Lisa Harris presented on social media applications for businesses. She discussed key trends in social media and technology adoption like the growth of mobile usage and video. Examples were given of how businesses can use social networks like Twitter for customer service, marketing offers and products, networking, and market research. Attendees were encouraged to build their own online presence and engage with digital communities.
Social technologies hit the mainstream. This document summarizes key trends in digital marketing including the rise of video and mobile content. It discusses how social media engagement drives search engine optimization and brand advocacy. Examples are provided of using hashtags to engage audiences on social media for events. The power of video and mobile access is outlined, noting people are more prepared to engage online. It emphasizes using blogs to pull together other social media content and provide sharing options to spread content across networks.
This document discusses integrating employability skills into higher education curriculum through case studies of online portfolio implementation in the UK. It notes a gap between skills employers seek and how universities currently prepare students. Online portfolios can facilitate higher student engagement meeting employers' needs. Benefits include identifying strong/weak students and allowing students to showcase work. Challenges include reluctance from some staff and students preferring traditional teaching methods. The document raises how to more effectively promote this approach to staff and students.
Lisa Harris is interested in innovative applications of technology in education, business, and society. She is currently involved in projects investigating digital literacy, social activism, social CRM, and social learning. Some of her work includes exploring social shopping behaviors on social networks and the role of social media in online activism. She is also developing blended learning modules and working to embed digital literacy into university curriculums.
Doing Horrible Things to DNS in the Name of Science - SF Performance MeetupTom Croucher
The document discusses techniques for improving website performance through modifications to DNS. It describes how serial HTTP loading is slower than parallel loading due to round trip times for DNS lookups. It then evaluates options for implementing parallel DNS lookups, including using CNAME records to alias multiple hostnames to a single IP address, and placing additional IP addresses in the answer or additional sections of DNS responses to allow parallel lookups. While these techniques could improve performance, they may violate DNS standards or caching assumptions.
Agency Management Institute and Audience Audit conducted an audience segmentation study to look at the attitudes and behaviors of CMOs in regard to agencies and their agency relationships.
This study focused on small to mid-sized agencies and their typical clients (marketing budgets of $1 million or less annually).
We presented the findings at the BOLO 2014 conference.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
Lisa Harris presented on social media applications for businesses. She discussed key trends in social media and technology adoption like the growth of mobile usage and video. Examples were given of how businesses can use social networks like Twitter for customer service, marketing offers and products, networking, and market research. Attendees were encouraged to build their own online presence and engage with digital communities.
Social technologies hit the mainstream. This document summarizes key trends in digital marketing including the rise of video and mobile content. It discusses how social media engagement drives search engine optimization and brand advocacy. Examples are provided of using hashtags to engage audiences on social media for events. The power of video and mobile access is outlined, noting people are more prepared to engage online. It emphasizes using blogs to pull together other social media content and provide sharing options to spread content across networks.
This document discusses integrating employability skills into higher education curriculum through case studies of online portfolio implementation in the UK. It notes a gap between skills employers seek and how universities currently prepare students. Online portfolios can facilitate higher student engagement meeting employers' needs. Benefits include identifying strong/weak students and allowing students to showcase work. Challenges include reluctance from some staff and students preferring traditional teaching methods. The document raises how to more effectively promote this approach to staff and students.
Lisa Harris is interested in innovative applications of technology in education, business, and society. She is currently involved in projects investigating digital literacy, social activism, social CRM, and social learning. Some of her work includes exploring social shopping behaviors on social networks and the role of social media in online activism. She is also developing blended learning modules and working to embed digital literacy into university curriculums.
Doing Horrible Things to DNS in the Name of Science - SF Performance MeetupTom Croucher
The document discusses techniques for improving website performance through modifications to DNS. It describes how serial HTTP loading is slower than parallel loading due to round trip times for DNS lookups. It then evaluates options for implementing parallel DNS lookups, including using CNAME records to alias multiple hostnames to a single IP address, and placing additional IP addresses in the answer or additional sections of DNS responses to allow parallel lookups. While these techniques could improve performance, they may violate DNS standards or caching assumptions.
Agency Management Institute and Audience Audit conducted an audience segmentation study to look at the attitudes and behaviors of CMOs in regard to agencies and their agency relationships.
This study focused on small to mid-sized agencies and their typical clients (marketing budgets of $1 million or less annually).
We presented the findings at the BOLO 2014 conference.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
This document provides an overview and summary of an introductory session for a Digital Business module. It includes:
- An introduction to the module themes around digital change in society and its impacts on organizations and individuals.
- An outline of the module structure focusing on reflections on the digital economy's role in sustainability, examining new business models, and developing digital literacies.
- A discussion of hybrid models of education and expectations for post-pandemic workplaces, emphasizing flexibility, collaboration, and a critical approach.
- An overview of Week 1 activities involving a MOOC and interview reflection as well as recommendations for additional resources.
The document provides an overview of the plan for a small group session on digital tools for collaboration and creativity. It will ensure students understand module expectations and get started collaborating. It promotes effective use of university resources like IT support and study skills support. It also introduces several digital tools for collaboration like shared documents, MS Teams calls, and MS Whiteboard. Tools for creating visuals mentioned are Canva and Piktochart.
This document provides an overview and introduction to the Digital Business module. It discusses key themes like digital transformation, new business models, and implications for employees. The module will examine these issues at an individual, organizational, and societal level. Students will develop digital literacies and evaluate online sources of information. A hybrid model combines online asynchronous learning with optional real-time sessions. Resources include a free MOOC on the future workplace and reports on digital trends. The first week will include attending an intro session, joining a MOOC, and completing an introductory activity.
This document provides an overview and introduction to a digital business module. It discusses key themes like the impact of digital change on culture and organizations. New business models of companies like FAANG are examined. A hybrid model of education is described, combining online asynchronous and same time interactions. Resources on the future of work and free digital tools are also listed. The module will focus on understanding digital change at a societal, organizational and individual level through assigned readings, discussions and activities.
This document provides an overview of an introductory session on digital business and society. It introduces the session facilitators and their areas of expertise. The key themes of the module are discussed, including how digital transformation is impacting culture and business models, not just technology. An asynchronous model is outlined for student interactions. Digital opportunities for different times and spaces in education are presented. Expectations are set around critical and collaborative work. An overview of the first week's activities is provided along with additional resources for students.
Lisa Harris has led the development of several innovative educational programs and technologies throughout her career, often being among the first to do so. Some of her accomplishments include developing the first interdisciplinary bachelor's degree in e-commerce in the UK in 1999, the first master's degree in digital marketing in the UK in 2009, integrating a MOOC into a university module for the first time in 2015, and broadcasting a live lecture via Periscope to an online course, also a first in 2015. She advocates an approach of "leadership by stealth", where the focus is on empowering others rather than seeking personal credit, and building people up to shine through reliable support and collaboration.
This document summarizes an introductory session for a digital business module. It introduces the module themes and structure, provides biographies of the lecturers Lisa Harris and Beth Kewell, and outlines some of Lisa Harris' pioneering work in digital education. It also previews key topics that will be addressed in future weeks of the module, including transforming organizational culture for digital business and moving from product pipes to platforms.
The webinar discussed integrating MOOCs and LinkedIn Learning resources into modules to provide flexible, open learning opportunities for students. It highlighted the Digital Technologies and the Future of Work module's use of a MOOC to give students a global learning experience. The FutureLearn Campus project and Study UK campaign were also described as ways to encourage learners to sign up for paid courses. Finally, LinkedIn Learning was outlined as a resource for developing work-related skills through short courses on various topics that issue completion certificates.
This document provides an introduction and overview of FlipGrid, a social learning platform that allows students to create and share short videos in response to discussion topics or prompts. The summary includes:
1. FlipGrid allows educators to create "Grids" for classes/groups and add discussion topics for students to respond to with short videos. It aims to create an engaging community for collaboration and feedback.
2. The document demonstrates how to set up an account, create a Grid, add topics, and record/edit response videos through the FlipGrid platform interface.
3. A variety of use cases for FlipGrid are listed, including assignments, presentations, book clubs, goal setting, and more across different academic levels from
This document provides an overview of the Digital Business introductory session. It introduces the module themes, demonstrates FlipGrid and the ELE platform, and discusses how digital transformation requires reconfiguring business around social, mobile, analytics and cloud technologies while transforming organizational culture. It also explores the shift from pipes to platforms and how mature internet services are driving digital transformation across industries.
This document provides notes from a digital business workshop. It includes:
- An agenda covering introductions, reviewing previous topics, exercises and presentations, and next steps.
- An introduction to the workshop facilitator and information on how to connect with her online.
- A discussion of previous workshop topics including the scope of AI and jobs of the future.
- Key topics for the day including defining digital business, analyzing macro trends through PESTLE analysis, and discussing waves of digital disruption.
The document discusses how digital technologies and the internet are transforming business models and the future of work. It covers the evolution of the internet from basic infrastructure to platforms, and how organizations are becoming modular and constructed from service platforms. It identifies five key challenges organizations face in this new environment: culture, new entrants, legacy systems, speed of change, and thinking differently. Examples are provided for how different industries are impacted.
Collaborative social learning involves students researching and blogging about a topic, reading and commenting on peers' blogs, and reflecting on how the peer interactions enhanced their understanding. Students are assessed based on their original blog post, comments on two peers' work, and a reflection. The process repeats throughout the course and aims to create an online learning community. Students reported enjoying learning from different perspectives by reading peers' takes on issues and gaining valuable insights from highly engaged commenters.
This document discusses how digital technologies are changing the future of work and the skills needed to succeed. It explores emerging jobs, the importance of developing digital literacies and maintaining an active digital profile. Examples are given of new roles involving coaching, caring and connecting that combine human input with technology. The document emphasizes that developing a customized digital footprint through blogging and social media can boost one's reputation, skills and career opportunities in the long run.
Building a professional digital profileLisa Harris
This document discusses building a professional digital profile and presence. It notes that a standard CV is no longer sufficient and recruiters now use social media to evaluate candidates. It encourages actively developing a digital footprint through tools like blogs, Twitter, LinkedIn and Slideshare to showcase work, build networks, and enhance one's career. It emphasizes giving value to one's network by sharing useful information over time rather than just connecting when needing recommendations.
Collaborative social learning involves students researching and blogging about a topic, reading and commenting on peers' blogs, and reflecting on how the peer interactions enhanced their understanding. Students are assessed based on their original blog post, comments on two peers' work, and a reflection. The process repeats throughout the course and aims to provide multiple perspectives on each topic through peer-to-peer discussion and feedback from instructors. Students reported that interacting with and learning from their peers' unique interpretations of issues enriched their learning experience.
This document summarizes a presentation on integrating Massive Open Online Courses (MOOCs) into higher education teaching and learning. It discusses sector priorities around quality, competition, and skills development. It also covers learners' expectations of networked and blended learning. Research findings show that the majority of students found MOOCs improved their learning through flexibility, deeper understanding, and interaction. However, some students remained unconvinced of MOOCs' benefits. The presentation concludes that MOOC integration can help address sector priorities while enhancing most learners' experiences.
The document discusses how digital literacy skills are important for learning, working, and living in today's networked world. It outlines several topics that will be covered in the module, including how to effectively use blogs and social media to enhance learning and career opportunities. Students will participate in an online MOOC and research project to learn about developing digital literacies and learning networks. They will also set up blogs and learn how to curate and create various digital content, effectively communicate online, and manage their digital identity and online behavior.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
This document provides an overview and summary of an introductory session for a Digital Business module. It includes:
- An introduction to the module themes around digital change in society and its impacts on organizations and individuals.
- An outline of the module structure focusing on reflections on the digital economy's role in sustainability, examining new business models, and developing digital literacies.
- A discussion of hybrid models of education and expectations for post-pandemic workplaces, emphasizing flexibility, collaboration, and a critical approach.
- An overview of Week 1 activities involving a MOOC and interview reflection as well as recommendations for additional resources.
The document provides an overview of the plan for a small group session on digital tools for collaboration and creativity. It will ensure students understand module expectations and get started collaborating. It promotes effective use of university resources like IT support and study skills support. It also introduces several digital tools for collaboration like shared documents, MS Teams calls, and MS Whiteboard. Tools for creating visuals mentioned are Canva and Piktochart.
This document provides an overview and introduction to the Digital Business module. It discusses key themes like digital transformation, new business models, and implications for employees. The module will examine these issues at an individual, organizational, and societal level. Students will develop digital literacies and evaluate online sources of information. A hybrid model combines online asynchronous learning with optional real-time sessions. Resources include a free MOOC on the future workplace and reports on digital trends. The first week will include attending an intro session, joining a MOOC, and completing an introductory activity.
This document provides an overview and introduction to a digital business module. It discusses key themes like the impact of digital change on culture and organizations. New business models of companies like FAANG are examined. A hybrid model of education is described, combining online asynchronous and same time interactions. Resources on the future of work and free digital tools are also listed. The module will focus on understanding digital change at a societal, organizational and individual level through assigned readings, discussions and activities.
This document provides an overview of an introductory session on digital business and society. It introduces the session facilitators and their areas of expertise. The key themes of the module are discussed, including how digital transformation is impacting culture and business models, not just technology. An asynchronous model is outlined for student interactions. Digital opportunities for different times and spaces in education are presented. Expectations are set around critical and collaborative work. An overview of the first week's activities is provided along with additional resources for students.
Lisa Harris has led the development of several innovative educational programs and technologies throughout her career, often being among the first to do so. Some of her accomplishments include developing the first interdisciplinary bachelor's degree in e-commerce in the UK in 1999, the first master's degree in digital marketing in the UK in 2009, integrating a MOOC into a university module for the first time in 2015, and broadcasting a live lecture via Periscope to an online course, also a first in 2015. She advocates an approach of "leadership by stealth", where the focus is on empowering others rather than seeking personal credit, and building people up to shine through reliable support and collaboration.
This document summarizes an introductory session for a digital business module. It introduces the module themes and structure, provides biographies of the lecturers Lisa Harris and Beth Kewell, and outlines some of Lisa Harris' pioneering work in digital education. It also previews key topics that will be addressed in future weeks of the module, including transforming organizational culture for digital business and moving from product pipes to platforms.
The webinar discussed integrating MOOCs and LinkedIn Learning resources into modules to provide flexible, open learning opportunities for students. It highlighted the Digital Technologies and the Future of Work module's use of a MOOC to give students a global learning experience. The FutureLearn Campus project and Study UK campaign were also described as ways to encourage learners to sign up for paid courses. Finally, LinkedIn Learning was outlined as a resource for developing work-related skills through short courses on various topics that issue completion certificates.
This document provides an introduction and overview of FlipGrid, a social learning platform that allows students to create and share short videos in response to discussion topics or prompts. The summary includes:
1. FlipGrid allows educators to create "Grids" for classes/groups and add discussion topics for students to respond to with short videos. It aims to create an engaging community for collaboration and feedback.
2. The document demonstrates how to set up an account, create a Grid, add topics, and record/edit response videos through the FlipGrid platform interface.
3. A variety of use cases for FlipGrid are listed, including assignments, presentations, book clubs, goal setting, and more across different academic levels from
This document provides an overview of the Digital Business introductory session. It introduces the module themes, demonstrates FlipGrid and the ELE platform, and discusses how digital transformation requires reconfiguring business around social, mobile, analytics and cloud technologies while transforming organizational culture. It also explores the shift from pipes to platforms and how mature internet services are driving digital transformation across industries.
This document provides notes from a digital business workshop. It includes:
- An agenda covering introductions, reviewing previous topics, exercises and presentations, and next steps.
- An introduction to the workshop facilitator and information on how to connect with her online.
- A discussion of previous workshop topics including the scope of AI and jobs of the future.
- Key topics for the day including defining digital business, analyzing macro trends through PESTLE analysis, and discussing waves of digital disruption.
The document discusses how digital technologies and the internet are transforming business models and the future of work. It covers the evolution of the internet from basic infrastructure to platforms, and how organizations are becoming modular and constructed from service platforms. It identifies five key challenges organizations face in this new environment: culture, new entrants, legacy systems, speed of change, and thinking differently. Examples are provided for how different industries are impacted.
Collaborative social learning involves students researching and blogging about a topic, reading and commenting on peers' blogs, and reflecting on how the peer interactions enhanced their understanding. Students are assessed based on their original blog post, comments on two peers' work, and a reflection. The process repeats throughout the course and aims to create an online learning community. Students reported enjoying learning from different perspectives by reading peers' takes on issues and gaining valuable insights from highly engaged commenters.
This document discusses how digital technologies are changing the future of work and the skills needed to succeed. It explores emerging jobs, the importance of developing digital literacies and maintaining an active digital profile. Examples are given of new roles involving coaching, caring and connecting that combine human input with technology. The document emphasizes that developing a customized digital footprint through blogging and social media can boost one's reputation, skills and career opportunities in the long run.
Building a professional digital profileLisa Harris
This document discusses building a professional digital profile and presence. It notes that a standard CV is no longer sufficient and recruiters now use social media to evaluate candidates. It encourages actively developing a digital footprint through tools like blogs, Twitter, LinkedIn and Slideshare to showcase work, build networks, and enhance one's career. It emphasizes giving value to one's network by sharing useful information over time rather than just connecting when needing recommendations.
Collaborative social learning involves students researching and blogging about a topic, reading and commenting on peers' blogs, and reflecting on how the peer interactions enhanced their understanding. Students are assessed based on their original blog post, comments on two peers' work, and a reflection. The process repeats throughout the course and aims to provide multiple perspectives on each topic through peer-to-peer discussion and feedback from instructors. Students reported that interacting with and learning from their peers' unique interpretations of issues enriched their learning experience.
This document summarizes a presentation on integrating Massive Open Online Courses (MOOCs) into higher education teaching and learning. It discusses sector priorities around quality, competition, and skills development. It also covers learners' expectations of networked and blended learning. Research findings show that the majority of students found MOOCs improved their learning through flexibility, deeper understanding, and interaction. However, some students remained unconvinced of MOOCs' benefits. The presentation concludes that MOOC integration can help address sector priorities while enhancing most learners' experiences.
The document discusses how digital literacy skills are important for learning, working, and living in today's networked world. It outlines several topics that will be covered in the module, including how to effectively use blogs and social media to enhance learning and career opportunities. Students will participate in an online MOOC and research project to learn about developing digital literacies and learning networks. They will also set up blogs and learn how to curate and create various digital content, effectively communicate online, and manage their digital identity and online behavior.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. Who we are Cristina Costa works at the University of Salford, as a member of the central research team. Her role is to champion innovative means of convening and disseminating research activity, and promote collaborative research ventures with the use of new web technologies. For more information: http://knowmansland.com Lorraine Warren is a Senior Lecturer in Entrepreneurship and Innovation at the University of Southampton. Her interests in the use of technology in education go back to the early 1990s when she headed the project 'Multimedia Courseware in the Humanities' as part of the ITTI programme at the University of Hull. More recently, she has linked her research in entrepreneurial identity to the development of proactive profiles in the digital economy. For more information: http://doclorraine.com Lisa Harris is a Senior Lecturer in Marketing at the University of Southampton, Director of the MSc programme in Digital Marketing. She is an accredited tutor for the University of Liverpool online MBA programme, and has projects with Alan Rae investigating how ‘early adopters’ of new technology are using Web 2 tools to ‘punch above their weight’ http://lisaharrismarketing.com
5. Rationale Entrepreneurial activity increasingly involves understanding how today’s networks work and how to deploy them effectively, both online and offline. Building and maintaining a personal brand in this way is becoming a critical aspect of business development It is essential to make sure that the nature of the information an individual displays online is going to encourage rather than discourage potential customers, collaborators etc. This workshop is part of an ongoing research project investigating the use of new technologies to build their digital presence and encourage entrepreneurial activity
6. 21st Century Careers (JISC, 2009) Competition for employment in a global knowledge economy increased levels of self-employment and portfolio working growth of multi-disciplinary teams focused on specific tasks whose members might be physically located anywhere in the world life within a networked society blurring of boundaries between ‘real’ and ‘virtual’, public and private increasingly ubiquitous use of digital technologies.
7. The world is changing… Educators are no longer the ‘gatekeepers’ of knowledge Acquiring information is no longer the issue – critical evaluation is the key skill Contributing effectively to your community Educators and students are learning together “Sage on the stage” to “guide on the side” check out this experiment by Shakespeare Quarterly
9. “Change we can believe in” $28m average raised per month in online donations during 2008 92m views of display ads per month 2.2m site visitors per month 9.8m video views on YouTube 5,455,665 supporters of the Obama Facebook Group 285,467 followers on Twitter
13. How social media has helped my work Developing new contacts Sourcing newly published articles, calls for papers and relevant events to attend Tracking and commenting on the blogposts of key contributors to the field Keeping in touch, real time, with project participants and other key contacts www.lisaharrismarketing.com www.twitter.com/lisaharris www.slideshare.net/lisaharris www.delicious.com/lisaharris1 www.linkedin.com/in/lisajaneharris
14. Your online portfolio A blog. Plenty of good advice here: http://www.slideshare.net/demler1/developing-your-personal-brand-through-blogging Twitter: guides can be linked from: http://www.twitip.com/personal-brand-how-to-build-yours-in-twitter www.teachertrainingvideos.com useful beginner guides (by @russell1955) http://www.slideshare.net/richardsedley/twitter-for-marketing-an-introduction-4639213 (by @richardsedley) LinkedIn http://www.thewebpitch.com/social-networking/are-you-linking-in/ Slideshare – for presentations (and now video aswell...) Be creative! See Ed Hamilton’s CV on Google Maps (45,401 views to date) http://tinyurl.com/ycvcfcx and Jay Foreman’s video history of London’s tube stations http://tinyurl.com/36rkt7k
16. Question What do you consider to be the biggest a) benefit b) challenge in building your digital presence?
17.
18. To end... “academic productivity is about much more than finding ways to get your work done efficiently. It's also about being a productive member of a larger community of thinkers and researchers, all of whom benefit from the wider circulation of more ideas, from more people, in more participatory ways. Alternatively, you can ignore this advice, close the blinds and gaze lovingly at your peer-reviewed papers. All I would say is: remember Betamax.” http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=408419&c=1