The document describes a research project called #pLASMA that aims to develop automated measures to help educators manage their use of social media for teaching and learning. The project conducted a survey of educators to understand how social media is being used. The survey found that the most used social media are blogs, Twitter and YouTube. Educators reported using social media primarily to facilitate student engagement, organize teaching activities, and connect learning to activities outside the classroom. The researchers conducted further analysis to identify six factors that capture common ways educators apply social media, such as facilitating engagement, organization for teaching, and building a community of practice.
Undergraduate and Graduate Student Use of Social Media InfographicProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Using wikis to promote the personal and professional development of undergraduate medical students:
a report for the CETL in Developing Professionalism.
Cite this report as:
Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
Undergraduate and Graduate Student Use of Social Media InfographicProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Using wikis to promote the personal and professional development of undergraduate medical students:
a report for the CETL in Developing Professionalism.
Cite this report as:
Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
Do alumni from your college have a way to connect? Are there guidelines in place for social media? This presentation shares insight on how many colleges are connection through social networks. For more insight, www.pickshovelmarketing.com
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
Do alumni from your college have a way to connect? Are there guidelines in place for social media? This presentation shares insight on how many colleges are connection through social networks. For more insight, www.pickshovelmarketing.com
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
“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
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Similar to Project on Learning Analytics in the Social Media Age (#pLASMA) (20)
This research
compares the degree of homophily and political polarization in Catalan MPs’ Twitter mentions network to Dutch MPs’
Twitter mentions network. Exponential random graph models were employed on a one‐year sample of mentions among
Dutch MPs (N = 7,356) and on a one‐year, three‐month sample of mentions among Catalan MPs (N = 19,507). Party polar‐
ization was measured by calculating the external–internal index of both Twitter mentions networks. Results reveal that
the mentions among Catalan MPs are much more homophilous than those among the Dutch MPs. Indeed, there is a positive relationship between the degree of MPs’ homophilous communication ties and the degree of political polarization
observed in each network.
This is a presentation I prepare for the Conference 'Democracy and Media in the Digital Era' organized by the 'Digital Enlightenment Forum' in Brussels, 11 November 2019.
Presentation of the project 'Platform pop: Spotify role as an intermediary in the music industry' at the 'Masterclass Research Support', Utrecht, October 4, 2018
This study aims to identify the factors that might cause a Facebook post to be “liked” by Facebook users. We analyze all the Facebook posts made by the Donald Trump’s campaign during the U.S. 2016 primary election. Several possible variables were considered, such as the types of Facebook posts, the use of pronouns and emotions, the inclusion of slogans and hashtags, references made to opponents, as well as candidate’s mentions on national television. The results of the Ordinary Least Squared (OLS) regression show that the use of highly charged (positive and negative) emotions and personalized posts (first-person singular pronouns) increase likes of the candidate’s Facebook page. Visual posts (videos and photos) and the use of past tenses do not have a significant effect on the posts’ likes. And television mentions decrease the number of likes. The study offers empirical findings contributing to the growing literature on digitally networked participation and supports the development of the emerging notion of the new ‘hybrid media’ system for political communication. It also raises questions as to the relevance of platforms such as Facebook to the democratic process since Facebook users are not necessarily engaging with the content in an organic, democratic way; but instead might be guided to specific content by the Facebook timeline algorithm.
In this research we employ ERG models to expand the understanding of the variables predicting the formation of learning ties in 'Ask' subreddit communities
This project analyses the relations on Twitter between politicians and journalists in the triangle of political communication in a hybrid media system (Chadwick, 2013).
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
Non-Financial Information and Firm Risk Non-Financial Information and Firm RiskAJHSSR Journal
ABSTRACT: This research aims to examine how ESG disclosure and risk disclosure affect the total risk of
companies. Using cross section data from 355 companies listed in Indonesia Stock Exchange, data regarding
ESG disclosure and risk was collected. In this research, ESG and risk disclosures are measured based on content
analysis using GRI 4 guidelines for ESG disclosures and COSO ERM for risk disclosures. Using multiple
regression, it is concluded that only risk disclosure can reduce the company's total risk, while ESG disclosure
cannot affect the company's total risk. This shows that only risk disclosure is relevant in determining a
company's total risk.
KEYWORDS: ESG disclosure, risk disclosure, firm risk
Get Ahead with YouTube Growth Services....SocioCosmos
Get noticed on YouTube by buying authentic engagement. Sociocosmos helps you grow your channel quickly and effectively.
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How social media marketing helps businesses in 2024.pdfpramodkumar2310
Social media marketing refers to the process of utilizing social media platforms to promote products, services, or brands. It involves creating and sharing valuable content, engaging with followers, analyzing data, and running targeted advertising campaigns.
www.nidmindia.com
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
The Challenges of Good Governance and Project Implementation in Nigeria: A Re...AJHSSR Journal
ABSTRACT : This study reveals that systemic corruption and other factors including poor leadership,
leadership recruitment processes, ethnic and regional politics, tribalism and mediocrity, poor planning, and
variation of project design have been the causative factors that undermine projects implementation in postindependence African states, particularly in Nigeria. The study, thus, argued that successive governments of
African states, using Nigeria as a case study, have been deeply engrossed in this obnoxious practice that has
undermined infrastructure sector development as well as enthroned impoverishment and mass poverty in these
African countries. This study, therefore, is posed to examine the similarities in causative factors, effects and
consequences of corruption and how it affects governance, projects implementation and national growth. To
achieve this, the study adopted historical research design which is qualitative and explorative in nature. The
study among others suggests that the governments of developing countries should shun corruption and other
forms of obnoxious practices in order to operate effective and efficient systems that promote good governance
and ensure there is adequate projects implementation which are the attributes of a responsible government and
good leadership. Policy makers should also prioritize policy objectives and competence to ensure that policies
are fully implemented within stipulated time frame.
KEYWORDS: Developing Countries, Nigeria, Government, Project Implementation, Project Failure
Enhance your social media strategy with the best digital marketing agency in Kolkata. This PPT covers 7 essential tips for effective social media marketing, offering practical advice and actionable insights to help you boost engagement, reach your target audience, and grow your online presence.
Unlock TikTok Success with Sociocosmos..SocioCosmos
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Your Path to YouTube Stardom Starts HereSocioCosmos
Skyrocket your YouTube presence with Sociocosmos' proven methods. Gain real engagement and build a loyal audience. Join us now.
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Social media refers to online platforms and tools that enable users to create, share, and exchange information, ideas, and content in virtual communities and networks. These platforms have revolutionized the way people communicate, interact, and consume information. Here are some key aspects and descriptions of social media:
Grow Your Reddit Community Fast.........SocioCosmos
Sociocosmos helps you gain Reddit followers quickly and easily. Build your community and expand your influence.
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Multilingual SEO Services | Multilingual Keyword Research | Filosemadisonsmith478075
Multilingual SEO services are essential for businesses aiming to expand their global presence. They involve optimizing a website for search engines in multiple languages, enhancing visibility, and reaching diverse audiences. Filose offers comprehensive multilingual SEO services designed to help businesses optimize their websites for search engines in various languages, enhancing their global reach and market presence. These services ensure that your content is not only translated but also culturally and contextually adapted to resonate with local audiences.
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2. 2
Primary purpose:
o To develop and evaluate
automated measures that can
help educators manage their
use of social media for
teaching and learning
Project on Learning Analytics in the
Social Media Age (#pLASMA)
3. 3
#pLASMA Phase 1: Survey
Question 1: To what extent are social media being adopted by
Canadian (and international) instructors in Higher Education?
Question 2: What specific social media are being used for teaching,
and for what intended learning outcomes?
Question 3: What are the common assessment strategies of social
media use for teaching and learning used by instructors?
4. 4
#pLASMA Phase 1: Survey
Collection Time Period: March 2014 – February 2015
Recruitment via:
◦ Direct emails (known or recommended contacts)
◦ Mailing lists (e.g., ASIS&T, CITASA, etc.)
◦ Distribution at conferences, in presentations or using survey
information cards (e.g., LAK14)
◦ Twitter (posted using relevant conference hashtags, etc.)
Survey Structure:
◦ 27 questions and two sections
◦ Expected completion time: 35 minutes
6. 6
0% 10% 20% 30% 40% 50%
Denmark
Ireland
Israel
Netherlands
New Zealand
Romania
Spain
Sweden
Turkey
Switzerland
Brazil
Germany
Australia
United Kingdom
Canada
United States
Respondents from countries
#pLASMA Survey: Demographics
0% 5% 10% 15% 20%
Sociology
Computer sciences
Education
Information science
Journalism, media
studies and
communication
Top 5 Disciplines
7. Outline
1. What Social Media Platforms are Used for Teaching
2. How Social Media Platforms are Used for Teaching
7
8. 8
Social Media Use for Teaching
What is the most useful social media tool that you have used in class?
0
10
20
30
40
50
60
70
9. 9
Use of Social Media Inside & Outside
Learning Management Systems
0 20 40 60 80 100 120 140 160 180 200
Blogs-students
Blog-course
Microblogging - e.g. Twitter
Wikis - e.g. Wikipedia, Wikibooks
Social networking - e.g. Facebook, LinkedIn
Academic social networking - e.g. ResearchGate.net
Document sharing - e.g. Google Docs/Drive
Multimedia repositories - e.g. Youtube, Flickr
Presentation sharing - e.g. SlideShare.net
Social bookmarking - e.g. Delicious.com,
Academic bookmarking - e.g. Zotero
Synchronous discussion - e.g. Skype,
Virtual worlds - e.g. Second Life
Asynchronous discussion boards or forums
Outside the LMS Inside the LMS
10. 10
Barriers to Use Social Media in
Teaching
0 20 40 60 80 100 120 140 160
Ability
Time
Ethics
Support
Tool “It is designed for selling entertainment content”
“IT bureaucracy”
“Too many requirements on students”
“Adds to an already heavy workload for
me”
“Different levels in students' technology skills”
11. 11
How do you stay informed about effective teaching and learning strategies
for the use of social media in education?
Online forums, journals conferences and
workshops
Twitter, Facebook
By talking to and sharing experiences with my colleagues
and the students
Stay Informed about Social Media
0 50 100 150
Seminar
Friends
Impersonal media
12. Outline
1. What Social Media Platforms are Used for Teaching
2. How Social Media Platforms are Used for Teaching
12
13. 13
How Social Media are Used in a Class?
Manual Coding
0 10 20 30 40 50 60 70
Discovery by instructor
Fostering community
Organizing by students
Discovery by students
Learning through practice
Reaching outside the class
Supporting collaboration
Peer interaction
Reflective learning
Organizing by instructor
Sharing by instructor
Discussing
Sharing among students
Broad Categories
0Please give a brief explanation of how you
use the above tool in your course
3 Human Coders
14. 14
How Social Media are Used in a Class?
Codes
Code Explanation
How the “most useful
social media tool” was
used in their
courses(s).*
How social media was
used in one specific
recently taught class*
S2 Sharing among students 59 41
DC Discussing 50 42
S1 Sharing by instructor 46 41
O1 Organizing for instructor 41 29
RL Reflective learning 36 21
PI Peer interaction 23 11
SC Supporting collaboration 18 8
RO Reaching outside the class 16 3
LP Learning through practice 15 16
D2 Discovery by students 14 7
O2 Organizing for students 12 5
FC Fostering community 9 9
D1 Discovery by instructor 3 1
* 4 and 27 comments could not be interpreted for coding
15. 15
0 20 40 60 80
Discovery by
instructor
Fostering
community
Organizing by
students
Discovery by
students
Learning
through practice
Reaching
outside the class
Supporting
collaboration
Peer interaction
Reflective
learning
Organizing by
instructor
Sharing by
instructor
Discussing
Sharing among
students
Broad Categories
Factor Name Items loading on the
factor
Percent of
variance
explained
1 Facilitating
Engagement
Organizing by students;
Peer interaction;
Sharing by students;
Reflective learning
12.63
2 Organization for
Teaching
Organizing by/for
instructor;
Sharing by instructor;
Discussion
10.89
3 Reaching Outside Reaching outside
learning by practice
10.10
4 Enhancing Student
Learning
Supporting collaboration
among students;
Reflective learning
8.97
5 Building a Community
of Practice
Fostering communities 8.48
6 Discovery Discovery by instructors;
Discovery by students
8.48
How Social Media are Used in a Class?
Factor Analysis
16. 16
Conclusions
WHAT: Most Used Social Media: Blogs, Twitter and Youtube
HOW: 1) Facilitating engagement, 2) Organizing for teaching,
3) Reaching outside the class (Factor Analysis)
17. ◼Anatoliy Gruzd
◼Caroline Haythornthwaite
◼Drew Paulin
◼Sarah Gilbert
◼Marc Esteve Del Valle
◼E-mail: mesteved@ryerson.ca
◼Twiter: @NetMev
project on
Learning
Analytics in the
Social
Media
Age
#pLASMA
Funded by:
A project of: