This document discusses the use of social media in education. It summarizes interviews with teaching staff at Aalto University School of Economics on their experiences using social media like Twitter, Facebook, LinkedIn, YouTube, and blogs in their courses. While traditional online tools are still used, social media allows for more active student engagement and discussion. For example, Facebook groups saw students 10 times more active than other platforms. However, teachers note social media should have an educational purpose and different tools may engage different learning styles. Overall, while challenging, integrating social media can transform passive students into active knowledge producers and teachers.
Yrityslabra (Business Lab) is a learning environment at Laurea University of Applied Sciences for business students. It was created to address weaknesses in the traditional campus model like long graduation times and lack of employment opportunities. In Yrityslabra, students gain responsibility over their studies by completing real-world projects for local companies. This leads to improved results such as shorter graduation times of 2.5-3.5 years compared to 4 years traditionally, fewer students dropping out, and 100% employment rates for graduates.
Welcome plenary - Helen Lazarus, Michael Heanue and Catherine KnivettJisc
Led by your host Helen Lazarus, head of Jisc London, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contributions from Michael Heanue and Catherine Knivett, principal policy officers, Greater London Authority.
Jisc Connect more in London, 28 June 2016
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
ERGO WORK presentation by Louise Moody at the Design 4 Health conference (15_...CEOE-CEPYME ZAMORA
"Design for improved Workplace Inclusion. An exploratory study of stakeholder needs".
ERGO WORK presentation at the Design 4 Health conference held in Sheffield (15_07_15), by Louise Moody (Coventry University)
This document summarizes the benefits of content sharing and reuse in open education. It discusses the diversity of approaches to open educational resources (OER) and the evolution of the UK OER program over three phases to encourage discovery and sustainable use of OER. The document also outlines directions for open content and practice across educational sectors and developments to watch, such as OER initiatives in Africa and open badge systems.
Yrityslabra (Business Lab) is a learning environment at Laurea University of Applied Sciences for business students. It was created to address weaknesses in the traditional campus model like long graduation times and lack of employment opportunities. In Yrityslabra, students gain responsibility over their studies by completing real-world projects for local companies. This leads to improved results such as shorter graduation times of 2.5-3.5 years compared to 4 years traditionally, fewer students dropping out, and 100% employment rates for graduates.
Welcome plenary - Helen Lazarus, Michael Heanue and Catherine KnivettJisc
Led by your host Helen Lazarus, head of Jisc London, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contributions from Michael Heanue and Catherine Knivett, principal policy officers, Greater London Authority.
Jisc Connect more in London, 28 June 2016
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
ERGO WORK presentation by Louise Moody at the Design 4 Health conference (15_...CEOE-CEPYME ZAMORA
"Design for improved Workplace Inclusion. An exploratory study of stakeholder needs".
ERGO WORK presentation at the Design 4 Health conference held in Sheffield (15_07_15), by Louise Moody (Coventry University)
This document summarizes the benefits of content sharing and reuse in open education. It discusses the diversity of approaches to open educational resources (OER) and the evolution of the UK OER program over three phases to encourage discovery and sustainable use of OER. The document also outlines directions for open content and practice across educational sectors and developments to watch, such as OER initiatives in Africa and open badge systems.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
IWMW 2004: Introduction To JISC And The Web Community (1)IWMW
Slides used in pre-workshop session on "Introduction To JISC And The Web Community" at the IWMW 2004 event held at the University of Birmingham on 27-29 July 2004.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
The presentations given at the Learning Layers and CAMERA workshop in Plymouth on the 23rd July. Gives an overview of the Learning Layers research project, which is exploring how technology can support informal learning in small and medium-sized enterprises. Introduces the 4 Learning Layers tools being developed to support learning in healthcare - GP practices.
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
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Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
The document summarizes research from a Digital Toolkit project examining digital literacy and well-being policies for students. Key findings include:
- Current approaches to digital well-being among staff and students are fragmented, with various online resources but a lack of joined-up institutional thinking.
- Staff feel hindered by outdated structures in addressing students' digital needs, and there is a disconnect between students' digital lives and how institutions approach well-being.
- The researchers propose a maturity model based on the JISC framework to help institutions benchmark and improve their approach to digital literacy and student well-being in a holistic way. This would involve greater student involvement, focus on lifelong learning and future needs, and consideration
Engaging Academics in Digital Discourse - Simon Thomson | Talis Insight Europ...Talis
This document discusses the increasing prevalence of digital technologies in society and education. It notes that digital is now the present, not just the future, as technologies like smartphones and social media have billions of users worldwide. However, successfully integrating digital tools into education requires focusing on human and organizational aspects rather than just technology. People experience different levels of confidence, capability and aspirations regarding digital. The document advocates engaging academics through discourse to understand individual needs and contextualizing digital strategies accordingly. It presents a framework for discussing how technology can enable, enhance, enrich and empower teaching and learning. Overall, the key message is that successful digital change depends more on people than the technology itself.
TERMINALFOUR t44u 2009 - Glasgow Caledonian University Case StudyTerminalfour
The document discusses the redesign of Glasgow Caledonian University's website to better serve students and other users in a more socially connected world. It overviews the roles of Different Ltd and GCU in the redesign process, and how the new site was developed based on user research and requirements within a content management system. Special attention was paid to governance policies and structures to maintain consistency and focus on key priorities like student recruitment across the expanding digital presence.
Welcome plenary - Jason Miles-Campbell and John McGuiganJisc
This document summarizes a conference hosted by Jisc in Northern Ireland on connecting through digital transformation. The conference included sessions on leveraging digital capabilities, enhancing teaching and learning efficiency, and implementing analytics. It also discussed Jisc's role in supporting the Northern Ireland higher education and further education strategies through advancing online learning and skills development. Attendees were encouraged to provide feedback and get involved to help shape Jisc's future efforts.
Understanding learning gain and why this might matter to you Jisc
The document discusses learning gain and why measuring it is important. It outlines the session which will clarify what learning gain means, consider drivers for interest in measuring it like the Teaching Excellence Framework, introduce types of learning gain measures, and discuss how learning technologies could provide data. Challenges of developing robust learning gain measures are also examined. Examples of UK universities measuring skills, engagement, and attributes are provided.
Salo 2011 bled conference social media in educationJari Salo
Conference presentation in Bled econference. Presents results of a small study I did in 2011. In the study Social media usage in the Aalto University is described.
Salo Aalto University School of Economics Digital MarketingJari Salo
1. The digital marketing course introduces students to different types of digital marketing campaigns and how to manage them for both consumer and business markets.
2. Students are divided into groups to work on cases for Nokia and Google, and are required to submit academic reports and presentations on their solutions.
3. Evaluation includes exams, case competition points for the Nokia and Google cases, case presentation feedback, and article reflection papers.
Social commerce panel 25th bled e_conferenceJari Salo
The document summarizes a panel discussion on social commerce. The panel was part of the 25th Bled eConference and focused on the current status and future developments of social commerce. It was co-chaired by Hans-Dieter Zimmermann and Jari Salo and included panelists from various universities. The document provides an overview of the social commerce landscape and discusses Jari Salo's attempt to construct a holistic social commerce framework that incorporates key business processes and strategies.
Salo 2011 bled conference social media in music industryJari Salo
Conference presentation in Bled econference. Presents results of a small study we did in 2008. In the study Social media in the music industry we have both managers and consumers views points.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
IWMW 2004: Introduction To JISC And The Web Community (1)IWMW
Slides used in pre-workshop session on "Introduction To JISC And The Web Community" at the IWMW 2004 event held at the University of Birmingham on 27-29 July 2004.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
The presentations given at the Learning Layers and CAMERA workshop in Plymouth on the 23rd July. Gives an overview of the Learning Layers research project, which is exploring how technology can support informal learning in small and medium-sized enterprises. Introduces the 4 Learning Layers tools being developed to support learning in healthcare - GP practices.
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
This document discusses using data to understand student populations and monitor the COVID-19 response. It addresses challenges in determining student numbers, locations, and activities. Sections explore using data sources like UCAS, HESA, SLC, and VLE engagement to track enrolment, attendance, accommodation, and continuation. The final section considers next steps like additional lockdowns and how data can inform the ongoing response.
Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
The document summarizes research from a Digital Toolkit project examining digital literacy and well-being policies for students. Key findings include:
- Current approaches to digital well-being among staff and students are fragmented, with various online resources but a lack of joined-up institutional thinking.
- Staff feel hindered by outdated structures in addressing students' digital needs, and there is a disconnect between students' digital lives and how institutions approach well-being.
- The researchers propose a maturity model based on the JISC framework to help institutions benchmark and improve their approach to digital literacy and student well-being in a holistic way. This would involve greater student involvement, focus on lifelong learning and future needs, and consideration
Engaging Academics in Digital Discourse - Simon Thomson | Talis Insight Europ...Talis
This document discusses the increasing prevalence of digital technologies in society and education. It notes that digital is now the present, not just the future, as technologies like smartphones and social media have billions of users worldwide. However, successfully integrating digital tools into education requires focusing on human and organizational aspects rather than just technology. People experience different levels of confidence, capability and aspirations regarding digital. The document advocates engaging academics through discourse to understand individual needs and contextualizing digital strategies accordingly. It presents a framework for discussing how technology can enable, enhance, enrich and empower teaching and learning. Overall, the key message is that successful digital change depends more on people than the technology itself.
TERMINALFOUR t44u 2009 - Glasgow Caledonian University Case StudyTerminalfour
The document discusses the redesign of Glasgow Caledonian University's website to better serve students and other users in a more socially connected world. It overviews the roles of Different Ltd and GCU in the redesign process, and how the new site was developed based on user research and requirements within a content management system. Special attention was paid to governance policies and structures to maintain consistency and focus on key priorities like student recruitment across the expanding digital presence.
Welcome plenary - Jason Miles-Campbell and John McGuiganJisc
This document summarizes a conference hosted by Jisc in Northern Ireland on connecting through digital transformation. The conference included sessions on leveraging digital capabilities, enhancing teaching and learning efficiency, and implementing analytics. It also discussed Jisc's role in supporting the Northern Ireland higher education and further education strategies through advancing online learning and skills development. Attendees were encouraged to provide feedback and get involved to help shape Jisc's future efforts.
Understanding learning gain and why this might matter to you Jisc
The document discusses learning gain and why measuring it is important. It outlines the session which will clarify what learning gain means, consider drivers for interest in measuring it like the Teaching Excellence Framework, introduce types of learning gain measures, and discuss how learning technologies could provide data. Challenges of developing robust learning gain measures are also examined. Examples of UK universities measuring skills, engagement, and attributes are provided.
Salo 2011 bled conference social media in educationJari Salo
Conference presentation in Bled econference. Presents results of a small study I did in 2011. In the study Social media usage in the Aalto University is described.
Salo Aalto University School of Economics Digital MarketingJari Salo
1. The digital marketing course introduces students to different types of digital marketing campaigns and how to manage them for both consumer and business markets.
2. Students are divided into groups to work on cases for Nokia and Google, and are required to submit academic reports and presentations on their solutions.
3. Evaluation includes exams, case competition points for the Nokia and Google cases, case presentation feedback, and article reflection papers.
Social commerce panel 25th bled e_conferenceJari Salo
The document summarizes a panel discussion on social commerce. The panel was part of the 25th Bled eConference and focused on the current status and future developments of social commerce. It was co-chaired by Hans-Dieter Zimmermann and Jari Salo and included panelists from various universities. The document provides an overview of the social commerce landscape and discusses Jari Salo's attempt to construct a holistic social commerce framework that incorporates key business processes and strategies.
Salo 2011 bled conference social media in music industryJari Salo
Conference presentation in Bled econference. Presents results of a small study we did in 2008. In the study Social media in the music industry we have both managers and consumers views points.
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
The document outlines the structure and content of an introductory course on learning and educational technology. It discusses topics that will be covered in lectures and workshops, including learning theories, educational technologies, and developing a digital portfolio. Students will create blog posts reflecting on their understanding and goals for the course. Assessment is based on active participation, portfolio assignments, and a final digital story. The course aims to introduce students to the field of educational technology and how technology can support learning.
Developing an integrated, motivation-driven competence development framework ...Alan Bruce
Recruitment and talent acquisition are enhanced by recent developments in constructing an integrated competence development framework which drives motivation and learning. Describes the design and application among Finnish employers.
This document provides an orientation for students in the Master's Degree Programme in Learning, Education and Technology (LET) at the University of Oulu. It outlines the support services available to students, including personal study advisors, student tutors, and central administration. It also describes some of the academic components of the program, such as lectures on academic communication and writing, use of databases and libraries, and developing a personal study plan. Finally, it provides some practical information for students on requirements, computer accounts, and presenting original certificates.
This document provides information about the Learning and Educational Technology (LET) minor subject studies program at the University of Oulu. It introduces the LET research unit and its focus on understanding learning through motivation, self-regulation and social aspects. The minor studies program is described as consisting of introductory courses in learning theory and technology as well as courses in designing technology-enhanced learning and educational projects. The goals of the program are also listed, which are to understand learning theories and evaluate technologies for learning, collaborate in learning communities, and recognize the role of technology in modern learning.
MA in Learning, Education and Technology - University of OuluWeb2Present
Learning, Education and Technology (LET) is a full-time two-year international Master’s Degree Program (120 ECTS credits) at the University of Oulu in Finland. After completing the program, students are awarded a Master of Arts (Education) degree, which enables them to continue their academic studies at the doctoral level.
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
More information on OnEdu Learning Environment for business and educational institutions: http://www.matleenalaakso.fi/p/in-english.html and http://www.onedu.fi/en/
The VISCED project aimed to inventory and evaluate innovative ICT-enhanced learning initiatives for students aged 14-21, with a focus on virtual schools and colleges. Over its two-year period, the project published case studies, reports, and recommendations. Key outputs included a handbook with sections on virtual school models, best practices, and policy options to support virtual schools across Europe.
Research Commons @ Stellenbosch University presented at RLC Academy, Mont Fle...Reed Elsevier
The Research Commons at Stellenbosch University aims to empower postgraduate research through specialized facilities, assistance, partnerships and events. It provides (1) dedicated work spaces, equipment and reference materials for postgraduate students; (2) research assistance from librarians and peer advisors on topics like referencing, bibliographic tools and technical writing; and (3) workshops and seminars on research skills. Initial feedback indicates the Research Commons is motivating students and received positive comments on its services, while also identifying opportunities to expand assistance and resources. Usage statistics show growing utilization of its study areas, seminar rooms and research support services.
More and more workplaces are looking for effective ways to train their staff which doesn’t require them to travel long distances or being away from the organisation for long periods of time. Implementing workplace online training (iWOT) is a natural fit to meet this need, but not all training organisations have the knowledge, skills and experiences to make it happen.
This presentation provides an overview of what is required to implement, support and facilitate workplace online training based on case studies and resources already being used to support this type of training.
This document summarizes a presentation about using ePortfolios in schools. It discusses why schools should use ePortfolios, provides an overview of the Mahara ePortfolio platform, and looks at examples of how Mahara has been used for learning, professional development, and career planning. It also outlines future developments for Mahara, such as adding open badges and new plugins, and discusses next steps for adopting Mahara in Alberta schools.
Fight against lessening budgets in finnish HEI. How to be creative and create a bit new money.
BUT be patient, even Rome wasn't built in a day.
http://www.eunis.org/eunis2017/sessions/20170607_ps3lm/
This document provides an overview of an information literacy webinar presented by Tiina Heino from the Terkko Medical Campus Library at Helsinki University. The webinar covered topics such as continuing education for information professionals, marketing information literacy services to customers, taking advantage of opportunities for change, and the importance of collaboration. Information literacy standards and frameworks from organizations like ACRL and SCONUL were also discussed.
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This document summarizes a case study on blended learning at Tampere University of Technology, Pori Unit in Finland. The university implemented blended learning to increase student enrollment numbers and improve the school's finances. They developed video materials and online courses using MOOCs and flipped classroom techniques. After two years, blended learning has been successful - student numbers and the school's finances improved, and students and teachers responded positively. The university is continuing blended learning development through the KASKU project, which tests new techniques like recording classroom lectures and developing online exam rooms.
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Salo 2013 Perth Edith cowan university online, mobile and social media based learning seminar november 28
1. Online education
Jari Salo,
Professor of Marketing
Head of doctoral program
Adjunct Professor (Aalto University School of Business)
Associate Editor of Journal of Information Technology Research
Oulu Business School
University of Oulu
Department of Marketing
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
Objective
• To shed some light on the social media
usage in teaching
• To prepare students, teachers and
practitioners to understand the challenges
related to social media usage in education
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
1
2. • According to Kaplan & Haenlein (2010) social media
can be defined as "a group of Internet-based
applications that build on the ideological and
technological foundations of Web 2.0, which allows
the creation and exchange of user-generated
content."
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
Methodology
•
5 in-depth interviews with teaching staff of Aalto School of Economics,
Department of Marketing (ranging from 40min to 1h30min)
• Senior lecturer Erik Pöntiskoski responsible for number of courses
e.g. Product and Brand Management, minor study program
Mediabizlab (mediabizlab.fi) in collaboration with several
companies
• Joel Hietanen: Principles of Marketing & video ethnography Master
thesis group
• Elina Koivisto: PhD student/lecturer
• Mikko Laukkanen: PhD student/lecturer
• Antti Sihvonen: PhD student/lecturer
• + own experiences of teaching 30 different courses over ten year
period (+ having a degree in pedagogy / teaching)
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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3. History of ”improving utilization of
technology”
•
Established in 2010, Aalto University is strongly future-oriented while at the
same time building on the combined 300-year-history of three highly-regarded
universities. It was created by a merger of the Helsinki School of Economics,
Helsinki University of Technology and the University of Art and Design Helsinki.
•
At the Aalto School of Economics, (formerly HSE), The Center for Innovative
Education (CIE) is dedicated to the advancement and implementation of
innovative education in the university. It was founded May 13, 1996. CIE is
working in eLearning support, managing eLearning systems and teaching faculty
training and education. The CIE also co-ordinates the Finnish Virtual University
activities of the HSE.
•
Similar centers for improving education exist in all Finnish universities
•
Technologies are bodies of skills, knowledge, and procedures for making, using,
and doing useful things" (Merrill 1968).
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
How we did things before 2010
Tools (in
adopted order)
Issues (+/-) for
students
Issues (+/-) for
teacher
Issues (+/-) for
school
Learning
outcomes
Webpage
Privacy issuespublic, Download
material,
If knowledgeable
easy to use
Easy admin (cost
to serve etc.)
Passively if at all
achieved
Secured webpage
with a discussion
group
Security,
Download
material, discuss
with other
students
If knowledgeable
easy to use
(deliver material,
discuss)
Easy admin (cost
to serve etc.)
A bit more active ,
maybe other
students views are
visible
Optima (similar to
Moodle,
Blackboard etc.
intranet)
Secured, material
available,
discussions, return
exercise, teachers
comments and
other students
comments
If knowledgeable
easy to use
(deliver material,
discuss, usually
teacher had to
force students to
discuss)
More resources
needed for
educating
teachings, helping
when needed.
Altogether admin
cost are higher
A bit better
outcomes, other
students are
posting general
comments and
specific comments
for exercises and
teachers are
participating on
discussions
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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4. How we did things before 2010
• Common thread in all education tools described above
•
We forced students to
• Download material,
• Read and comment materials
• Submit exercises (cases, summaries, learning diaries)
• Comment others exercises, (group 1 comments group 10 and vice versa)
• Post own comments / ideas
• Results:
•
•
Students are forced to do things, its not fun, small number of students are
active if at all. They get small reward yes, but for most its not interesting
enough or motivating enough
Side note to discussion groups: Some of the FB generation of students were
not familiar or did not know or felt awkward to utilize old fashioned Fishbone
discussion groups (where moderators and pseudonyms are used).
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010 (in some programs and
courses)
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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5. After 2010- Twitter
•
Linked to course webpage
•
•
Purpose: Teacher can up-date on the go what is going on, easy to post
emerging themes, issues, and happenings,
e.g. visiting lecture from Nokia has the new gadget with him at the bar
Nolla if u like come and see the device and discuss with managers
before the product is launched
•
Posting links, re-tweeting important issues
•
Student benefits: More interactive, fun and fresh information and
possibilities to participate in ad-hoc events
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- Facebook
•
In some cases students have established Facebook page and a group
for a course and later invited teacher(s) to join
•
In other cases teachers are establishing Facebook groups and students
are joining (usually younger teachers!)
•
•
Some teachers don't want to be ”friends” with students still
Note that FB groups can be used without being ”friends”
•
Teachers might perceive blurring of teacher/social me boundaries when
interacting in FB while students don’t seem to bother (shared/private
profiles)
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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6. After 2010- Facebook
•
Purpose of using FB:
•
•
•
•
•
Sharing material
Chat
Asking questions from teachers and peers is more easier and giving feedback
Commenting exercises
Students share links, tips and news about marketing and other current situations
•
Students have strong netiquette as they only post relevant topics
•
Of course not all students are joining these groups and other means of
communication are needed
In Product and Brand Management class 30 out 50 students joined FB group
As a result, students are roughly 10 times more active than in traditional
discussion groups or in e-learning environment (Optima, Blackboard, Moodle,
etc.)
•
•
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- Facebook
• Questions to address:
• Group size (25 vs. 300)
• If 300 students its difficult to evaluate activity, thus smaller
classes are preferred while using FB
• Benefits from Consumer Culture class:
• More active discussion, natural interaction platform for
students
• Tips & links posted
• Video material
• Positive feedback from students
• Secondary interaction platform
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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7. Aalto Department of Marketing (internal
group)
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- LinkedIn:
•
Netnographic approach (e.g. Kozinets, Valck etc.)
•
Purpose: Industry specific insights or gaining managerially valid ideas
•
Task: get to know logic of some group and actively follow one
discussion group. What are professionals currently discussing ? e.g. in
Philips healthcare, SAP group or in digital marketing group
•
Participate and ask questions in discussion groups
•
Prepare report
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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8. Some of my Linkedin groups
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- YouTube
•
Guest lecture: utilize existing video instead e.g. Ted Talk (time
consuming – going though 100 “bad” videos
•
Used in Principles of Marketing, Digital Marketing and Product and
Brand Management
•
Utilization in Product and Brand Management course:
•
Task/purpose: How consumers / users are using products in their every
day life ? Get insights into how users are utilizing products and how you
can use that knowledge to develop better products
http://www.youtube.com/watch?v=yKZNdMSUmK0
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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9. After 2010- YouTube
•
YouTube usage in Digital Marketing (Nokia case)
•
Purpose: identify value drivers for updating SW of Nokia mobile phone
•
End user benefits for updating the SW : e.g. longer battery life, better services
etc.
•
First, students create video illustrating benefits of updating Nokia mobile phones
SW
•
Second, use social media and any means possible (blogs, celebrities, FB,
LinkedIn etc.) to drive traffic to the video (viral-e-wom)
•
Three of the best campaigns were rewarded
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- Blogs
• Minor study program: Mediabizlab
-
Few companies are funding but almost one hundred is participating
Program extended over one year
Courses last up to six months
Company specific research project (company-student-teacher meetings)
• Twice a month students are blogging about their research
project that they are actively doing with one of the companies.
• Result: Other participating companies get
•
•
•
•
new information,
up-date to information about the project
teachers get to know students better and how students are developing and
progressing,
other students read fresh material and get new insights and comment and
extend 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
P.O. BOX ideas.
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10. After 2010- Video ethnography
•
•
•
•
•
•
•
•
Master thesis can be done with videography
Usually related to company needs (e.g. Valio Finnish dairy producer – package
design innovations)
Seminar leader PhD student Joel Hietanen who won best video ethnography
award in Advances in Consumer Research (ACR) video track
22 minute video (same as TV series without commercials) + text based thesis
30-50 pages)
Currently 3 students in a group, two have graduated
One of the graduates is a professional film maker
Is this easier for students ? No, he spent 6000€ on materials, rental equipment,
travel etc. + 50 pages of text thesis)
His work is submitted to ACR video track
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- Videoetnography
•
•
•
•
Challenges:
Firm specific research questions sometimes difficult to come by
Cost of equipment
Unfamiliar method
”Brothers in paint” academic videography
(ACR best video award)
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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11. After 2010- Virtual worlds
• Second life used for Lablife teaching
experiment
• Swedish course for chemical engineering
students
• Using avatars to learn Swedish language
used in laboratories
http://sites.google.com/site/lablife3d/
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
After 2010- Virtual worlds
•
5 street virtual world
•
Students experimenting with virtual world
•
Doing a report on self-presentation with avatar, consumption, brands,
music etc.
•
Public and private discussion with other students and others in the
virtual world 5 street
•
5 street teaching tied to research on virtual worlds: paper on selfpresentation in virtual world submitted to ACR
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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12. To conclude
• All the tools used previously (Blackboard, Moodle, web pages,
online education systems) are still being used
• But also new social media tools are utilized
• There should be a purpose for using new tools – learning
outcome
• Twitter, LinkedIn, YouTube, FB are cool – but its not enough
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
To conclude
• Students are not passive audience anymore !
• We can engage them with social media
• Searching knowledge
• Producing knowledge (videos, blogs, learning diary,
reports…)
• Teaching to others
• Trialing different marketing campaigns
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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13. To conclude
• Context - which course ?
• Adopting gradually (one application for each course?)
• Purpose: What learning outcome is aimed at ?
• Remember that students have individual learning styles
• Visual
• Kinesthetic
• Auditory
• ?
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
Thank you
Q&A
Jari.salo@oulu.fi
P.O. BOX 4600, 90014 University of Oulu • tel. (08) 553 2905, fax (08) 553 2906 • www.oulubusinessschool.fi
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