PhD Futures
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This document discusses developing a research profile through social media. It defines what a profile is and what it means to be a researcher. The document encourages researchers to have an online presence by blogging, using social networks, and participating in professional networks. It provides tips for how to enhance an online research profile, such as sharing work and reflections, participating in discussions, and contributing to the wider research community. Researchers are given examples of top research blogs and networks to consider using.
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Digital ID
This document discusses developing a professional researcher profile through social media. It defines what a profile is and what it means to be a researcher. Developing an online presence through blogs, social networks, and other tools can enhance your professional profile by promoting your work, sharing research activities and work in progress, and showing your contributions to knowledge. It provides tips for making your online profile reputable such as providing some professional details, cultivating your network through active participation and discussions, and raising your profile by contributing to the wider community.
Using social media to enhance your research and professional development
1. The document discusses how social media can be used to enhance research and professional development. It explores common social media tools like microblogging, blogging, social bookmarking, and social networking.
2. Microblogging on Twitter can be used to share resources, engage in conversations, and follow conferences. Blogging allows for reflection, peer critique, and disseminating research. Social bookmarking with Citeulike helps store references and share them with colleagues.
3. Other tools covered include slidesharing on Slideshare, collaborative writing with Google Docs, and developing an online professional profile through LinkedIn or Academia.edu to enhance research connections and career opportunities.
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This document discusses creating a personal learning network using online resources. It explains that a learning network is a deliberately formed network of people and resources to guide independent learning goals and professional development. It provides examples of content sources, social networks, curation tools, and RSS feeds that can be used to form an individualized learning network. The document encourages connecting with experts, colleagues, and friends through filtering and curating online information sources.
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This presentation discusses managing an online presence as an academic researcher. It emphasizes building an online identity through consistent branding, networking on social media platforms like Twitter and LinkedIn, and using blogging as an informal publishing tool. Maintaining a digital presence enhances visibility, allows networking beyond one's institution, and can provide opportunities, advice and information. However, it is important to be aware of who may be searching online profiles and how to curate one's digital reputation.
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Digital ID
This document discusses developing a professional researcher profile through social media. It defines what a profile is and what it means to be a researcher. Developing an online presence through blogs, social networks, and other tools can enhance your professional profile by promoting your work, sharing research activities and work in progress, and showing your contributions to knowledge. It provides tips for making your online profile reputable such as providing some professional details, cultivating your network through active participation and discussions, and raising your profile by contributing to the wider community.
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1. The document discusses how social media can be used to enhance research and professional development. It explores common social media tools like microblogging, blogging, social bookmarking, and social networking.
2. Microblogging on Twitter can be used to share resources, engage in conversations, and follow conferences. Blogging allows for reflection, peer critique, and disseminating research. Social bookmarking with Citeulike helps store references and share them with colleagues.
3. Other tools covered include slidesharing on Slideshare, collaborative writing with Google Docs, and developing an online professional profile through LinkedIn or Academia.edu to enhance research connections and career opportunities.
Online Researcher Communities - Who What And Why
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Facebook was founded in 2004 by Mark Zuckerberg for Harvard students and has since expanded globally to over 500 million active users by 2010, with 50% logging on daily. It allows users to connect and share with friends through profiles, photos, videos, groups and messaging to maintain connections with friends and family even when physically separated, though electronic relationships may differ from in-person interactions.
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This document discusses using Web 2.0 tools like blogs, wikis, and social media to build an online academic identity and network. It recommends that researchers use these tools to highlight useful materials, seek collaborators, source co-authors, and network with colleagues. The document also suggests that researchers can benefit from new forms of online publishing that are available at no cost. It provides examples of styles of using social media and gives examples of academics who have built identities online.
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If you are not actively keeping up with your own learning and professional development, you are falling behind. A Personal Learning Network (PLN) can provide you with learning from leaders, experts and colleagues around the world, bringing together communities, resources and information impossible to access from within your office walls. Learn how you can get started on your own PLN and contribute to your professional development.
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Scoop.it! is a curation platform that enables users to collect news, articles, and other online sources, and share them on a custom-themed Scoop.it! site. This presentation is an overview of content curation and Scoop.it as a curation tool.
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This document discusses building an online academic identity using Web 2.0 technologies. It encourages researchers to use social media like blogs, wikis, Twitter, Facebook, and YouTube to highlight their work, build networks of colleagues, source collaborators, and stay up-to-date in their field. The document outlines how researchers can benefit from using these tools to rapidly share information, publish their work at no cost, and crowdsource feedback to gauge opinion. It emphasizes that researchers' future contacts and networks will increasingly interact online, so maintaining an online presence is important for professional identity and influencing ideas in one's field.
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An updated version of how to rock your academic presentations at conferences. This new & updated module covers the concepts of PLNs (personal learning networks) and PKM (personal knowledge management). Spacer slides also included for presenters to pause and move to live demos of using Slideshare and Prezi to upload & share academic presentations.
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CrossWOD is a website that allows users to track personal workout records, follow friends and groups, and share workout results. It also plans to add the ability to comment on activities and view upcoming features in development.
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This document provides information on managing your online presence and social media as an academic. It discusses social media platforms like Twitter and using hashtags for conferences. It also covers representing yourself online through platforms like ResearchGate, Academia.edu, and LinkedIn. Additionally, it addresses maintaining your digital identity, privacy settings, and author's rights when posting work online. The document aims to help academics create and manage their professional online profiles and digital identities.
Managing your online presence mt 2014
This document discusses managing your online presence as a researcher. It addresses profiling yourself as an individual, managing your academic outputs, and connecting with others online. It provides tips for discovering, cleaning up, and restricting your digital footprint. Additionally, it explores unconventional publishing methods and using social media like blogs, Twitter, Facebook, and LinkedIn to connect and communicate with other academics. Managing an online identity can enhance your work and provide opportunities, but it also requires understanding potential issues and practicing good digital citizenship.
21st century research profiles: Using social media to benefit your research
Are you making the most of new technologies in your research and career?
The way in which researchers work, communicate and collaborate is changing. To help you stay ahead of the game, this one-day workshop will explore how the use of social media can benefit your research, your networks and your profile.
21st Century Research Profiles
Training session for new academics at the University of Manchester in March 2011. Objectives of the session:
Explore the digital world and how you can use it to:
- Understand why your online profile is important
- Develop your reputation through your digital identity
- Extend your research connections
Social Networking Tools and Librarians
This document discusses the benefits and challenges of using social networking tools for librarians. It outlines how social media allows librarians to connect with users, share resources and expertise, and collaborate across distances. While social networking provides opportunities, it also raises privacy and security issues that librarians must help users navigate safely. The document recommends using popular tools like Facebook, LinkedIn, Skype and blogs to strengthen connections and influence conversations.
Facebook
Facebook was founded in 2004 by Mark Zuckerberg for Harvard students and has since expanded globally to over 500 million active users by 2010, with 50% logging on daily. It allows users to connect and share with friends through profiles, photos, videos, groups and messaging to maintain connections with friends and family even when physically separated, though electronic relationships may differ from in-person interactions.
The big 5 of social media 2012
This document discusses the key aspects of social media, including definitions and the major platforms. It outlines the "Big 5" social media sites: LinkedIn, Facebook, Twitter, blogging, and video. For each site, it provides tips on how to create an effective presence and engage with other users. The presentation emphasizes that content is key and encourages repurposing content across different social media channels. It also provides resources for learning more about measuring results and staying up to date on trends in social media.
Blogsand Wikis
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"#OAW15SF How Can I Make my Research More Visible?" by Laurence Bianchini
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Through a Bourdieuian lens, the document discusses digital technologies in higher education. It summarizes key Bourdieu concepts like habitus, capital, and field as lenses to understand student experiences with digital learning. Specifically, it examines how habitus, represented through student dispositions, interacts with digital cultures and literacies within the field of higher education. The document advocates combining Bourdieu with other theories for a flexible research approach to challenge assumptions and understand student practices.
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This document discusses the curriculum for excellence in Scotland which challenges educators to think differently about curriculum design. It emphasizes principles like challenge and enjoyment, personalization and choice, progression and depth, and relevance. Technologies can help provide a range of learning opportunities and environments to support interdisciplinary learning. The curriculum aims to develop successful learners, confident individuals, responsible citizens, and effective contributors through four key capacities. It focuses on learning and teaching, curriculum breadth and coherence, and using experiences and outcomes to place learning in practical contexts. Technologies can help provide evidence of learning, promote creative and critical thinking, and support discussion, validation, recognition, information creation, questioning, empowerment and collaboration. Educators must consider what they want learners to
Dlld session1
This document discusses how digital technologies are changing practices in education and the literacies needed to engage in today's digital world. It explores different definitions of "digital literacies" and how technologies can support learning when integrated thoughtfully into curriculum design rather than driving the curriculum themselves. The role of the teacher is to create contexts for authentic, learner-centered learning through project-based and inquiry-based approaches that encourage collaboration and unlock learner potential.
Digital citizenship
Digital citizenship refers to how people engage and participate online through digital literacies and practices. Citizenship can be considered both a status and a practice, with rights and obligations. As people spend more time online, their digital footprint and participation in online communities may constitute a new form of citizenship identity and culture in the public sphere. However, questions remain around whether and how digital media can reinforce democratic values of openness, accessibility, inclusion, and participation.
Technology Enhanced Learning
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
Privacy in the age of surveillance
This document discusses privacy and surveillance in the modern, networked society. It explores how the rise of technologies like CCTV, web tracking, biometrics, and vast data collection centers have changed concepts of privacy and enabled unprecedented government and corporate surveillance. However, surveillance can also serve purposes like crime prevention, and how it is interpreted depends on one's values and the goals of the technologies involved. Whether surveillance or privacy should take precedence is an ongoing debate in this new age of connection and information-sharing.
Creative Industries & Social Media
The document discusses the relationship between creative industries and social media. It defines creative industries as those based on individual creativity, skill, and talent that create wealth and jobs through intellectual property. Creative industries are usually small-to-medium enterprises that are heavily reliant on networks. The rise of social media and digital technologies has impacted creative industries by democratizing production, distribution, and access and enabling more interactive and personalized engagement. This represents a shift from the traditional top-down media model to a more participatory culture online.
Digital citizenship & the Public Sphere
The document discusses the concept of digital citizenship and its relationship to civic culture and democracy. It explores citizenship as both a status and practice, and how digital media may reinforce or challenge democratic values. Digital citizenship is defined as having nine main elements: digital access, communication, commerce, literacy, etiquette, rights and responsibilities, law, security, and health and well-being. The development of digital identities and participation in online communities could be seen as new forms of citizenship and civic engagement in the digital public sphere.
Self efficacy
Self-efficacy refers to one's beliefs about their ability to complete tasks and achieve goals. It is central to Albert Bandura's social cognitive theory. Bandura's triadic reciprocal determinism model proposes that personal factors, environmental influences, and one's behavior continually interact and influence each other. There are four main sources that shape self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological states. Teachers can help develop students' self-efficacy by planning moderately challenging tasks, using peer models, teaching specific learning strategies, capitalizing on interests, encouraging effort, and giving focused feedback.
What is learning?
The document discusses various theories of learning, including behaviorism, cognitive constructivism, and social constructivism. Behaviorism views learning as the acquisition of behaviors through conditioning and reinforcement, while cognitive constructivism sees learning as an active process of constructing knowledge based on experiences. Social constructivism, influenced by Vygotsky, emphasizes that social and cultural contexts are essential for learning and cognitive development, and that learning occurs through social interactions. The zone of proximal development and communities of practice are also discussed as frameworks for understanding learning.
Digital literacies
The document discusses digital literacies and defines them as a critical understanding and capability for living, learning, and working in the digital society. It presents different frameworks for digital literacies that include 5 key social practices - communicate, create, curate, culture, and being. These frameworks view digital literacies as more than just functional or technical skills and emphasize that they are social practices for participating in a digital culture.
Teaching and Learning with Social Media: The need for a new habitus
The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand its deeper applications or can transfer skills across platforms. Developing digital literacy involves nurturing a "digital habitus" or set of values and practices for participating and acting with agency in a technology-centered world. This new digital habitus disrupts historical ways of thinking and doing things with technology.
Living, learning and working on the web: developing a new habitus
This document discusses the concept of a "digital habitus" and how new technologies are reshaping human behaviors and culture. It argues that as technologies become more embedded in everyday life, they influence the formation of new values, dispositions, and cultural capital or ways of engaging in the world. The document suggests educators need to understand students' digital habitus and how this interacts with institutional culture and structures to better support personalized and meaningful learning experiences.
Beyond Bulimic Learning Improving teaching in further education
Beyond Bulimic Learning
Improving teaching in further education
Frank Coffield with Cristina Costa,Walter Müller and John Webber
Designing for learning ‘in the digital world'
The document discusses principles for curriculum design in the digital world, including challenge and enjoyment, personalization and choice, progression and depth, and relevance, coherence and breadth. It emphasizes using a range of learning opportunities including interdisciplinary learning. The goals are to develop successful learners, confident individuals, responsible citizens, and effective contributors. It suggests technologies can provide opportunities for discussion, validation, recognition, citizenship, information, creation, questioning, empowerment and collaboration beyond just technology use. Examples are given of using tools like Twitter, Google Lit Trips, voicethread, and math maps in the classroom.
Digital Literacies & Learning Design
The document discusses digital literacies and how they are more than just technical skills, involving a critical understanding of digital technologies and their role in society. It explores different definitions of digital literacies and how they connect to curriculum goals of preparing students for an increasingly digital world. The document advocates designing learning around authentic assessments that allow students to demonstrate their learning through a variety of digital means, while noting technology should enhance learning design rather than drive it.
Digital literacies and learning design syllabus web
This document outlines the sessions of a module on Digital Literacies and Learning Design. The module introduces participants to concepts around digital literacies and learner-centered design. Sessions include discussions on topics like digital natives, creating learning contexts, challenges of embedding technology, and open educational resources. Participants complete tasks like setting up blogs and online profiles, reading articles, and commenting on posts. They also plan and work on a learning design project to apply the concepts. The final session involves reflecting on teachers' digital literacy needs and how to stay up-to-date with web developments.
Lifelong Learning in the digital age
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
The Place of Technology in Primary Curriculum
The document discusses embedding technology into primary school curriculums. It outlines the main purposes of learning in the sciences and technologies, which include developing skills for life and work, scientific inquiry, and an understanding of technology's role in society. It also addresses what digital learning means for teaching, noting the need for teachers and students to develop digital literacies to engage fully in today's digital world. Barriers to digital learning like the digital divide are discussed, as well as the teacher's role in creating contexts for learning through collaboration, project-based approaches, and unlocking students' potential.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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- 2. What does it mean to have a profile?
- 4. What does it mean to be a researcher? Courtesy of Jsome1 (flickr ID) http://tinyurl.com/6fd3mq
- 8. Online Presence Blog wiki microblogging Social Bookmarking Presentation Sharing Social Network website Blog Prof. Network Scrap-Blog etc Active participation Show-case work & outline research activity Develop evidence of work in progress by reflection & active participation Profile
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- 20. Thank You! Text Slides available at: http://www.slideshare.net/cristinacost