Team E Social Media Training Manual Presentationrguzman2003
This document provides an overview of social learning and social media tools for workplace training. It discusses how social learning allows for multisensory collaboration that enhances long term memory retention. The document outlines the benefits of social learning over formal training, including addressing real business issues and strengthening relationships. Finally, it explores how social media tools like Twitter, Google+, Skype and Facebook can be used to facilitate organizational social learning and provides examples of their application.
Aet 562 week6 social media manual presentation_team cfullerd2
This presentation summarizes a social media training manual, highlighting social learning, problem solving through social learning, addressing business issues through social learning, and examples of effective social media tools. Social learning involves connecting, collaborating, participating and communicating. It can help resolve ethical dilemmas and problems in the workplace. Examples of social media tools described are YouTube, LinkedIn, Wikis and blogs. The training manual is intended to increase social learning and its benefits in organizations.
to summarise this presentation i want to say
To make the most of social media optimization, businesses need to keep their content relevant as well as sharable. The more the content is shared the better would be its rankings in search engines. This will lead to a strong social media presence and drive traffic to the website.
I. This document provides a training manual on social learning and social media tools for organizational use. It covers topics such as barriers to social learning, ethical issues, and how social learning can solve business problems and strengthen relationships.
II. Specific social media tools like wikis, Twitter, Facebook, and blogs are described in terms of their benefits and limitations for organizational use.
III. The conclusion emphasizes that embracing social media is important as it grows, and policies need to be in place to encourage its appropriate use while avoiding potential issues.
This document summarizes Mark Tarallo's final presentation on social media tools for educators. It discusses microblogging using Twitter, social bookmarking with Diigo, social networking on Google+, multimedia creation with Glogster, and presentation sharing using Google Docs. The presentation covers Mark's experiences using each tool, what he found most useful, and how he plans to apply what he learned to improve his teaching.
The document discusses how TeamC, Inc. implemented a social learning platform to address the challenges of training a global workforce located in different geographic locations. The goal was to allow employees to continue learning from each other and increase job satisfaction. Social learning through social media allows interactive learning and knowledge sharing between employees regardless of location. It can complement formal classroom training by providing an additional way for employees to access training materials and sessions.
Team E Social Media Training Manual Presentationrguzman2003
This document provides an overview of social learning and social media tools for workplace training. It discusses how social learning allows for multisensory collaboration that enhances long term memory retention. The document outlines the benefits of social learning over formal training, including addressing real business issues and strengthening relationships. Finally, it explores how social media tools like Twitter, Google+, Skype and Facebook can be used to facilitate organizational social learning and provides examples of their application.
Aet 562 week6 social media manual presentation_team cfullerd2
This presentation summarizes a social media training manual, highlighting social learning, problem solving through social learning, addressing business issues through social learning, and examples of effective social media tools. Social learning involves connecting, collaborating, participating and communicating. It can help resolve ethical dilemmas and problems in the workplace. Examples of social media tools described are YouTube, LinkedIn, Wikis and blogs. The training manual is intended to increase social learning and its benefits in organizations.
to summarise this presentation i want to say
To make the most of social media optimization, businesses need to keep their content relevant as well as sharable. The more the content is shared the better would be its rankings in search engines. This will lead to a strong social media presence and drive traffic to the website.
I. This document provides a training manual on social learning and social media tools for organizational use. It covers topics such as barriers to social learning, ethical issues, and how social learning can solve business problems and strengthen relationships.
II. Specific social media tools like wikis, Twitter, Facebook, and blogs are described in terms of their benefits and limitations for organizational use.
III. The conclusion emphasizes that embracing social media is important as it grows, and policies need to be in place to encourage its appropriate use while avoiding potential issues.
This document summarizes Mark Tarallo's final presentation on social media tools for educators. It discusses microblogging using Twitter, social bookmarking with Diigo, social networking on Google+, multimedia creation with Glogster, and presentation sharing using Google Docs. The presentation covers Mark's experiences using each tool, what he found most useful, and how he plans to apply what he learned to improve his teaching.
The document discusses how TeamC, Inc. implemented a social learning platform to address the challenges of training a global workforce located in different geographic locations. The goal was to allow employees to continue learning from each other and increase job satisfaction. Social learning through social media allows interactive learning and knowledge sharing between employees regardless of location. It can complement formal classroom training by providing an additional way for employees to access training materials and sessions.
AET/562 Team D: Self guided social media training manualJessica Saunders
This document provides an overview of a self-guided social media training manual for employees of Wegmans Food Markets. The training aims to help employees develop personal learning networks using social media tools like Twitter, VoiceThread, YouTube, and Facebook. It discusses how social learning benefits engagement and collaboration. The manual also addresses possible barriers to social media use and provides solutions, as well as how to address ethical issues and use social media for problem solving and strengthening business relationships.
Social media training manual presentationjehrico76
This document outlines guidelines for using social media in an organization for learning, problem solving, and business processes. It discusses using social platforms like Facebook, LinkedIn, YouTube, and Wikis to provide online training and resources for employees. The goals are to educate staff on social media effectiveness, increase the learning curve, and leverage social tools to enhance organizational learning and problem solving. Barriers to social learning like differences in experience are addressed, along with strategies to incorporate social learning into daily work to gain employee trust.
Self-Guided Social Media Training Manual and PresentationRamirez Ivy
This document provides an overview of various social media tools that can be used for social learning, including Wikispaces, Twitter, Yammer, LinkedIn, and their benefits and limitations for organizational use. Wikispaces allows collaboration and customization but lacks monitoring. Twitter is good for communication but has character limits. Yammer promotes informal communication like Facebook. LinkedIn enables professional networking. Social learning is learning through social environments online or offline that is learner-controlled and can occur asynchronously. It allows learners to build their own personal learning networks and skills. Addressing issues like privacy, accountability and blending personal and professional use is important for organizations.
Social media training manual ppt slides 1 12 completed versionMarchella Christian
This training manual provides guidance for using social media tools to enhance instruction and social learning in organizations. It is structured in four units that will help learners understand social learning strategies and how to effectively incorporate social media tools into training. The goal is to equip trainers with the knowledge and skills to deliver social learning instruction that can connect employees both locally and globally.
This document summarizes research into whether B2B companies can successfully use social media for marketing goals. It discusses definitions of social media, types of social media sites, interviews with experts on the topic, considerations for use, examples of both good practices from Novo Nordisk and bad practices from Nestle. Key takeaways are that social media can influence many people if done through a well-known brand, companies must allocate resources and communicate honestly while accepting potential loss of control, and quantitative and qualitative measurements are both important for defining success.
Self guided social media training manual and presentation (3)Manuel Montano
This document provides an overview of using social media for workforce training through social learning. It discusses how social media can help overcome barriers by connecting people virtually. Social learning is effective for bringing people together and starting new relationships to solve problems. The document also reviews some potential issues with social media use and strategies for addressing them. Finally, it describes several social media tools like Edmodo, LinkedIn, Google Drive, and Twitter that can facilitate social learning and collaboration.
Team c social media training manual presentationTamara Molien
This document provides an overview of social media training for businesses and organizations. It discusses how social learning can improve employee productivity, engagement, and problem solving by allowing learning from others. While there are barriers like time management and policy concerns, training employees on appropriate use can help address these issues. The document also examines how social media tools like LinkedIn, Google Docs, Facebook, and blogs can strengthen relationships and allow collaboration if used properly. It emphasizes the need for social media policies to guide appropriate representation of the organization.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
The document discusses personal learning environments (PLEs), the TRAILER project, and visual learning analytics. It defines PLEs as individualized learning systems under learner control that support goals, content, and communication. The TRAILER project developed tools and methods for integrating informal learning into formal education through an ecosystem connecting learning, competencies, and institutions. Visual learning analytics uses techniques to target instruction based on learner data and goals, with the VeLA system providing visualizations of analytics to support learning processes.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
The document discusses the Concerns-Based Adoption Model (CBAM) as it relates to integrating information and communication technology (ICT) into teaching and learning. It outlines the seven levels of concern in the CBAM - Awareness, Information, Personal, Management, Consequences, Collaboration, and Refocusing - and describes the main emphasis for ongoing development at each level, focusing on supporting teachers as individuals and in their impact on students.
This document discusses challenges faced in integrating technology into the classroom and efforts to update a Digital Media subject. It aimed to teach digital media skills at a "prosumer" level using mobile learning and social media. The subject structure included on-campus lectures and workshops alternating with distance content. Assessments included a digital media project and social media marketing plan. Student feedback was mixed and distance student failure rates were high. Lessons included a need for more formative feedback and support for distance students. The subject will now be integrated into other communication subjects, and a new trial using provided tablets aims to provide feedback on using dedicated devices over student-owned technology.
This document discusses the benefits and limitations of various social media tools for social learning, including YouTube, Facebook, blogging, and podcasts. It also addresses barriers to effective social learning such as lack of focus and negative past experiences. Additionally, the document outlines some of the business benefits of social learning for organizations and individuals, such as improved collaboration and knowledge sharing. It stresses the importance of monitoring content and maintaining data security when using social media for learning. Finally, the document discusses how social learning can help solve problems in a flexible, team-oriented way compared to more formal learning approaches.
Social networking tools provide new opportunities for education by allowing learning to become a visible cumulative process for students and teachers through forums like wikis, blogs, and discussion boards. These social media promote complex and lasting retention of ideas compared to traditional learning. Educators should consider how new skills are needed to operate and learn within social networks.
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Learning Rounds, Building a Learning CommunityGTC Scotland
The document discusses learning rounds, which involve groups observing learning and teaching in schools. The process involves identifying a focus, observing classes, and having post-observation discussions where the team analyzes evidence and identifies patterns. They then generate next step ideas. The approach emphasizes observers learning, is owned by teachers, and focuses on improving learning and teaching across a system through a collegiate approach.
This document outlines a self-guided social media training presentation. It discusses the benefits of social media like shared information, research, and building online communities. It also covers creating an effective social learning environment through participation, tools, communication, and avoiding social media black holes. Specific social media tools are examined like Facebook, LinkedIn, Twitter, and Wikis in terms of their uses, benefits, limitations, and applications for social learning. The conclusion emphasizes that social media platforms have become virtual spaces for communication, socializing, and working in parallel to real life.
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
The document discusses engaging students in online learning through developing a community of inquiry. It begins by stating that student engagement directly impacts motivation and learning quality. It then describes the Community of Inquiry framework, which promotes learning through cognitive, teacher, and social presence in online environments. These presences are interdependent and together create meaningful learning experiences. The document provides tips and strategies for incorporating this framework into virtual classrooms to build engagement.
Self Guided Social Media Training PresentationCristen Yancey
This document provides an overview of social learning and discusses four social media tools - Facebook, Pinterest, Google, and YouTube - that can be used to create an effective social learning environment. It describes the benefits and limitations of each tool and how they apply to social learning. For example, Facebook enhances communication and collaboration, Pinterest provides a way to visually share ideas, Google enables real-time collaboration, and YouTube hosts educational videos. The document also addresses barriers to social learning, how problems can be solved through social learning versus formal training, and how social media can help address business issues and strengthen relationships.
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Evidence-driven practice in career guidance “What we are learning from multi-stakeholder approaches to foster students' career readiness: Teach For All's Future of Work Initiative”. Presented by Tarek Chehidi, Mariana Franco and Banalata Sen.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
AET/562 Team D: Self guided social media training manualJessica Saunders
This document provides an overview of a self-guided social media training manual for employees of Wegmans Food Markets. The training aims to help employees develop personal learning networks using social media tools like Twitter, VoiceThread, YouTube, and Facebook. It discusses how social learning benefits engagement and collaboration. The manual also addresses possible barriers to social media use and provides solutions, as well as how to address ethical issues and use social media for problem solving and strengthening business relationships.
Social media training manual presentationjehrico76
This document outlines guidelines for using social media in an organization for learning, problem solving, and business processes. It discusses using social platforms like Facebook, LinkedIn, YouTube, and Wikis to provide online training and resources for employees. The goals are to educate staff on social media effectiveness, increase the learning curve, and leverage social tools to enhance organizational learning and problem solving. Barriers to social learning like differences in experience are addressed, along with strategies to incorporate social learning into daily work to gain employee trust.
Self-Guided Social Media Training Manual and PresentationRamirez Ivy
This document provides an overview of various social media tools that can be used for social learning, including Wikispaces, Twitter, Yammer, LinkedIn, and their benefits and limitations for organizational use. Wikispaces allows collaboration and customization but lacks monitoring. Twitter is good for communication but has character limits. Yammer promotes informal communication like Facebook. LinkedIn enables professional networking. Social learning is learning through social environments online or offline that is learner-controlled and can occur asynchronously. It allows learners to build their own personal learning networks and skills. Addressing issues like privacy, accountability and blending personal and professional use is important for organizations.
Social media training manual ppt slides 1 12 completed versionMarchella Christian
This training manual provides guidance for using social media tools to enhance instruction and social learning in organizations. It is structured in four units that will help learners understand social learning strategies and how to effectively incorporate social media tools into training. The goal is to equip trainers with the knowledge and skills to deliver social learning instruction that can connect employees both locally and globally.
This document summarizes research into whether B2B companies can successfully use social media for marketing goals. It discusses definitions of social media, types of social media sites, interviews with experts on the topic, considerations for use, examples of both good practices from Novo Nordisk and bad practices from Nestle. Key takeaways are that social media can influence many people if done through a well-known brand, companies must allocate resources and communicate honestly while accepting potential loss of control, and quantitative and qualitative measurements are both important for defining success.
Self guided social media training manual and presentation (3)Manuel Montano
This document provides an overview of using social media for workforce training through social learning. It discusses how social media can help overcome barriers by connecting people virtually. Social learning is effective for bringing people together and starting new relationships to solve problems. The document also reviews some potential issues with social media use and strategies for addressing them. Finally, it describes several social media tools like Edmodo, LinkedIn, Google Drive, and Twitter that can facilitate social learning and collaboration.
Team c social media training manual presentationTamara Molien
This document provides an overview of social media training for businesses and organizations. It discusses how social learning can improve employee productivity, engagement, and problem solving by allowing learning from others. While there are barriers like time management and policy concerns, training employees on appropriate use can help address these issues. The document also examines how social media tools like LinkedIn, Google Docs, Facebook, and blogs can strengthen relationships and allow collaboration if used properly. It emphasizes the need for social media policies to guide appropriate representation of the organization.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
The document discusses personal learning environments (PLEs), the TRAILER project, and visual learning analytics. It defines PLEs as individualized learning systems under learner control that support goals, content, and communication. The TRAILER project developed tools and methods for integrating informal learning into formal education through an ecosystem connecting learning, competencies, and institutions. Visual learning analytics uses techniques to target instruction based on learner data and goals, with the VeLA system providing visualizations of analytics to support learning processes.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
The document discusses the Concerns-Based Adoption Model (CBAM) as it relates to integrating information and communication technology (ICT) into teaching and learning. It outlines the seven levels of concern in the CBAM - Awareness, Information, Personal, Management, Consequences, Collaboration, and Refocusing - and describes the main emphasis for ongoing development at each level, focusing on supporting teachers as individuals and in their impact on students.
This document discusses challenges faced in integrating technology into the classroom and efforts to update a Digital Media subject. It aimed to teach digital media skills at a "prosumer" level using mobile learning and social media. The subject structure included on-campus lectures and workshops alternating with distance content. Assessments included a digital media project and social media marketing plan. Student feedback was mixed and distance student failure rates were high. Lessons included a need for more formative feedback and support for distance students. The subject will now be integrated into other communication subjects, and a new trial using provided tablets aims to provide feedback on using dedicated devices over student-owned technology.
This document discusses the benefits and limitations of various social media tools for social learning, including YouTube, Facebook, blogging, and podcasts. It also addresses barriers to effective social learning such as lack of focus and negative past experiences. Additionally, the document outlines some of the business benefits of social learning for organizations and individuals, such as improved collaboration and knowledge sharing. It stresses the importance of monitoring content and maintaining data security when using social media for learning. Finally, the document discusses how social learning can help solve problems in a flexible, team-oriented way compared to more formal learning approaches.
Social networking tools provide new opportunities for education by allowing learning to become a visible cumulative process for students and teachers through forums like wikis, blogs, and discussion boards. These social media promote complex and lasting retention of ideas compared to traditional learning. Educators should consider how new skills are needed to operate and learn within social networks.
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Learning Rounds, Building a Learning CommunityGTC Scotland
The document discusses learning rounds, which involve groups observing learning and teaching in schools. The process involves identifying a focus, observing classes, and having post-observation discussions where the team analyzes evidence and identifies patterns. They then generate next step ideas. The approach emphasizes observers learning, is owned by teachers, and focuses on improving learning and teaching across a system through a collegiate approach.
This document outlines a self-guided social media training presentation. It discusses the benefits of social media like shared information, research, and building online communities. It also covers creating an effective social learning environment through participation, tools, communication, and avoiding social media black holes. Specific social media tools are examined like Facebook, LinkedIn, Twitter, and Wikis in terms of their uses, benefits, limitations, and applications for social learning. The conclusion emphasizes that social media platforms have become virtual spaces for communication, socializing, and working in parallel to real life.
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
The document discusses engaging students in online learning through developing a community of inquiry. It begins by stating that student engagement directly impacts motivation and learning quality. It then describes the Community of Inquiry framework, which promotes learning through cognitive, teacher, and social presence in online environments. These presences are interdependent and together create meaningful learning experiences. The document provides tips and strategies for incorporating this framework into virtual classrooms to build engagement.
Self Guided Social Media Training PresentationCristen Yancey
This document provides an overview of social learning and discusses four social media tools - Facebook, Pinterest, Google, and YouTube - that can be used to create an effective social learning environment. It describes the benefits and limitations of each tool and how they apply to social learning. For example, Facebook enhances communication and collaboration, Pinterest provides a way to visually share ideas, Google enables real-time collaboration, and YouTube hosts educational videos. The document also addresses barriers to social learning, how problems can be solved through social learning versus formal training, and how social media can help address business issues and strengthen relationships.
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Evidence-driven practice in career guidance “What we are learning from multi-stakeholder approaches to foster students' career readiness: Teach For All's Future of Work Initiative”. Presented by Tarek Chehidi, Mariana Franco and Banalata Sen.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
The document discusses the role of social learning within organizations and its effects. It explores how social learning platforms can train employees, change culture, and improve knowledge sharing. The role of the trainer shifts from instructor to facilitator as employees network and learn from each other. However, social learning also presents challenges like ensuring appropriate communication and monitoring employee interactions online. Overall, integrating social media and training can boost engagement, retention, and lifelong learning if implemented properly within an organization.
How can we design better technologies with research in mind? This paper summarizes decades of research for those who are interested in designing or investing in technology supported products that focus on social emotional learning, school culture and school culture.
The purpose of this report is to provide a research synthesis about the expanded definition of student success that can be leveraged by EdTech developers, investors, and enthusiasts to support research-aligned product development and adoption. Although research on EdTech lags significantly behind the current interests and needs of the market, there is much relevant research about social emotional development and school climate and culture that is applicable to the design of EdTech tools. Drawing on over 100 publications, this report introduces 6 levers for supporting student success, each with 2 critical research-based findings.
Suggested Citation: Zielezinski, M.; Franz, P.; Thibodeau A. (2020). Optimizing EdTech for an Expanded Definition of Student Success: A Research Review for EdTech Developers. MBZ Labs.
Only have a minute? Head to pages 5-6 for a snapshot of the findings.
This document outlines the curriculum syllabus for a 6-week course on social media for educational purposes. The syllabus covers topics each week such as getting connected through social media, exploring popular social networks like Facebook and Twitter, and establishing organizational social media policies. Assignments include papers on critical thinking, the shift from Web 1.0 to 2.0, and the benefits of social learning in the workplace. The course introduces students to using social media for learning and collaboration in both educational and professional settings.
Technology enhanced learning workshop: Social media for educatorsTanya Joosten
This document provides guidance on using social media for educational purposes. It begins by introducing the author, Tanya Joosten, and their role at the University of Wisconsin-Milwaukee. It then lists tips for setting up social media profiles and engaging with colleagues, such as including an image, bio, and connecting through relevant hashtags. Examples of hashtags for different topics like education and technology are given. The document also summarizes research on students' preferences for communication and social media use. Finally, it discusses best practices for integrating social media into pedagogy and outlines expected benefits like increasing communication and engagement.
Self guided social media training manual team-cJoyceKessel
This training manual provides an overview of social learning and addresses some common barriers to social learning like lack of credible information sharing, low collaboration, and low participation. It discusses how social learning can establish relationships, provide new perspectives, and increase productivity. It also covers some potential ethical dilemmas around offensive content and offers solutions like setting ground rules and having department representatives participate. The manual then provides suggestions for best practices in social learning like encouraging collaboration, measuring success, and emphasizing formal learning. Finally, it discusses using social media tools to facilitate social learning while being aware of limitations like privacy and security issues.
Online Collaborative Learning Group 25 ( Oclg25 )Melissa Luster
The document discusses daily professional communication practices that are efficient, effective and collaborative among diverse colleagues and community members. It describes assisting crew members with electronic job tasks and time entries, as well as documenting work incidents, complaints and hazards electronically in a timely manner. Communication with supervisors and the public about current work is also addressed.
Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.
Frederic Fovet presents on examining social media use through the lens of Universal Design for Learning (UDL) in higher education. UDL aims to remove barriers and widen access for diverse learners by focusing on teaching practices rather than student impairments. Fovet finds that integrating social media into teaching can increase accessibility by offering flexibility in learning styles and engagement beyond the classroom. While change faces resistance, social media create few true accessibility issues and align with UDL principles by providing multiple means of representation, expression, and engagement. Fovet concludes that examining social media through UDL can revolutionize teaching and learning by widening access.
Self guided social media training manualMeganRaposa1
This document is a self-guided social media training manual that outlines how to use social learning and social media tools to address business issues. It discusses barriers to effective social learning like negative experiences or fear of technology. It also provides guidelines for social learning like setting values and codes of conduct. The manual explores using social learning and social media like YouTube, Twitter, Pinterest and blogs to solve problems, strengthen relationships, and allocate resources accountable. It emphasizes that social learning is a platform for knowledge sharing and communication to assess goal achievement.
Networking and collaboration among schools has increased in recent years through various initiatives. However, these initiatives often lack a clear definition of educational networking. The document proposes a definition of networking as "at least two organizations working together for a common purpose for at least some of the time." As a teacher, networking is important for professional development through avenues like social media, Edcamps (unconferences organized by teachers), and conferences. Social media allows teachers to connect, share resources and learn strategies, while Edcamps and conferences provide opportunities to collaborate and learn from other educators.
“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
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
SOCIAL MEDIA TOOLS FOR TEACHERS AND LEARNERSThanavathi C
This document discusses the use of various social media tools for educational purposes. It begins by introducing popular social media platforms like Facebook, Twitter, LinkedIn, Instagram and YouTube. It then discusses how social media has become integrated into students' lives and can be leveraged for learning activities. The document provides details on how each platform works and their specific features. It explores how these tools can be used in teacher education by facilitating communication, collaboration and professional development opportunities for student teachers. Overall, the document argues that social media has potential to enhance learning if used purposefully and that teachers require training to optimize use of these platforms for educational goals.
Collaboration between teachers and students can take many forms and has many benefits. It helps problem solve, brings people together, and allows people to learn from each other. For students, collaborative learning in small groups allows them to answer questions, work on projects, and learn from peers. It also helps students make individual progress and be accountable to each other. Effective teacher collaboration requires common goals, shared ownership in student learning, and a focus on instructional improvement. Benefits include better instruction, an expanded teaching toolkit, lesson consistency, more inclusive teaching methods, increased student effort, and higher teacher responsibility. Strategies for effective teacher collaboration are developing a shared vision and goals, fostering community, establishing group norms, and leveraging discussion to
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Team D Self Guided Social Media Training Manual Presentation Mark Hill
Self-Guided Social Media Training Guide Presentation
LaTrece Bright, Marie Gladue, Lisa Hill, and Melinda Jeffrey
AET/562
February 20, 2017
Dr. Sean Spear
This document discusses the use of social media in education based on surveys of students' technology use and needs. It finds that students want good and frequent communication with instructors and classmates to feel connected. While students use social media heavily, they view email as for "old people." The document also discusses how social media can meet pedagogical needs like increasing communication and engagement. It provides guidance on selecting social media, setting expectations for student behavior, and connecting with others in the education field through social media.
Similar to Self-Guided Social Media Training Manual (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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1. Self-Guided Social
Media Training
Manual
Dr. Steven Gillette, Nikkia Whitely, Natasha
Mohamed, Gladys Pearman, Liliana Layton
AET/562 Social Media for Professional Learning
May 11, 2020
Dr. Sean Spear
2. Objective
Our self-guided manual is designed for the professional development of
teachers using social learning. The main objective is for teachers to
understand what social learning entails and how it will be applied
through the development of Personal Learning Network (PLN).
In this presentation we will outline main contents of the manual and
highlight key concepts covered.
https://images.app.goo.gl/BEdSrPjrSu8ipSGeA
5. Effect on Employees’ Perception
Increase connectedness:
• might provide a different perception of a problem
based on a group perception
More complex problems require more inclusive
• problem might be satisfied through the use of
social learning
6. Barriers to Effective Social Learning
• Managing misconduct
• Potential inability to create meaningful learning
• Comfortability with technology
• Defining times for interaction
(Jumaat, 2019)
https://images.app.goo.gl/4kTN79
PZm8Sa2p2r8
7. Role of Social Learning in Effective
Workforce Training
• Knowledge Sharing
• Networking
• Collaboration
• Enhanced Communication
• Social Media Platforms
• Encourages Participation
(Khalid,2019)
Resolving Ethical Dilemmas Within the
Social Learning Environment
• Establish social media- best
practices
• Ethical Training
• Determine when to intervene
(Seifert, 2016)
8. Problem-solving via social
learning vs. formal training
https://images.app.goo.gl/EsRs6CbYEh4xeyVs9
Formal Learning
Instructor Provides Knowledge
Social Learning
Collaborative
• typically based on an
individual instructor
providing knowledge
• based on collaboration and
sharing in an electronic
environment
• requires participants to be
both an educator and a
learner
9. Addressing Business Issues & Strengthening
Relationships
A. Social learning effect on an organization’s goals and objectives
1. Tasks completed faster
2. Educators become learners themselves
3. More engagement
B. Success indicators
1. Purpose remains clear
2. Participation is constant
3. Input and feedback
C. Secure and safe place for members to share
1. Trust is developed
2. Members feel safe sharing their input without judgement
3. Professionalism remains intact
D. Resource allocations effect on the overall effectiveness of social
learning
1. Collaborations through social media sources allows teachers to receive and share
resources to their educational community (Nussbaum-Beach & Hall, 2012).
2. Low cost
3. More options
https://images.app.goo.gl/ysJ7yw8eiuqWZzJS6
10. Addressing Business Issues & Strengthening
Relationships Contd.
Accountability of usage and following of policy
1. Policies should always be clear and in place prior to use
2. Reprimand implementation should be clearly stated
and executed
Establishing employees’ perception of power or
hierarchy
1. Leadership is now distributed more evenly
2. Everyone becomes a leader and a learner in some way
Fostering Relationships
1. Communication with all skill levels
2. Builds morale and boost confidence
3. New relationships are easy to foster
https://images.app.goo.gl/UJk5S7XJAXMRvEwc8
11. Social Media Tools
Facebook
• Used to make network connections, share photos, written posts, reviews, articles, share
links, or follow pages of interest.
• Has “social learning group” feature and allows the page owner or admin to create a
closed or open group where they can participate in live broadcasts and discussions
Twitter
• A tool for sharing quick ideas, links, and articles
• Gives access to a plethora of experts, like-minded people, and others with shares
interests (Bozarth, 2010)
• Provides a quick flow of information on a single feed.
Wikis
• Allow for the compilation and sharing of information from the site
• Anything that the users have placed on their site can be shared with other teachers,
students or any person of their choosing.
Blogs
• Allow for an exchange of ideas and collaboration on projects.
• A great tool for the dissemination of information and the best way to reach a large
audience at one time.
12. Conclusion
We hope this presentation highlighted the main
contents of the manual and assists fellow educators
with understanding what social learning entails and
how it will be applied through the development of
Personal Learning Network (PLN).
13. References
Baltaci, A., & Balci, A. (2017). Complexity leadership: A theoretical
perspective. International Journal of Educational Leadership and
Management, 5(1), 30–58.
Bozarth, J. (2010). Social media for trainers: Techniques for enhancing
and extending learning. San Francisco, CA: Wiley/Pfeiffer.
Jumaat, N. F. (2019). Facebook as a Platform of Social Interactions for
Meaningful Learning. International Journal of Emerging
Technologies in Learning, 14(4), 151–159.
https://doi.org/10.3991/ijet.v14i04.9363
Khalid, F. (2019). Students’ Identities and its Relationships with their
Engagement in an Online Learning Community. International
Journal of Emerging Technologies in Learning, 14(5), 4–19.
https://doi.org/10.3991/ijet.v14i05.8196
Nussbaum-Beach, S., & Hall. L. R. (2012). The connected educator:
Learning and leading in a digital age (2nd ed.). Bloomington, IN:
Solution Tree
Seifert, T. (2016). Involvement, Collaboration and Engagement: Social
Networks through a Pedagogical Lens. Journal of Learning
Design, 9(2), 31–45.
Editor's Notes
Social learning is the activity of using social media to connect and exchange information with others. The ability to connect with people that are geographically distant provides a platform to learn from one another. The ability to solve problems is a major goal of most organizations.
These forums would promote the building of social capital, which is a cultural capital based on reciprocity, trust in cooperation between participants. Before social media, people would exchange information and develop solutions to problems by meeting face to face in conferences or other venues These forums would promote the building of social capital, which is a cultural capital based on reciprocity, trust in cooperation between participants. Before social media, people would exchange information and develop solutions to problems by meeting face to face in conferences or other venues
An increase in connectedness might provide a different perception of a problem based on a group perception as opposed to an individual’s perception of a problem. Because problems are becoming more complex, the need for a more inclusive perception of a problem might be satisfied through the use of social learning.
Social learning presents many benefits but even an effective social learning outcome can come with many barriers. Social learning environments may result in misconduct by learners, therefore it is important to establish steps for managing misconduct early on. Another barrier of social learning is the potential inability to create meaningful learning. Since everything is supplemented virtually, it can be difficult for people to connect like they would in person. There is also not tangible component to the online learning environment which would not be ideal for someone that learns and connects better through hands-on experience. Before introducing social learning, it is important to understand each person’s comfortability with technology since that can also present a barrier to many learners that are not familiarized with technology or the social media environment. Lastly, social learning often takes place on social media platforms that are accessible at any time. Therefore, it is difficult to manage times for interactions. However, an instructor should define times of availability at the beginning of a training or course to lessen the expectation of being available 24/7.
The formal learning platform is typically based on an individual instructor providing knowledge to a group of students or participants (Baltaci & Balci, 2017). Social learning is based on collaboration and sharing in an electronic environment that requires participants to be both an educator and a learner (Nussbaum-Beach & Hall, 2012).
With employees working together, time is used more wisely. This makes workload easier and more efficient.
As members begin to form relationship with one-another, the roles of educator and learner are interchangeable. All members learn and teach.
Social learning remains successful when the purpose of each meeting or gathering remains clear and participation is constant. All members continue to show interest and come ready to give input and feedback.
The exchange remains professional and members know what they share is not meant to be shared outside the group discussion without permission. Members remain professional at all times even when they disagree.