Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Building and Leveraging Social NetworksLaura Gogia
A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
Today's students have a wealth of e-tools (Internet, iPods, computers, and...) available to them to enhance their learning. How can we use these etools in parish or school settings with low-end or high-end tech environments?
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Building and Leveraging Social NetworksLaura Gogia
A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
Today's students have a wealth of e-tools (Internet, iPods, computers, and...) available to them to enhance their learning. How can we use these etools in parish or school settings with low-end or high-end tech environments?
Introduction to Social Media for ResearchersHelen Dixon
Slides from the Introduction to Social Media for Researchers course produced by Dr Helen Dixon for Postgraduate Research Students at Queen's University Belfast.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
myDragonNet & Learning Platforms Part 2/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we explore the myDragonNet system and explore what it does for all members of a learning community.
Utilization of Twitter by early career women in academic medicine and science...SC CTSI at USC and CHLA
Date: October 10th, 2018
Speaker: Jaime D. Lewis, MD, Assistant Professor of Surgery at the University of Cincinnati
Overview: This webinar will highlight different ways of using Twitter for professional development to obtain the support women in academic medicine and science are otherwise lacking.
The social network Twitter will be explored as a supplemental method for navigating the networks of academic medicine. Use cases include (1) access to role models, (2) peer-to-peer interactions, and continuous education, and (3) connections with those entering the pipeline—students, trainees, and menses.
Learning objectives:
- Describe the social network Twitter as a supplemental method for navigating the networks of academic medicine.
- Understand the use of Twitter in order to:
- find role models,
- develop peer-to-peer interactions,
- foster your education, and
- connect with those entering the pipeline—students, trainees, and mentees.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
How to Accelerate the Dissemination & Impact of Your Research WorkKatja Reuter, PhD
This presentation is part of the Digital Scholar Training Series at USC and CHLA. Learn more about the initiative: http://sc-ctsi.org/digital-scholar/
News story: http://sc-ctsi.org/index.php/news/new-digital-scholar-training-initiative-helps-researchers-better-utilize-we#.VDhIWWK9mKU
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Introduction to Social Media for ResearchersHelen Dixon
Slides from the Introduction to Social Media for Researchers course produced by Dr Helen Dixon for Postgraduate Research Students at Queen's University Belfast.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
myDragonNet & Learning Platforms Part 2/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we explore the myDragonNet system and explore what it does for all members of a learning community.
Utilization of Twitter by early career women in academic medicine and science...SC CTSI at USC and CHLA
Date: October 10th, 2018
Speaker: Jaime D. Lewis, MD, Assistant Professor of Surgery at the University of Cincinnati
Overview: This webinar will highlight different ways of using Twitter for professional development to obtain the support women in academic medicine and science are otherwise lacking.
The social network Twitter will be explored as a supplemental method for navigating the networks of academic medicine. Use cases include (1) access to role models, (2) peer-to-peer interactions, and continuous education, and (3) connections with those entering the pipeline—students, trainees, and menses.
Learning objectives:
- Describe the social network Twitter as a supplemental method for navigating the networks of academic medicine.
- Understand the use of Twitter in order to:
- find role models,
- develop peer-to-peer interactions,
- foster your education, and
- connect with those entering the pipeline—students, trainees, and mentees.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
How to Accelerate the Dissemination & Impact of Your Research WorkKatja Reuter, PhD
This presentation is part of the Digital Scholar Training Series at USC and CHLA. Learn more about the initiative: http://sc-ctsi.org/digital-scholar/
News story: http://sc-ctsi.org/index.php/news/new-digital-scholar-training-initiative-helps-researchers-better-utilize-we#.VDhIWWK9mKU
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Social Media and Academic Medicine: Dangerous Liaisons?Joyce Lee
Why I think it's important for academic physicians and researchers to have a presence on Social Media. This is a compilation of talks that I have given while on sabbatical in the Bay Area and Grand Rounds at University of Michigan http://joycelee.me/
Noun Project citations: Jerry Wang
Tim Samoff - Social Media As Online (Social) PedagogyTim Samoff
Today's online classrooms are becoming more and more "social," as Social Networks themselves become integrated (and inherent) in the lives of our students. This presentation will not only demonstrate how to include some popular Social Media tools within your LCMS, but it will also explain why it is crucial to embrace Social Media in order to become better educators.
To post or not to post: Social workers’ perceptions on the use of a closed Fa...husITa
A presentation made by Simon Lowe (University of Waikato) and Neil Ballantyne (Open Polytechnic of New Zealand) to the #husITa16 conference held in Seoul, Korea.
A presentation to the World Nutrition Summit 2021 (Cape Town, March 4-6) on how low-carb activists and insulin resistance scholars can make responsible contributions through their digital voices.
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
This is the third in a series delving into the research that pertains to why graduate students may disengage. Lack of clarity on or too much or too little Independence accounts for about 25% of students thinking of dropping out.
Social Networking, Online Communities & Research - WCHRI RoundsColleen Young
This presentation explores how researchers can leverage the social web throughout all stages of research from study design, recruitment and through to knowledge dissemination and integrated KT. Colleen Young discusses the synergies of online communities and research, the people who lead and manage the communities and researchers. The presenter encourages discussion throughout the presentation and will tailor its flow to the attendees' knowledge and participation.
Similar to Personal Learning Networks: People, Not Search Engines (20)
An Educational Leadership class presentation describing how to use data and information visualization in team leadership, change management, and complex problem solving. Also skills for developing infographics
Annotation-Centric Assessment of Blogging in Higher Education Laura Gogia
Open Education Conference 2015 Presentation on preliminary results from a study that aimed to explore the appropriateness of assessing student performance through student annotation use in digital learning environments
Open Access Publishing: An Author's PerspectiveLaura Gogia
A brief introduction to open access publishing for potential authors, presented at Virginia Commonwealth University's Open Access Week in November 2013.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Azure Interview Questions and Answers PDF By ScholarHat
Personal Learning Networks: People, Not Search Engines
1. Personal learning networks:
People, not search engines.
Laura Gogia, MD
@googleguacamole • www.lauragogia.com
Academic Learning Transformation Lab • Virginia Commonwealth University
October, 2015
8. What is a Personal Learning Network?
Pedagogy
Sociology
Technology
Self-designed, self-initiated systems meant to support life-long
learning through the development of digital learning communities
A platform for having voice and being significant in a global,
multi-way conversation.
A savvy use of a combination of search engines, websites,
self-publishing, and social networking sites to support
information gathering and dissemination.
9. A personal learning network is an approach
to (or a philosophy for) using social media.
10. How do we think about them?
How do PLNs work?
Why do we (teachers, students, doctors, adults humans) need PLNs?
How do we build and maintain
enriching, useful and timesaving PLNs?
11. ***Take-Home Points Slide***
1. PLNs are about creating, nurturing, and being in
relationships with interested and interesting people.
2. These relationships require investments but have
some uniquely digital rewards related to overcoming
barriers of space, time, & power hierarchies.
3. Like most personal relationships, the key to in
being successful is balancing giving, taking, and
collaborating.
4. The best way to fit a PLN into a busy schedule to
make your contribution to the network align with
your regular work flow.
13. I was hired to work a hospital-based solo practice. I had no one to
cover call. The hospital and its staff were unfamiliar with
gynecologic surgery. I was the only female surgeon on staff. I was
the youngest physician on staff by over a decade. I was also a new
mother. The closest gynecologist was forty miles away in an
unaffiliated hospital. My colleagues from residency were a time
zone away.
After completing a high volume inner-city obstetrics-gynecology
residency, I set out to fulfill financial commitments to the state of
Virginia by practicing gynecology in a rural, under-resourced
community.
18. Most of my questions would have been better answered in the presence of mentors and peers.
Geography, gender, hospital affiliation, time constraints, familial obligations, culture, and other
circumstances hindered my ability to find an appropriate peer group.
Professional development – particularly in building surgical skills – was hampered by isolation. The
inability to do the newest surgical procedures significantly challenged my professional identity.
Over time, I came to feel like I had no voice, limited opportunities to grow as a physician, or contribute
to society. I became disengaged from my patients as well as the practice of medicine.
To Sum Up…
20. As a graduate student in education, I moved through sub-disciplines
and fields until I found one that I felt had room for me to have a voice
and make a real contribution.
I found it in open education, connected learning, and digital
scholarship, because these fields require practitioners to develop
personal learning networks.
Personal learning networks allow for sustainable, flexible, and various
forms of lifelong learning and contribution.
21. Three ways to think about a
personal learning network.
People & Topics Digital Platforms Workflow
23. People & Topics in my Twitter Network
Digital Scholarship
Networked Learning
Open Education
Connected LearningHigher Education
(as a profession)
Critical Theory,
Sociology, &
Social Justice
and being a
human
Social Network
Analysis
Medical
Education
24. Motherhood
Working Motherhood
Work-Life Balance
Practice Questions
(General)
Practice Questions
(GYN-specific)
Patient-specific Questions
Ethical Questions
Gender-specific
LGBQT Related Questions
Racial Tension
Class inequality
Hospital Culture
Insurance & Political & Legal
YOUNG DR. GOGIA’S QUESTIONS
Undocumented Migrant Workers
Extreme Gerontology
End-of-life care
Human Resources
Rural Lifestyle
Sexual Harassment & Gender Bias
Inter-racial/inter-cultural childrearing
Critical Theory,
Sociology, &
Public Policy
Discipline-based
practice & learning
Medicine
(as a profession)
Being a human
26. However, many digital platforms support
the work-activities I do with my PLN.*
*Disclaimer: Digital platforms are my least favorite way of thinking about a PLN.
27. How do PLNs work for professional advancement?
mentoring?
self-directed learning?
saving time?
Professional Development ° Teaching & Learning ° Voice & Contribution ° Lifelong Learning & Wellbeing
30. I wanted to gain recognition and traction
within a specific professional group at a
conference.
I had thought my dissertation advisor would
attend the conference with me and could
introduce me to people. When he was unable
to go at the last minute, I had to come up
with another plan.
So I live-tweeted the conference within an
inch of its life.
31. I have some brand recognition
on Twitter as a graduate
student with a memorable
name and a consistent record
of live-tweeting.
32. Giving
ReceivingCollaborating
I ask presenters permission in advance, and I tag them in my
tweets so they can check my work. Sometimes speakers give
me copies of their slides to include in my tweets.
I try to be accurate and comprehensive. I try to use photos
effectively. I include links in my tweets to the presenter’s other
work.
I take live-tweeting seriously, like a job.
33. I was approached by numerous speakers, conference
organizers, and key participants for conversations around
their and my research, as well as digital and open
scholarship.
I was asked to be involved with the organizing the
conference the following year.
34. Personal learning networks depend on each other for information
dissemination. Those who can’t go to conferences depend on live-tweeters to
keep them in the loop.
Conferences and speakers benefit from the publicity received through live-
tweeting. They prefer to work with live-tweeters who will quote them
appropriately.
Live-tweeters benefit from this practice by growing their own personal
learning network. Furthermore, live-tweeting is an excellent form of note-
taking and participatory learning.
Live-tweeting conferences, webinars – even graduate school classes – are an
excellent way for students to make a contribution to the network and capture
the attention of key participants.
36. Three of the learning communities that have developed within my personal
learning network
37. Mapping the development of a learning community.
I participate in the Twitter component of a c-
MOOC.
Through my Twitter interactions related to this
hashtag, I become recognized as someone researching
connected learning for her doctoral work.
I share my mock prospectus slides
on my blog (via an embed from
slideshare.net)
I advertise my blog post on Twitter,
using the c-MOOC hashtag.
The same people with whom I
tweet in the c-MOOC look at my
presentation and comment on my
blog post.
Sidebar: What’s a c-MOOC?
38. Mapping the development of a mentoring relationship.
I notice a trend in the comments (both on my blog and
Twitter) towards an interesting research question.
I propose the research question and summarize the
comments through a Storify (which I publish on my
blog and promote through Twitter).
Several scholars express interest; we communicate
through google plus and arrange times for regular
google hangouts.
We collaborate via google hangout and google docs
towards a conference proposal and publications.
We become friends as well as professional colleagues.
39. Summary Points
Personal Learning Networks can support a number of private interactions that
facilitate confidential mentoring scenarios.
These mentoring scenarios can span geographic distances.
These scenarios put people with different skill sets and levels of experience
together for rich learning experiences
Medical Context: How might medical students and practitioners benefit from these scenarios?
41. For purposes of personal and professional growth, I felt
it was important to broaden my understanding of
critical theory and identity studies.
I took to Twitter to find alternative perspectives and
meaningful news sources, such as Black Twitter.
I didn’t know where to start. How did I expand my
personal learning network to cover these topics?
Sidebar: What is Black Twitter?
42. Hashtags. #CharlestonSyllabus
Observe your network. See who they follow
and retweet.
Actively ask your network for help, i.e. “seeding
your network.” Seen in the form of
#FollowFridays, #ScholarSundays,
#WomenWednesdays
Who seeds your students’ networks?
44. Workflow
The trick is to find ways to make yourself useful to other people
while you are doing things you’d be doing anyway.
Train yourself to think…
• Should I tweet out this great article
rather than just emailing it to one
colleague?
• Would this make a good blog post rather
than an email or a cocktail party
monologue?
• Should I publish this presentation to
slideshare instead of emailing it to the
class after I’m done?
• Can I publish these patient handouts I
made for public download rather than
just having paper copies in my office?
• Should I live-tweet this conference
presentation instead of just leaning
over and whispering to the person
sitting next to me?
45. My workflow is best demonstrated through my e-portfolio.
My website on connected learning
My blog
My experimental study group’s website
My website about my dissertation research
Link to Slideshare
Link to YouTube
Link to my Flickr account (my presentations)
Twitter Feed
Link to my Academia.edu
www.lauragogia.com