This document discusses the public nature of participating online for learning. It notes that posting content online, even just to friends, means it is not truly private. It also discusses how participating online can mean doing so in semi-public spaces where one's identity and work is visible. The document outlines some of the challenges this public nature introduces, such as managing one's online identity and ensuring safe spaces exist for learning and making mistakes. It emphasizes the importance of establishing trust online and considering the student experience of participating publicly.
This was a guest lecture presented online at 12.30pm, Monday 14th October 2013, as part of Session 2: Co-creation in the University of Edinburgh Institute for Academic Development's Online Tutoring course (Autumn 2013).
Attention Citizens! Presentation as part of the Citizen Science Workshop - Ni...COBWEB Project
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Presentation and discussion session for a group of agricultural consultants and researchers at Scotland’s Rural College, Kings Buildings, Edinburgh, 27 August 2015.
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
This was a guest lecture presented online at 12.30pm, Monday 14th October 2013, as part of Session 2: Co-creation in the University of Edinburgh Institute for Academic Development's Online Tutoring course (Autumn 2013).
Attention Citizens! Presentation as part of the Citizen Science Workshop - Ni...COBWEB Project
Attention Citizens! Presentation as part of the Citizen Science Workshop organised by COBWEB, FieldTrip GB and the Open University, British Science Association Science Communication Conference 2014, 1st-2nd May 2014.
Presentation and discussion session for a group of agricultural consultants and researchers at Scotland’s Rural College, Kings Buildings, Edinburgh, 27 August 2015.
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
Slides for a talk on "Demystifying the Social Web" given by Brian Kelly, UKOLN at the Readeast's "R-e-@ding: reaching out to readers in a digital world" Conference held in Flitwick on 26 November 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/readeast-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
Slides from talk on "The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service Departments" given in the BUCS seminar room on 8 June 2009.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bucs-200906/
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Slides for a talk on "What's On the Technology Horizon?" given by Brian Kelly, UKOLN at the ILI 2011 conference in London on 27 October 2011.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ili-2011/
Author: Prof. Maged N. Kamel Boulos, MBBCh, MSc (Derm), MSc (Med Informatics), PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
---
Themes covered:
Networked Social Media in Learning and Teaching (contexts: higher education; medicine and healthcare, including patient education and clinicians’ collaboration and CPD—Continuing Professional Development).
Networked Social Media in Research (both as a primary focus for research and as tools/enablers in research).
The above two themes are interrelated and frequently overlap in research-led higher education institutions (research-informed teaching and practice).
UPDATE available at: http://www.slideshare.net/umhealthscienceslibraries/web-20-presentation-tool-resources-slidesshare-slidecast-zoho-show-thinkfree-mixcaster/
A brief introduction to using web 2.0 resources to enrich your professional presenting experiences, beginning with finding images, then moving into how use web 2.0 tools to facilitate education, hiring, professional presentations, and more.
Mobile Technologies: Why Library Staff Should be Interestedlisbk
Slides for a talk on "Mobile Technologies: Why Library Staff Should be Interested" given by Brian Kelly, UKOLN at a seminar for University of Bath Library staff on 21 March 2011.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bath-library-2011-03/
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
This is the presentation that the Group gave regarding the inquiry exercise answering the question "Do Web based technologies enhance professional practice?"
Slides for a talk on "Demystifying the Social Web" given by Brian Kelly, UKOLN at the Readeast's "R-e-@ding: reaching out to readers in a digital world" Conference held in Flitwick on 26 November 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/readeast-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
Slides from talk on "The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service Departments" given in the BUCS seminar room on 8 June 2009.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bucs-200906/
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Slides for a talk on "What's On the Technology Horizon?" given by Brian Kelly, UKOLN at the ILI 2011 conference in London on 27 October 2011.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ili-2011/
Author: Prof. Maged N. Kamel Boulos, MBBCh, MSc (Derm), MSc (Med Informatics), PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
---
Themes covered:
Networked Social Media in Learning and Teaching (contexts: higher education; medicine and healthcare, including patient education and clinicians’ collaboration and CPD—Continuing Professional Development).
Networked Social Media in Research (both as a primary focus for research and as tools/enablers in research).
The above two themes are interrelated and frequently overlap in research-led higher education institutions (research-informed teaching and practice).
UPDATE available at: http://www.slideshare.net/umhealthscienceslibraries/web-20-presentation-tool-resources-slidesshare-slidecast-zoho-show-thinkfree-mixcaster/
A brief introduction to using web 2.0 resources to enrich your professional presenting experiences, beginning with finding images, then moving into how use web 2.0 tools to facilitate education, hiring, professional presentations, and more.
Mobile Technologies: Why Library Staff Should be Interestedlisbk
Slides for a talk on "Mobile Technologies: Why Library Staff Should be Interested" given by Brian Kelly, UKOLN at a seminar for University of Bath Library staff on 21 March 2011.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bath-library-2011-03/
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
This is the presentation that the Group gave regarding the inquiry exercise answering the question "Do Web based technologies enhance professional practice?"
Presented by Anne Robertson and Carol Blackwood for the Scottish Association of Geography Teachers in Perth, on 25 October 2014. An overview of some of the features of the online mapping tool for schools.
Introduction to an ICT based cross curricular resource for Secondary Geography PGDE students, given by Anne Robertson and Carol Blackwood at the University of Strathclyde on 27 October 2015.
Slides accompanying the University of Edinburgh Digital Day of Ideas 2016 (#DigScholEd) workshop on Tweeting and Blogging for Academics run by Nicola Osborne (EDINA) and Lorna Campbell (EDINA/LTW). The workshop took place on 18th May 2016. Read more about the event here: http://www.digital.hss.ed.ac.uk/ddi/ddi-2016/
Presentation made at the 'Towards linked science - Open Data and DataCite Esrtonia seminar as part of the Estonian Open Access Week at University of Tartu
Presenter: Peter Burnhill, Director, EDINA national academic data centre, University of Edinburgh, Scotland UK
Presentation given at Beyond Books: What STM & Social Science publishing should learn from each other Marriott Hotel/Kensington, London, 22 April 2010
This presentation was part of a session run by Nicola Osborne, EDINA, for the University of Edinburgh Post Graduate Certificate in Academic Practice's Learning and Teaching Online module. Accompanying notes can be found here: http://nicolaosborne.blogs.edina.ac.uk/files/2010/10/SocMed-Notes.pdf.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
A look at the research being carried out by Dr Stuart Dunn at Kings College London. This includes his work on rediscovering Corpse Paths in Great Britain.
A presentation by Clare Rowland from the Centre for Ecology and Hydrology given at EDINA's GeoForum 2017 about the new Landcover 2015 data now available in Environment Digimap.
A presentation by John Murray from Fusion Data Science given at EDINA's GeoForum 2017 about the use of Lidar Data and the technology and techniques that can be used on it to create useful datasets.
Slides accompanying the presentation:"Reference Rot in Theses: A HiberActive Pilot", a 10x10 session (10 slides over 10 minutes) presented by Nicola Osborne (EDINA, University of Edinburgh). This presentation was part of Repository Fringe 2017 (#rfringe17) held on 3rd August 2017 in Edinburgh. The slides describe a project to develop Site2Cite, a new (pilot) tool for researchers to archive their web citations and ensure their readers can access that archive copy should the website change over time (including "Reference Rot" and "Content Drift").
Slides accompanying the "If I Googled You, What Would I Find? Managing your digital footprint" session at the CILIPS Conference 2017: Strategies for Success, presented at the Apex Hotel, Dundee, on Tuesday 6th June 2017 by Nicola Osborne, EDINA Digital Education Manager.
"Managing your Digital Footprint : Taking control of the metadata and tracks and traces that define us online" invited presentation for CIG Scotland's 7th Metadata & Web 2.0 Seminar: "Somewhere over the Rainbow: our metadata online, past, present & future", which took place at the National Library of Scotland, 5th April 2017.
Slides accompanying Nicola Osborne's(EDINA Digital Education Manager) session on "Social media and blogging to develop and communicate research in the arts and humanities" at the "Academic Publishing: Routes to Success" event held at the University of Stirling on 23rd January 2017.
"Enhancing your research impact through social media" - presentation given by Nicola Osborne, EDINA Digital Education Manager, at the Edinburgh Postgraduate Law Conference 2017 (19th January 2017).
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
A talk by Dr. Phil Bartie about Spatial Data, how he has used it, issues of quality and how Digimap has helped him by making it available throughout his academic career.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. How does it feel to
participate in public?
Nicola Osborne, Jisc MediaHub Service
Manager / Digital Education Manager
http://edina.ac.uk
2. What do I mean by “In Public”
• Posting something online to friends and colleagues
doesn’t necessarily mean it is “private” to them.
• Posting something open to the world doesn’t
necessarily mean you wanted it to be public, to be
global, to be seen by everyone.
• Public and private blur (boyd 2010), particularly in
online learning spaces and social media spaces – we
are a Google away from our identities merging.
3. “In Public” can also be about student context
Participating online can mean participating in public or semi-
public spaces, with viewers, distractions, restrictions,
overhearing, being observed…
Home Office – relaxing mode by Flickr user jholster / Jaakko Holster Cindarella’s Using WiFi by Flickr user CarbonNYC / David Goehring
4. What is “Participation” here?
• Participation may range from asking
questions and engaging in discussions
through to elaborate collaborative projects
or peer learning activities.
• Negotiating roles and contribution may look
different, online can mean:
– Absence of physical cues and indicators of
who is speaking, their frustrations or
emotional context.
– Lurking students or absent students making
group construction and bonding challenging.
– Asynchronous discussion and planning,
sometimes across timezones.
– Greater non-learning pressures for time and
accompanying preference for focusing on
assessed activity.
– Contributing can mean overwriting or editing
others’ work in a very direct way (e.g. wikis,
collaborative documents).
Yoly, Peter, Holly & Rob by Flickr user joeflintham / Joe
Flintham
Presenting to the group by Flickr user epredator / Ian
Hughes
5. (Lack of) Anonymity
• In the classroom students (largely) elect who to expose full names
to…
• VLEs usually attach real names to comments, postings, collaborative
work and, often, connect these to student numbers used in numerous
semi-anonymous administrative functions by the University.
• Wikis track and record every change attributing changes to specific
users and timestamps. Errors are public. Corrections are public.
• Google+ launched requiring the use of real names (see e.g. Blue
2011).
• Facebook have repeatedly re-set privacy settings to default to
“public”, most recently with search changes in October 2013 (see
Constine 2013).
• Twitter updates are public. Even “private” accounts can be easily
accessed via the API.
Teaching and Learning online means understanding and
acknowledging the more public nature of the space.
6. Constructing Online Identity
• When performing in public we may present
ourselves in highly curated ways. Who is
watching and where we are participating
changes what we are willing to expose about
ourselves (Goffman 1959).
• Looking at academics’ engagement online
Barbour & Marshall (2012) suggests use of:
formal self; public self; comprehensive self;
teaching self; uncontainable self.
• What does that mean for learners constructing
their learning identity online?
• How does an online learner’s identity connect
to their other online or offline lives? How is this
different to the in-person learning experience?
This makes me gag just looking at it –
sword swallower of Clan Tynker by
Flickr user Alaskan Dude / Frank
Kovalchek
7. Safe Spaces for Learning
• In person engaging and collaborating
can mean taking a risk, exposing
ignorance or misunderstanding, being
visible in the room…
• The same actions in online learning
contexts can mean:
– Identifying yourself by name, by image or
both as you take that risk…
– Exposing your non-learner identity online,
particularly if engaging via social media
used for learning and personal activities…
– That may include exposing your subject or
professional misunderstandings or
ignorance to professional contacts or future
employers (as in Ferdig et al 2008).
– And your comments and participation may
never disappear – it can remain there
indefinitely
20120209-RA-NCATT-0001 by Flickr user USDAgov /
U.S. Department of Agriculture
Group work “Geopolitical Aspects” by Flickr user
Lisavanovitch/ Lisa Vanovitch
8. Establishing Trust
• What can you do to create that safe online space? For making
errors and learning from them? For sharing and collaborating
openly?
• How will you negotiate your own online identity or identities
as you interact in your teaching and learning spaces?
• How can you make students who are not keen to actively
engage visible, confident, part of the group?
• How can you manage more vocal, more active, more
attention seeking students who are not collaborating well
online?
• How will you be able to detect an absence of collaboration
and co-creation? Or assess the balance of contributions? How
can participation be prompted or supported online?
9. Empathising with the Student Experience
• The online medium is often text, and that can feel different
than a comment or response in person:
– Informal feedback can seem to carry the weight and significance
of formal assessment and feedback.
– It can be reread and fretted over
– It may also be read and reread by others
– It can be more easily misinterpreted depending on the
perspective of the reader…
• Online participations in informal collaborative learning
contexts appear to be sensitive to correction and may try to
make corrections in private rather than in public (Osborne
2012).
10. Expansive Opportunities
• Co-creation of learning in these spaces can mean a greater sense of
ownership and agency, improved confidence in using the online
learning spaces or tools, a greater sense of community (as discussed
in Delahunty et al 2013).
• The diversity of student contexts can create serendipitous
opportunities and unexpected perspectives…
• It can also be a really fun and engaging way to learn!
• A safe online space can mean quieter or more shy students engage
more actively or vocally, emboldened by the differing etiquette and
affordances of online spaces.
• Peers may support each other beyond official teaching and learning
times, or beyond the bounds of a module or course.
• Peers may form social communities which can be productive and
constructive (although not always). See Hallam et al (2011).
11. Terms and Conditions
• Making informed choices is central to use of social media and non-
institutional online spaces and tools…
• What type of spaces or experiences are appropriate to your
students, their context, their professional aspirations or experience
(e.g. see the General Medical Council’s Social Media Guidance)
• You need to know what you asking your students to do:
– Are you requiring them to register for new sites/spaces? Is that
appropriate or justifiable?
– Understand what data they will be sharing and what might happen to it –
engage with the Terms of Service for any tool you use.
– What happens if students do not want to use a particular space,
particularly a third party/commercially operated space?
– How will you ensure your teaching and learning activity is accessible, or a
suitable alternative is accessible, to your students?
12. See Also
• University of Edinburgh Managing Your
Digital Footprint project:
– Campaign: http://www.ed.ac.uk/schools-
departments/institute-academic-development/about-
us/projects/digital-footprint
– PTAS-funded Research Strand:
http://www.ed.ac.uk/schools-departments/institute-
academic-development/learning-
teaching/staff/news/funding/previous-projects/march-
2014/digital-footprint
• danah boyd (2014) “It’s Complicated”:
http://www.danah.org/itscomplicated/
• Jon Ronson’s (2015) “So, You’ve Been
Publicly Shamed”:
http://www.picador.com/books/so-youve-been-publicly-
shamed
13. References
• Barbour, K. and Marshall, D., 2012. The academic online: constructing persona through the www. In First Monday,
17(9) [Online]. Available fromhttp://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
• Blue, V., 2011. 2011: Nymwars Year Zero. In Violet Blue’s ZDNet Pulp Tech Blog, 22nd December 2011. Available
at:http://www.zdnet.com/blog/violetblue/2011-nymwars-year-zero/874.
• boyd, d., 2010. Making sense of privacy and publicity. South by SouthWest (SXSW) conference. Austin,
Texas. Available from: http://www.danah.org/papers/talks/2010/SXSW2010.html.
• boyd, d. 2012. The Politics of 'Real Names': Power, Context, and Control in Networked Publics. In Communications of
the ACM, 55(8), pp. 29-31. Available from: http://cacm.acm.org/magazines/2012/8/153809-the-politics-of-real-
names/fulltext.
• Constine, J., 2013. Facebook removing option to be unsearchable by name, highlighting lack of universal privacy
controls. In TechCrunch, 10th October 2013. Available from: http://techcrunch.com/2013/10/10/facebook-search-
privacy/.
• Delahunty, J., Verenikina, I. and Jones, P., 2013. Socio-emotional connections: identity, belonging and learning in
online interactions. A literature review. In Technology, Pedagogy and Education. Available from:
http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/pdf/10.1080/1475939X.2013.813405.
• Ferdig, R., Dawson, K., Black, E. W., Paradise Black, N. M., and Thompson, L. A., 2008. Medical students? and
residents? use of online social networking tools: Implications for teaching professionalism in medical education. In First
Monday, 13 (9), 1st September 2008. Available from:
http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2161/2026.
• Goffman, E., 1959. The presentation of self in everyday life. New York, NY: Anchor Books.
• Hallam Goodband, J., Solomon, Y., Samuels, P.C., Lawson, D. and Bhakta, R., 2012. Limits and potentials of social
networking in academia: case study of the evolution of a mathematics Facebook community. In Learning, Media and
Technology, 37(3), pp. 236-252, DOI: 10.1080/17439884.2011.587435. Available from:
http://dx.doi.org/10.1080/17439884.2011.587435.
• Osborne, N., 2012. Continuous professional development in collaborative social media spaces. MSc. University of
Edinburgh. Available from: https://sites.google.com/site/cpdaandsocialmedia/home.
• Osborne, N. and O’Shea, C., 2012. Copy of Managing Academic Identities in Social Media for IDEL [presentation].
Available from: http://prezi.com/efevcec_kiug/copy-of-managing-academic-identities-in-social-media-for-idel/.
14. Useful Resources: Terms & Conditions
• University of Edinburgh Social Media Guidelines: http://www.ed.ac.uk/website-
programme/training-support/guidelines/social-media
• University of Edinburgh Writing for the Web Guidelines: http://www.ed.ac.uk/website-
programme/training-support/guidelines/editorial
• University of Edinburgh Social and Cloud Based Learning and Teaching Advisory Service:
http://www.ed.ac.uk/schools-departments/information-services/learning-
technology/social-cloud/overview
• General Medical Council Doctors Use of Social Media – notes on the new Good Medical
Practice guidance: http://www.gmc-uk.org/guidance/10900.asp
• IBM Social Computing Guidelines: http://www.ibm.com/blogs/zz/en/guidelines.html. A
good example of an open but well thought through organisational approach to social
media.
• JISC legal: http://www.jisclegal.ac.uk/A source of guidance for HE and FE on the use of
technology in education, research and external engagement. Includes legal guidance on
various social media tools including Facebook and Pinterest.
• Facebook Terms of Service: https://www.facebook.com/legal/terms
• Twitter Terms of Service: https://twitter.com/tos
• Google and Google+ Terms of Service:
http://www.google.com/intl/en/policies/terms/archive/
15. Discussion…
• How have you found it learning and reflecting in front of
others?
• Did this feel different from developing thoughts and ideas in
your normal offline space?
• In the Padlet activity did the merging of your offline identity
with your online learner identity feel comfortable, safe,
concerning?
• How do you feel about this being public to the world?
• How did you find this week’s Wiki activity?
• Did anyone edit your text?
• What was your response to or experience of that?
16. Questions?
• Please do continue discussions via Learn or Twitter
(#EdOnlineTut)
• I am happy to answer specific questions around
the use of social media, especially in teaching and
learning contexts. Also happy to chat about
anything we do here at EDINA. Email me:
nicola.osborne@ed.ac.uk