and lecturers are exploring various tools, with Facebook being the most popular. Singh discussed related work showing both benefits and challenges of using Facebook for education. He outlined how Facebook groups are designed at the university to share files, discuss course materials, and communicate between students and lecturers. While not a replacement for an LMS, Facebook groups provide affordances like a central space for contact and modeling social learning.
Using Social Media in Student Affairs: An Evidence-Based ApproachRey Junco
Talk given at #ACPA14 conference based on a chapter from the upcoming book Engaging Students through Social Media: Evidence Based Practices for Use in Student Affairs http://goo.gl/HGWW9j
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Using Social Media in Student Affairs: An Evidence-Based ApproachRey Junco
Talk given at #ACPA14 conference based on a chapter from the upcoming book Engaging Students through Social Media: Evidence Based Practices for Use in Student Affairs http://goo.gl/HGWW9j
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
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.
CSCW 2012: Going to College & Staying ConnectedMadeline Smith
Going to College and Staying Connected:
Communication Between College
Freshmen and Their Parents
Madeline Smith, Duyen Nguyen, Charles
Lai, Gilly Leshed, Eric Baumer
Presented at CSCW 2012, Bellevue, WA
We studied the ways in which college
freshmen communicate with their
parents and the communication
technologies they use. Interviews
with students revealed insights
into students’ communication an
Using Social Media as a Professor and as a Thought Leader in the business worldHannah Redmond
This presentation was made at the 2012 Business Professor Teaching Summit at Drexel University in Philadelphia. Presenters were Hannah Redmond and Leon Fraser.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
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.
CSCW 2012: Going to College & Staying ConnectedMadeline Smith
Going to College and Staying Connected:
Communication Between College
Freshmen and Their Parents
Madeline Smith, Duyen Nguyen, Charles
Lai, Gilly Leshed, Eric Baumer
Presented at CSCW 2012, Bellevue, WA
We studied the ways in which college
freshmen communicate with their
parents and the communication
technologies they use. Interviews
with students revealed insights
into students’ communication an
Using Social Media as a Professor and as a Thought Leader in the business worldHannah Redmond
This presentation was made at the 2012 Business Professor Teaching Summit at Drexel University in Philadelphia. Presenters were Hannah Redmond and Leon Fraser.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
How I Use Google Technology to Enhance Travel ExperienceJustin Lee
Google DevFest 2010 Taipei: Local Demos #2
Justin Lee (李易修) speaked about his experience writing Google Maps Mashup and Chrome Extensions (including PlaceClipr, PrintMyMap, Fourlickr).
Perspectives on Cloud COmputing - GoogleACMBangalore
Perspectives on Cloud Computing by Dr Prasad Ram, Google India Site Director, keynote delivered at Cloud Symposium, as part of Compute 2009, ACM Bangalore
Blu-ray Disc (also known as BD or Blu-Ray) is an optical disc storage,designed to Upgrade the contemporaystandard DVD format. It is a High Definitjion Audio- Video Device.
Science of Facebook Marketing by Dan ZarrellaHubSpot
Interaction on Facebook is a science. In this webinar, Dan Zarrella, social media scientist and author of The Social Media Marketing Book, discusses the sociology of the Facebook community and the scientific way of leveraging opportunities on Facebook.
Part I: Introduction to Cloud Computing
- What is Cloud Computing?
- Classification of Cloud Computing
Part II: Introduction to Google App Engine
- What is Google App Engine?
- Why Google App Engine?
- Core APIs & Language Support
- Google App Engine for Business
- Google App Engine Customers
- Q&A
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
This is a first draft for my poster on web 2.0 tools in PETE programs. It is a poster that illustrates work in progress. It will be presented at the National AAHPERD conference in April, 2009.
The Application of Blogs and Facebook in Scaffolding the Internship Learning ...CITE
LEE, Wing Yi Celina (Faculty of Education The University of Hong Kong)
CHAN, Chun Ho Randolph
CHAN, Kim To
LEUNG, Chun Kit (Faculty of Education, The University of Cambridge)
CHU, Samuel Kai Wah (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_594.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
Similar to Facebook in undergraduate education (20)
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
1. LENANDLAR SINGH
SENIOR LECTURER
DEPARTMENT OF COMPUTER SCIENCE
UNIVERSITY OF GUYANA
Facebook in Undergraduate Education: An Update
Moodle MOOC 6 Conference
May 05, 2015
@lenandlar lenandlar.singh@uog.edu.gy
2. Outline
Context
Related Work
Facebook Group Design
Facebook in Undergraduate Education @ UG
Experiences
Affordances
References
3. Context: University of Guyana
Recently developed a Moodle Platform!
Lecturers are free explore any tool
A range of technologies are adopted
Social Networking
Yahoo Groups
Blogs – sharing resources, some dialog
Google Sites – sharing resources
Peerwise
Facebook (Most Popular)
4. Lecturers’ Experiences
Technologies are adopted for both formal and informal learning
Blogs are used to post updates, share resources
Yahoo Groups used to share files and communicate
with students
Google sites used to share notes and other
resources
Peerwise (used for implementing contributing
student pedagogy)
Facebook Groups used to share files, discuss course
materials, communicate
5. Challenges for Lecturers
Inadequate understanding of effective technology integration
Little/no support
No reward – a struggle to remain motivated
Do at your own risk and at the expense of research
6. Related Work(1)
Facebook can be used a teaching tool but
problems with accessing real effect (Boghian, 2013)
Facebook useful for reflecting on learning
experiences (Chan et al., 2013)
Facebook was effective a learning environment to
support collaborative learning (DeVilliers &
Pretorius, 2013)
7. Related Work(2)
Engineering Students found that FB supported their
learning(Al-Atabi & Younis, 2010)
Teaching and Learning using FB is a challenge for
teachers and students alike (Gray, Annabel, Kennedy,
2010)
“Social presence is the most important factor that
determines students’ usage of Facebook. The features
of social presence indeed can also encourage students
to collaborate and work together.”
(Cheung, Chee & Lee, 2011)
8. Related Work(3)
McCarthy(2013) identified many ‘positive
outcomes’ associated with first year students use of
Facebook as a learning tool
Johnston, Chen and Hauman (2013) - Students are
more dependent on Facebook than Twitter and
noted “changes in usage, attitude and perception
of Facebook over time”
9. Related Work(4) : vs LMS
Schroeder and Greenbowe (2009)
number of posts on Facebook was nearly four times more
than on WebCT
postings raised more complex topics
generated more detailed replies
DeSchryver et al (2009) - students assigned to Facebook did
not write longer or more frequent postings than the
students assigned to Moodle.
“A possible reason was that the students did not like having discussions in a
separate system—Facebook—as they had been using Moodle in the course” –
Wang et al. (2012)
10. Related Work(5): vs LMS
Wang et al. (2012) – used FB Groups as LMS
announcements
sharing resources
organizing weekly tutorials
conducting online discussions
Students satisfied with “affordances” BUT some limitations
File Format Issues
Thread Management
Uncertainty about Privacy
11. Facebook in Undergraduate
Education @ UG
Singh,L., & Gaffar,K. (2010). Using Social Software to Support
Computer Science Education - A Case of Using Facebook Groups.
Paper presented at the 17th Biennial Conference Caribbean Academy
of Science (CAS) Conference, Antigua, November 15, 2010.
Singh, L. (2011). Structured vs Unstructured Use of Facebook in the
Classrooms at the University of Guyana. In J. Mair (Eds.), Face the
Future: Guyana and the New Media Revolution, (pp. 55-64). Arima
Publishers.
12. Facebook in Undergraduate
Education @ UG
Singh, L., Gaffar, K. (2011). Using Social Software to Support
Computer Science Education A Case of Using Facebook Groups. e-
Journal of the Caribbean Academy of Sciences, 5(1).
Singh, L., & Gaffar, K. (2012). Engaging Computing Students on their
Turf - Facebook Groups at Work. Presented at the Connecting
Online (CO12) Conference. February 3-5, 2012.
13. Facebook in Undergraduate
Education @ UG
Singh, L. (2013). Guided Assessment or Open Discourse: A
Comparative Analysis of Students’ Interactions on Facebook Groups.
Turkish Online Journal of Distance Education, 14(1), 35-43.
Singh, L., & Gaffar, K. (2013). On the Formal Use of Facebook in
Education in Deutsch, N. (Ed.).(2013). Connecting online for
instruction and learning: International perspectives. Charleston:
Createspace.
14. What is known?
Facebook is easy to use
Facebook can support elements of learning and student
engagement
Facebook works best for Informal Learning opportunities
work
Do not use Facebook like your traditional LMS – It is NOT!
23. Analysis: Facebook Group Design
Other Features
Polling/Asking Questions
Tagging e.g @Lenandlar
Group Chat – not very intuitive
No Threaded Forums – was presented in earlier versions
24. Facebook Activities in Undergraduate
Education @ UG
Groups form the basis for all support activities
Set up for all classes
Students locate group and ask to join
Communication
Notices, updates, etc
Resource sharing
Lecture notes, other reading materials
Discussions
Any topical discussion allowed
Some tutorials – some formal use was explored, Group Chat
28. Why Facebook/Groups?
Students always on
Students expect some element of social engagement
Quick and easy way to communicate with students, sharing
information, post updates, etc
Low overheads – easy to set up, easy to use
Separate from personal Facebook profile (you don’t have to engage
outside of groups)
29. Facebook as LMS?
Facebook Groups support some aspects of Learning Management
Threads/Discussions
File Sharing
Searching
Enrolment Management
Biggest challenge
User Management
Who are legitimate group members?
Locating Content
Finding discussion topics
30. Affordances
A central space for 24/7 contact among students and
between students and lecturers
A space that could help first year students adapt
quickly to university life
A way for lecturers/instructors to develop working
social relationships with students
A space to model social learning
31. References
Al-Atabi, M., & Younis, O., (2010). Use of Facebook to support module delivery for undergraduate
engineering programmes. Proceedings of the 2010 AaeE Conference, Sydney.
Boghian, I. (2013). Using Facebook in Teaching. In M. Pătruţ, & B. Pătruţ (Eds.) Social Media in
Higher Education: Teaching in Web 2.0 (pp. 86-103). Hershey, PA: Information Science Reference.
doi:10.4018/978-1-4666-2970-7.ch005
Chan, R.C.H., Lee, C.W.Y. Chan, B., Leung, C.K., & Chu, S.K.W. (2013). The application of blogs and
Facebook in scaffolding the internship learning process. Paper presented at the CITE Research
Symposium 2013, The University of Hong Kong, Hong Kong.
Cheung, M.K.C., Chiu, P., & Lee, M.K.O.(2011). Online social networks: Why do students use
facebook? Computers in Human Behaviour, 27, pp. 1337–1343
Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: Why do students use
facebook?. Computers in Human Behavior, 27(4), 1337-1343.
32. References
DeSchryver, M., Mishra, P., Koehler, M. & Francis, A. (2009). Moodle vs. Facebook: does using Facebook for discussions in
an online course enhance perceived social presence and student interaction? In I. Gibson et al. (Ed.), Proceedings of
society for information technology & teacher education international conference (pp. 329–336). Chesapeake, VA:
Association for the Advancement of Computing in Education (AACE).
deVilliers, M.R., & Pretorium, M.C.(2013). Evaluation of a Collaborative Learning Environment on a Facebook Forum. The Electronic
Journal Information Systems Evaluation, 16(1), pp. 56-70
Gray, K., Annabell, L., & Kennedy, G. (2010). Medical students' use of Facebook to support learning: Insights from four case studies.
Medical teacher, 32(12), 971-976.
Johnston, K., Chen, M., Hauman, M. (2013). Changes in use, Perception and Attitude of First Year Students Towards Facebook and
Twitter. Proceedings of the European Conference on Information Management, p. 135
McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections
from 2008 to 2011. Australasian Journal of Educational Technology, 29(3), pp. 337-356
Schroeder, J. & Greenbowe, T. (2009). The chemistry of Facebook: using social networking to create an online community for the
organic chemistry laboratory. Journal of Online Education, 5, 4.
Wang, Q., Woo, H.L., Quek, C.L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An
exploratory study. British Journal of Educational Technology. 43(3). p 428–438