Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
This presentation accompanies my Engaging Digital Natives with Web 2.0 conference presentation. Access my wiki for more resources http://jdorman.wikispaces.com/digitalnatives
Social Media, Social Networking and School Libraries.Judy O'Connell
Social networking is a participatory medium that is changing the very nature of our professional connections, our community practices and the nature of learning interactions in these environments. It has become essential for teacher librarians to become professionally competent social media use to be able learn, teach, and communicate in 21st century environments
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
This presentation accompanies my Engaging Digital Natives with Web 2.0 conference presentation. Access my wiki for more resources http://jdorman.wikispaces.com/digitalnatives
Social Media, Social Networking and School Libraries.Judy O'Connell
Social networking is a participatory medium that is changing the very nature of our professional connections, our community practices and the nature of learning interactions in these environments. It has become essential for teacher librarians to become professionally competent social media use to be able learn, teach, and communicate in 21st century environments
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Media and Society, Cyberculture and Cyberspace Higher Education Institutions ...ijtsrd
This article aims to clarify the concepts of cyberculture and cyberspace and the way cyberspace has become a communication field for organizations and companies. The online world has revolutionized society, because the use of technology leads people to change their behaviour, especially in the way they work, live and think in a network. In this sense, organizations also had to adapt to the digital environment, looking for new ways to communicate with their target audience. In this article, we try to understand how Higher Education institutions communicate with students, and for that, we will analyze the website of a prestigious English university, having as a starting point “How does the University of Lincoln communicate through its website with your target audience ” LuÃs Cardoso | Inês Costa "Media and Society, Cyberculture and Cyberspace: Higher Education Institutions and Communication with Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33575.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/social-science/33575/media-and-society-cyberculture-and-cyberspace-higher-education-institutions-and-communication-with-students/luÃs-cardoso
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Introducing interactive documentary in the context of Critical Media Educatio...Danai_mi
This presentation provides the context for my current PhD research and evaluates the pedagogical possibilities and limitations of Mozilla's Popcorn Maker.
Diana C. Sisson and Tara M. Moretensen, Journal of Public Relations Education, Vol. 3, Issue 2, 78-95
Educating students for the social, digital and information world: Teaching public relations infographic design
Abstract
"This study employs an exploratory content analysis of current public relations information graphics to examine variables within two concepts pertaining to public relations: transparency and clarity. These two concepts were chosen because they apply to both traditional public relations practice and are also widely taught amongst contemporary infographics design experts. The subjects of the study are nonprofit organizations’ online informational graphics (N = 376) that have been released on Twitter. Findings suggest that nonprofit organizations are not applying traditional public relations principles to their design of online information graphics, demonstrating difficulty in translating these principles to visual design, a skill that is becoming more important. While the study is not intended to generalize, this snapshot of current practice is used to offer improvements in preparing public relations students for communication with information visualizations. This exploration illuminates the need for public relations education geared toward the social, visual, and data-driven environment. To this end, the study uses these findings to develop an initial set of practices for infographic design that can be implemented into current public relations education."
http://aejmc.us/jpre/2017/12/29/educating-studen…fographic-design/
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
2. 2
revolution evolves, [it will] become a requirement for success in business and in life" (para.10).
Associated with visual literacy is visual communication and technology. Burmark (2002) defined visual
literacy as “a person’s ability to interpret and create visual information…to understand images of all kinds
and use them to communicate more effectively” (p. V). Technology, according to Jonassen, Peck, and
Wilson (1999) refers to “the designs and environments that engage learners” (p. 12). In an interview,
American film director Martin Scorsese responded that “Today, our society and our world are saturated
with visual stimulation… to reach younger people at an earlier age…to shape their minds in a critical
way; you really need to know how ideas and emotions are expressed visually” (Cruickshank, 2006, para.
6).
Defining visual literacy in the midst of new media technology is challenging as it encompasses a wide
variety of meanings. According to Oblinger and Oblinger (2005), “The Net Gen are more visually literate
than previous generations; many express themselves using images. They are able to weave together
images, text, and sound in a natural way. Their ability to move between the real and the virtual is
instantaneous, expanding their literacy way beyond text” (para. 15). Although visual perception seems to
precede any textual explanations, the combination of images, media, and new technologies will require
students to be multi-literate. This new literacy will fuse visual literacy with innovative forms of
technology and digital communications. As we are in the beginning of a new millennium, it is evident
multimedia visual imagery is essential to our culture (Kellner, 2008) wherein, visual technology is
connected to the communication needs of the current generation.
MULTIMEDIA AND THE DIGITAL REVOLUTION
The development of the Internet has revolutionized the world as we know it. The title of a recent article
written by NASBE (2012) Born in Another Time referenced the fact that there is no divide between
technology and students of today. “The long march of visual culture to hegemony continues a pace in the
multimedia terrain of the Internet and cyberspace where images quickly joined words and sounds to help
constitute a new digitized and interactive multimedia culture” (Kellner, 2008, p. 3). “Daily, [students] are
bombarded by a constantly changing torrent of messages from billboards, architecture, magazines, fourcolor newspapers, television, and films” (Williams, 1995, para. 6).
Prensky (2011) suggested that the millennial students are digital natives and spend the majority of their
time watching television of playing video games. In fact, the Visual Teaching Alliance (2012) asserted
that 65% of our students are visual learners. For these students, an image communicates more meaning
than print. As students become more adept users and creators of digital media, they will expect the
classroom to follow suit, in that, digital media will be used as a primary mode of delivery (Henke &
Latendresse, 2005). As today’s students become untethered from their computers, mobile, digital
technologies such as iPhones, iPads, iPods, and other tablet devices are increasingly prevalent. Touch
screen devices, bursting with digital applications, are being distributed and used in classrooms across the
world. New multimedia, according to Veenema and Gardner (1996), “may enable ordinary students to
gain an understanding that may have been accessible only in the extraordinary classroom in years past”
(p. 72).
Christensen, Horn & Johnson (2010) recommended competency-based digital learning as a tool to
intrinsically motivate students. In addition to motivating students, digital media targets an individual’s
learning style. Howard Gardner (1983) provided a framework for classroom learning through his theory
of multiple intelligences (MI). These include: logical mathematical, verbal linguistic, musical rhythmic,
visual spatial, bodily kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. According to
Brown (2002), “the Web is the first medium [to] honor multiple forms of intelligence” (p. 63).
3. 3
THE SOCIAL PLATFORM
As educators consider the use of digital technology in regards to student engagement and motivation in
the college classroom, paradigms are shifting towards the use of social media. Since its inception, the
Internet has created vast opportunities for communication via the World-Wide Web through image-based
social networking sites such as MySpace (2003), Facebook (2004), YouTube (2005), and Twitter (2006).
These social platforms connect individuals and encourage users to share digital content. The NMC
Horizon Report: 2013 Higher Education Edition reported that mobile applications are also tightly
integrated with social networks, making tablets effective tools for collaborating and sharing (Johnson,
Adams Becker, Cummins, Estrada, Freeman, & Ludgate, 2013). However, with the multitude of different
social media tools and the pervasive use across the globe, little is known about the benefits of social
media in higher education as a tool for learning.
Social network sites, defined by Boyd and Ellison (2007), are websites that consist of (1) a public or
semi-public profile within the system, (2) a list of other users with whom they are connected, and (3) the
ability to view others’ lists of connections (p. 2). Before the invention of Web 2.0 technologies, twentiethcentury psychologist Lev Vygotsky’s (1962) principles involved socially constructed meaning where
members of the community contribute to learning. Likewise, Gunawardena, Hermans, Richmond, Bohley,
and Tuttle (2009) described social networking as “the practice of expanding knowledge by making
connections with individuals of similar interests” (p. 1). These socially constructed connections lead to
what Garrison, Anderson and Archer (2000) defined as social presence. Social presence is the “the ability
of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people
(i.e., their full personality), through the medium of communication being used.” (p. 94).
The literature suggests that “social presence is one of the most significant factors in improving
instructional effectiveness and building a sense of community” (Aragon, 2003, p. 57). Spencer (2000)
noted that social presence supports the individual’s cognitive growth through interaction and satisfaction
leading to the construction of new knowledge and increased learning on the part of the students.
Additionally, Kehrwald (2007) related that the development of social presence must be considered in
designs which incorporate interpersonal interaction and collaborative learning. These learning
environments, as perceived by Witmer and Singer (1998), require both involvement and immersion in
meaningfully related activities and events.
Junco, Heiberger, and Loken (2010) noted that social networking websites have become a significant part
of U.S. college students’ lives. In fact, students spend a great deal of time online developing a presence or
identity in order to represent themselves and network with their peers (Greenhow, Robelia, & Hughes,
2009). The Pew Internet and American Life Project reported that 86% of Millennials (18-24 year olds)
use a social network site to stay connected with others (Madden & Zickuhr, 2011) while the Babson
Survey Research Group, in collaboration with New Marketing Labs and Pearson Learning Solutions,
reported that 80% of faculty members used social media in the classroom and over half of that use is for
instructional purposes (Blankenship, 2011). In a recent University of Massachusetts Dartmouth study,
researchers found that 100% of four year college campuses were using social networking in one form or
another (Barnes & Lescault, 2012).
Through social media and Web 2.0 technologies, opportunities now exist to connect and communicate
across geographical regions through the Internet. Across the world millions of people currently use social
networks. Although Facebook is the current leader in the social networking market with 1 billion monthly
active users globally (Grandoni, 2012), other platforms are bringing people together. Solis and Thomas
(2009) demonstrated the magnitude of the communication taking place in their infographic The
Conversation Prism (www.conversationprism.com) which is a visual representation on the everexpansiveness of the social web.
8. 8
In addition, Heer, Bostock, and Ogievetsky (2010) stated that “the use of well-designed visual
representations can replace cognitive calculations with simple perceptual inferences and improve
comprehension, memory, and decision making” (p. 59).
Educators are moving beyond just the reading of text and interpretation of data. They are using the power
of infographics as a means of communication. Mark Smiciklas (2012), author of the book The Power of
Infographics: Using Pictures to Communicate and Connect with Your Audiences, stated, “Infographics
relay the gist of your information quickly, increasing the chance for it to be shared and fueling its spread
across a wide variety of digital channels (p.7). MacQuarrie (2012) suggested that students can use
existing infographics for class discussions or create their own to share in class or online using a variety of
tools. Furthermore, communicating visually through the use of infographics has shown increased student
engagement, conceptual understanding, and collaboration (MacQuarrie, 2012; Smiciklas, 2012).
Pinterest: A New Visual Social Media
TIME magazine named Pinterest as one of “50 Best Websites of 2011” (McCracken, 2011). Created in
2009 and launched in March of 2010, Pinterest is a new class of social platforms where users can visually
share, curate, and discover new interests by pinning images to an online pinboard. Now ranked third
highest social network site behind the social platforms Facebook and Twitter (Experian, 2012), the visual
platform is being used for personal pinning, individual branding, business opportunities, and career
advancement.
Pins are created by linking to visual images from online websites. Users create and curate content by
choosing and organizing specific images from the Web and communicate with other users using up to 500
word character descriptions of their image. The goal, according to the site, is “to connect everyone in the
world through the 'things' they find interesting” (Pinterest, 2012a, para. 8). This contributes to what
Wenger, McDermott and Snyder (2002) defined as a community of practice where “groups of people who
share a concern, a set of problems, or a passion about a topic, deepen their knowledge and expertise in
this area by interacting on an ongoing basis” (p.4).
According to Drake University’s Aaron Jaco, Pinterest is one of the most popular accounts in the world of
higher education (Lytle, 2012). Currently, colleges and universities are using Pinterest as a social
marketing and recruitment tool. However, educators are still struggling find the site appropriate for
authentic classroom learning. With minimal words, video integration, and high quality images, Pinterest,
according to Sundar (2012), “has all the elements for a right brain, visual thinker” (p. 1).
Visually-Enhanced Learning Examples
One of the authors of this chapter utilized Pinterest within the College of Education at a four-year
University to illustrate how students could be both content creators and content curators of information
while building relationships with their classmates in an online environment. According to Downes (2005),
the Web is shifting from a medium where information is transmitted and consumed to a platform in which
content is created and shared as part of a community of practice (Downes, 2005).
The visual social media platform Pinterest was chosen as a means of instruction for 40 elementary preservice teachers. According to Delello (2012), many pre-service teachers do not have the experience
needed to create plans for students they have not seen or manage classrooms, in which, they have not
taught. In order to inspire and support the students, the visual social platform Pinterest was chosen as a
means of gathering ideas through images.
Prior to the class activity, the students were given an initial pre-experience survey to measure their
technology use. Eighty-three percent of the students surveyed reported they were from Generation Y, also
known as the Millennial Generation. Many (46%) of the students reported using social networking sites
9. 9
daily. The social platforms most widely used were Facebook (64%), Pinterest (31%), and Instagram
(18%), each of which, visual in nature (see Figure 6). Seventy-eight percent of the students used a
Pinterest account for personal interests (crafts, cooking, and home décor).
Figure 6. Social Network Use in Teacher Education Course
Much like an art curator selects particular works of art, students were required to select 20 resources from
the Web that they planned to reconstruct or utilize in their own classrooms after graduation. These items
were pinned onto boards the students created, located within a larger group site (see Figure 8) set up for
the class by the instructor. The students were required to comment as to why they believed their chosen
pins would be valuable to them as a future teacher. In addition, students were required to review and
collaborate on 20 pins their peers had posted. Students were encouraged to re-pin their images to their
own boards at the completion of the assignment.
Figure 7. Student pinboard on Pinterest. Source: Classroom Management, Pinterest (2012b).
Retrieved from http://pinterest.com/classmanagement/
10. 10
Upon completion of the assignment, the students were given a follow-uppost-experience survey. Most of
the students (96%) were enthusiastic about the activity and viewed the platform as a beneficial tool to
classroom learning. Ninety-eight percent of the students noted that they would use continue to use
Pinterest after graduation. One student commented, “My first impressions were that this is something I
will be able to keep with me forever. Since everyone in the class got to collaborate together, there are so
many great ideas”. Another student shared, “Two of my aunts have their own Pinterest account and saw
what pins I'd posted on my board and our classroom management board, and they absolutely loved them”.
Although the majority of the students were digital natives (92%), certain students still found the use of
social media challenging at first. One student remarked, “Pinterest blew my mind, because I had never
tried to do it before. Once I started playing with it, I loved it! I now have my own Pinterest account, with
all sorts of boards. It's GREAT!” The initial one board and one pin, which served as examples for the
students, turned into over 35 boards with 900 pins. The themes that emerged from the participants’ openended responses on a post-experience survey indicated that the platform promoted student engagement, a
sense of community, and personal meaning to the students (Delello, McWhorter & Camp, 2013). By
allowing students to showcase their learning visually, students made valuable connections from the social
aspect to one of personal relevance.
Visual Media in the Workplace
Today’s workers are challenged to be both collaborative and relevant. Employers recognize collaboration
through social media as a critical skill in the workplace for innovation whereby “silos in the workplace
and at school are being abandoned in favor of collective intelligence” (Educause, 2012, p. 4) and higher
educators should prepare students for the contemporary workplace by facilitating the discussion of new
ideas, teaching them to locate resources, and build their social skills for networking in the business
context (Chen & Bryer, 2012; McCorkle & McCorkle, 2012) and utilize social media skills for the
business and organizational context (Preston, 2012).
Shuler (2009) remarked: “the current generation of students will enter a workforce where they will be
expected to share responsibility with diverse, global teams working together to accomplish common goals
as never before” (p. 19). And, as students enter the fiber of the workforce in organizations, they must have
the right skills to understand and utilize social media (Bennett & McWhorter, 2014). For instance, digital
creation (development of original digital content) is a valuable skill in the workplace for creating content
on organizational blogs, LinkedIn professional pages and Twitter and other organizational social media
accounts. Also, digital curation (compilation of relevant digital content) is very useful for selecting
business-related topics for posting on social media sites and is a valued skill in many businesses (Delello
& McWhorter, 2013). See Table 1 for a listing and further description of these skills.
Table 1: Four Social Media Skills for Contemporary Workers
1
Skill Name
Digital Creation and Curation
2
Content Dissemination
3
Crowdsourcing
4
Business Analysis
Application
Creating original content for social media sites as
well as selecting engaging content for posting
Leveraging the strengths of social media
platforms to distribute digital content
Utilizing the power of the crowd to roll out new
initiatives or garner digital feedback
Synthesizing social media and trend data to
inform decision-making efforts in an organization
11. 11
Preparing students for the contemporary workplace should be a goal of higher education (Kim, 2013)
necessitating the need for higher education to embed professional social media skills into the curriculum.
Visual Personal Branding
The use of visual social platforms gives rise to social marketing. Visuals are now being used by both
individuals and businesses in their social media sites. In a study by the ROI Research Team, 54% of
respondents were more likely to respond to brand posts involving pictures (Lauby, 2012). Capstone
courses are offered in a number of disciplines that instruct students on building their personal brand
through their strategic use of social media (McWhorter & Delello, 2013). Further, Quast (2012)
recommended that students define their unique abilities and seek to understand how they are making
impressions on others.
Social media are facilitators for professional networking, identifying and discussing current trends, and
professional branding (Gerwig, Johnson & Epstein, 2011) therefore the building of professional social
media skills is facilitated through the use of professional networks such as LinkedIn (LinkedIn.com) and
Twitter, and also the curation of digital resources and collaboration through Pinterest and Facebook
Groups (see Bingham & Conner, 2010, Joosten, 2012, Kimm, 2012). Such preparation includes
documenting formal and informal experiences across lifewide and lifelong settings through creation of a
visually rich professional ePortfolio (Pathbrite, 2013a) and documenting innovative ideas through various
forms of visual social media (McWhorter & Delello, 2013).
The Visual ePortfolio
For years, artists have created portfolios to showcase their work. Extending beyond the domain of visual
artists, today’s students are creating electronic portfolios (ePortfolios) to demonstrate their learning while
creating an archive of their accomplishments. An ePortfolio shifts the traditional print portfolio to a
digitized, personal collection of text-based, graphic, and multi-media artifacts archived on a website
(Greenberg, 2004; Lorenzo & Ittelson, 2005). These artifacts are defined by Barrett (2006) as a
“collection of work that a learner has collected, selected, organized, reflected upon, and presented to show
understanding and growth over time” (p. 4). The United States Department of Education National
Education Technology Plan (NETP) (2010) described ePortfolios as:
…part of a persistent learning record and help students develop the self-awareness required to set
their own learning goals, express their own views of their strengths, weaknesses, and
achievements, and take responsibility for them. Educators can use them to gauge students’
development, and they also can be shared with peers, parents, and others who are part of students’
extended network (p.12).
Applied to Gardner’s Multiple Intelligence Theory, the NETP (2010) referenced the fact that learning
through the use of ePortfolios is individualized, differentiated, and personalized. An ePortfolio moves
from a digital repository to a personal learning space; students are not just showcasing their learning, they
are creating a digital identity through Web 2.0 platforms. The ePortfolio allows students to use new
technologies in a positive way by combining them with traditional methods of teaching, but also allows
students to showcase their site in written, visual, and auditory means (Auburn University, 2012).
Barrett (2011) noted that although there are differences between ePortfolios and social network sites, the
lines are becoming more obscure as technology continues to shift. As the digital generation moves
towards the use of visual images, ePortfolios may be as Cohn and Hibbits (2004) stated, “The show and
tell of the millennium” (para. 1). While social media sites (e.g. MySpace; Facebook; Twitter) are more
informal ways to communicate a message, an ePortfolio can be used more formally, documenting the
progression of learning. Additionally, according to Chen and Bryer (2012), social media, used as a tool
12. 12
for learning, connects informal learning to the formal learning environment. Thus, educators must harness
this information to create a learning environment that allows students to “show what they know” (Herring
& Notar, 2011, p. 788). This innovative technology, according to Chatham-Carpenter, Seawel and
Raschig (2010), will provide higher education with new platforms to enhance learning, meet
accountability standards, and increase student employability.
The Use of Visual ePortfolios in Higher Education
One example of a next-generation visual ePortfolio platform is Pathbrite Web Portfolios (See
Pathbrite.com). Founded in 2008, Pathbrite offers their ePortfolio as a cost-effective way for students to
capture authentic evidence of their learning and achievements and publish digital artifacts into a single
place (Pathbrite, 2013a; PRWeb, 2012). As a standalone, cloud-based product, the platform can be shared
across social media sites including Facebook, Twitter and LinkedIn (PRWeb, 2012). Pathbrite’s longterm goal is to see its tools being used across age groups where life-long learners can aggregate all their
achievements and credentials. According to Pathbrite, “No one’s life should be summed up in bullet
points… it should be viewed in color; not read in black and white” (in Bass, 2012).
In a higher education course, one of the authors of this chapter utilized a beta version of the Pathbrite
platform as a means to showcase the knowledge and skills university pre-service teachers had gained
throughout a course in classroom management and behavior. In order to document their prior knowledge
of ePortfolios, students were given an initial pretest. The results indicated that overall, the students had
little knowledge of ePortfolios. In fact, 58% of students had never used an ePortfolio and 41.7% of
students were uncertain as to what an ePortfolio was. However, 83% of the students reported being
somewhat interested in creating one.
As the culminating course assignment, the pre-service teachers generated their own ePortfolio site using
the Pathbrite platform. Students wrote a personal philosophy of classroom management and created a
seven-point blueprint for managing their own classroom based upon what they had learned in the course.
Additionally, students linked each point in the blueprint with three visual artifacts of their choice. These
artifacts (text, photographs, art, digital media) were created by the student, collected from other Websites,
curated, and reflected upon within the online ePortfolio (see figure 8). The selection and reflection
components were important in that they allowed the instructor to assess the student’s comprehension of
the assigned topics.
13. 13
Figure 8. An example of a Pathbrite student ePortfolio. Retrieved from
https://pathbrite.com/portfolio/PYh0UP0Zv/my-classroom-plan
By allowing the students to customize their ePortfolios, the platform supported individual learning styles.
One student remarked, “It made it more fun instead of just a boring black and white” while another noted,
“There was lots of freedom!” Additionally, the platform gave students the opportunity to organize and
showcase learning while making a valuable connection to their future career. One student stated, “I really
like it and can't wait to add it to my resume”. A different student said, “I think that it is going to make me
that much more marketable to future employer”.
The findings are encouraging to teachers who are considering using ePortfolios for authentic assessments
of learning. The platform allowed students to weave together their personal, school, and career ambitions,
creating a kind of integrated ePortfolio. Through the collection, selection, and reflection element, the
ePortfolio became a showcase of “life-long” learning (Barrett & Garrett, 2009). In addition, the learning
environments allow students to share and collaboratively reflect on their chosen artifacts creating a
constructivist classroom.
Solutions and Recommendations
Even though the current chapter offers promising insights into the use of visual social media for the
classroom, challenges exist. The sad reality is that while digitization is transforming the world around us,
many of our classrooms are disengaged from the lived experiences of the student. For many educators,
social networks are seen as a threat to a student’s ability to learn. In a Stanford University Study (2009),
researchers found that students of today are flooded with information, leading to a lack of attention and an
inability to concentrate in the classroom. However, as Prensky (2001) so boldly pointed out, perhaps it is
not that Digital Natives cannot pay attention; it is that they choose not to as they tune in just enough to get
the gist and be sure it makes sense. To make schools relevant, connected, and meaningful, educators must
first understand how students use these social networking technologies (Greenhow, 2008) and then make
the course content connect to the student’s life. Students need an opportunity to find purpose, meaning,
and personal relevance while documenting their learning in a digital way. Educators must bear in mind
that the digital generation needs strategies that not only incorporate their individual differences but also
involves them in the learning process. Used in this way, social media tools can move from a possible
classroom disruption to a platform for learning.
Through the incorporation of new visual social media into the classroom, researchers have revealed that
student engagement, technological proficiency, collaboration, and communication increased (Delello,
2012; Greenhow, 2008; McWhorter, & Delello, 2013). Higher education must accept the notion that as
more courses take the digital leap, social platforms will become necessary to connect and engage students
in the 21st century. This will require institutions of higher education to shift the way they do business.
Piaget foretold of this when he stated, “The principle goal of education is to create men who are capable
of doing new things, not simply of repeating what other generations have done - men who are creative,
inventive and discoverers” (in Jervis and Tobier, 1988). Within schools, visual social media transforms a
teacher-centered environment to a learner-centered one where students actively construct new
information. These new tools allow students to have a high degree of ownership while reinforcing
authentic knowledge.
The National Education Technology Plan (NETP) called for improving learning through “connected
teaching” by having teachers “connecting to content, expertise, and activities through online
communities” (DE, 2010, p. 42). In order to create meaningful experiences in a world dominated by
visual images, training and support for college faculty in both digital literacy and new technologies is
necessary. This will require faculty to take part in “hands-on experiences” integrating, and applying new
technological tools. Educators need to use 21st century tools to prepare students for a globally connected
14. 14
society. As John Dewey stated,"If we teach today's students as we did yesterday's, we are robbing them of
tomorrow" (1944, p. 167). Educators need to consider how social media can complement a classroom and
perhaps, consider retooling their curriculum for the millennial learner.
Organizational policies on the use of social networks must be created and privacy issues must be
addressed. Chen and Bryer’s (2012) research documented the primary concerns of using social media for
learning related to security and privacy issues. Additionally, Kaplan (2012) noted that the “digital
footprints” left on the pages of social network sites may negatively impact a student’s chances of being
accepted into college. In order to protect both faculty and students, strategic planning for college
administrators and a shared vision among all stakeholders must take place. Moving from privacy to
transparency, educating students and faculty on how to use social media to network effectively is
essential.
Technology has made the access of learning resources and experiences for students and faculty as never
before known in recorded history. Unfortunately, the ease of locating information has also made it very
easy for students to cut and paste without properly attributing the intellectual property. Students need
direct instruction in what constitutes plagiarism and how they should properly cite and reference digital
sources. Higher education students should be taught directly from the style manual whenever possible.
For instance, the Publication Manual of the American Psychological Association (APA), 6th edition
devotes an entire chapter to Crediting Sources (Chapter 5) that discusses plagiarism, self-plagiarism,
direct quotation of sources, paraphrasing material and similar issues. In addition, many institutions are
utilizing plagiarism detection software to try to curb these academic dishonesty problems.
Although legitimate concerns exist, new visual social media tools have been shown to promote social
presence, increase engagement, and support individual learners. Still, instructors must establish
expectations, set the tone, and interact with students. Instead of wondering whether social media should
be used in the classroom, educators should be considering “how” to use these platforms to increase
learning in a visual world.
FUTURE RESEARCH DIRECTIONS
With the emergence of Web 2.0-based social networking sites (SNS), learners have developed a social
world that is parallel to and often interlinked with their everyday work and study activities but other SNS
can (and should) also be explored, the unique characteristics of each explained, and how these can be
adapted for educational use.
Many of the visual technologies explored in this chapter are just beginning to have a profound effect upon
students in higher education. Educators must begin to utilize these new directions in technology and
embrace the evolving visual nature of social media while using it in the classroom to capture student
interest. Rather than seeing social media as a distraction, higher education must consider new applications
which create student-centered learning environments that encourage social collaboration and the
exchange of ideas. In order to achieve these goals, faculty will need training in understanding how
imagery-evoking strategies and social media platforms can be integrated into the curriculum. More than
just a digital platform, these visual strategies will create a constructivist classroom where meaning is
personal, students and faculty are connected with one another, and information is retained.
The challenges associated with social media platforms need to be well understood. New technologies are
continually evolving and it is important that learning remains the critical focus of course content.
Instructors must recognize that integrating visual social media into coursework takes time to create and to
monitor. Also, to meet the demands of increased online media use, institutions should make sure that the
infrastructure including increased access and better broadband networking are incorporated into planning
15. 15
and budgets. With advances in social media, institutions of higher education must put in place effective
policies for use including guidelines on privacy issues, responsible use, and copyright regulations.
Finally, higher educators should instruct students how to utilize visual social media for their professional
use. For instance, as resumes have become more visual, students are building a personal brand—a digital
footprint and an online presence. More research is needed to determine the effectiveness of these visual
platforms through student perspectives but also through potential employer perspectives to establish its
usefulness in the workplace.
CONCLUSION
Over the last century, education has witnessed the proliferation of instant communication and online
opportunities which enhance teaching and learning; yet, in many regards, conventional classroom
practices have remained largely unchanged. As twenty-first century learners enter the classroom, all
connections to the outside world—mobile devices for communication, music, gaming and Internet are
extinguished; thus, they walk “out of the light and into the darkness of an old-fashioned classroom”
(Prensky, 2008, para. 11). Students must be afforded learning and creativity opportunities through the use
of authentic experiences through contemporary tools and resources (ISTE, 2011). Through the utilization
of visual social media, instructors can enhance social classroom interaction in powerful and relevant
ways.
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ADDITIONAL READING SECTION
Alliance for Excellent Education, Digital Learning and Technology: Federal Policy Recommendations to
Seize the Opportunity and Promising Practices That Inspire Them (Washington, DC, Alliance for
Excellent Education, 2011), 3-4.
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KEY TERMS AND DEFINITIONS
Digital curation: The identification, selection, and collection of digital artifacts.
Digital literacy: The ability to use digital technologies to read, write, interpret, and apply knowledge.
Digital natives: An individual born into a time of great technological advancement.
Life-Long Learning: The pursuit and application of knowledge over a person’s lifespan.
Life-Wide Learning: The breadth of learning across multiple contexts.
Personal Branding: The process by which an individual communicates their core attributes across
platforms.
Social media: Tool or platform that allows users to communicate and share interests with others.
Visual literacy: The ability to create, understand, and communicate through the use of visual images.
Visual social media: The sharing of images through social media tools or platforms.
Visual technology: The integration of images and technological tools.