This document discusses sharing and social media in academia. It begins by quoting Ivan Illich who said education should empower all who want to share what they know and all who want to learn. It discusses how traditionally students learned alone but now collaboration and sharing are important for innovation. It says schools need to prepare students for a global world where issues transcend borders. Andreas Schleicher is quoted saying education used to be about knowledge but now it's about skills to navigate an uncertain world. The document discusses what people share online like personal photos and why like to feel connected. It covers leading social networks and how quickly some grew. It discusses motivations for sharing like managing information, relationships and self-fulfillment. In the end it
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Using social media to develop a professional online presenceSue Beckingham
Invited Speaker at University of East Anglia
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
The University in the Age of Web 2.0: A Value PropositionPaul Brown
Brown, P. G. (2013, January). The university in the age of web 2.0: A value proposition. Presentation at the Dalton Institute on College Student Values, Tallahassee, FL.
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Using social media to develop a professional online presenceSue Beckingham
Invited Speaker at University of East Anglia
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
The University in the Age of Web 2.0: A Value PropositionPaul Brown
Brown, P. G. (2013, January). The university in the age of web 2.0: A value proposition. Presentation at the Dalton Institute on College Student Values, Tallahassee, FL.
Mary Madden, Senior Research Specialist for the Pew Research Center's Internet & American Life Project, presented these slides to the Media-Smart Youth meeting at NIH on June 2, 2009. Her presentation discussed the integration of the internet into daily life and what this means for educational programs that seek to engage youth through new media.
Communities of Practice: Conversations To CollaborationCollabor8now Ltd
What makes a successful Community of Practice?
This presentation looks at the key ingredients, with particular emphasis on the role of the community facilitator for building trust and cooperation, enabling conversations to become active collaboration and co-production.
Learning never stops and no one person can know it all, do it all, or learn it all! Get help fast, when you need it, by calling on experts in your personal learning network. Take advantage of additional opportunities to learn from your peers with tools such as Facebook, Google Hangouts, blogs, and other online communities. In this session, North Carolina Master Trainers Lori Reed and Jessica O’Brien will get you started as you learn how to: Crowdsource answers to questions big and small; Prevent information burnout and overload; and create your own personal learning environment.
Presented at the North Carolina Library Association Biennial Conference October 18, 2013
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
"Enhancing your research impact through social media" - presentation given by Nicola Osborne, EDINA Digital Education Manager, at the Edinburgh Postgraduate Law Conference 2017 (19th January 2017).
Peter Kronenberg
NaturalScience.Careers
Slides from a workshop on social media for academics held at IHP Frankfurt (Oder), September 28th, 2018
For questions or comments please contact:
p.kronenberg@naturalscience.careers
How To Network And Market Yourself Using Online ToolsJo Alcock
Conference paper to accompany presentation given at New Professionals Conference 2009. Introduces online professional networking, share my own experiences of blogging, microblogging and social networking, and gives ten top tips for online professional networking.
The discord between social and professional digital connectednessSue Beckingham
Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
Mary Madden, Senior Research Specialist for the Pew Research Center's Internet & American Life Project, presented these slides to the Media-Smart Youth meeting at NIH on June 2, 2009. Her presentation discussed the integration of the internet into daily life and what this means for educational programs that seek to engage youth through new media.
Communities of Practice: Conversations To CollaborationCollabor8now Ltd
What makes a successful Community of Practice?
This presentation looks at the key ingredients, with particular emphasis on the role of the community facilitator for building trust and cooperation, enabling conversations to become active collaboration and co-production.
Learning never stops and no one person can know it all, do it all, or learn it all! Get help fast, when you need it, by calling on experts in your personal learning network. Take advantage of additional opportunities to learn from your peers with tools such as Facebook, Google Hangouts, blogs, and other online communities. In this session, North Carolina Master Trainers Lori Reed and Jessica O’Brien will get you started as you learn how to: Crowdsource answers to questions big and small; Prevent information burnout and overload; and create your own personal learning environment.
Presented at the North Carolina Library Association Biennial Conference October 18, 2013
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
"Enhancing your research impact through social media" - presentation given by Nicola Osborne, EDINA Digital Education Manager, at the Edinburgh Postgraduate Law Conference 2017 (19th January 2017).
Peter Kronenberg
NaturalScience.Careers
Slides from a workshop on social media for academics held at IHP Frankfurt (Oder), September 28th, 2018
For questions or comments please contact:
p.kronenberg@naturalscience.careers
How To Network And Market Yourself Using Online ToolsJo Alcock
Conference paper to accompany presentation given at New Professionals Conference 2009. Introduces online professional networking, share my own experiences of blogging, microblogging and social networking, and gives ten top tips for online professional networking.
The discord between social and professional digital connectednessSue Beckingham
Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Developing discipline partnerships through local and global networks Sue Beckingham
Developing discipline partnerships through local and global networks.
My talk considers the importance of utilising social media and other digital tools to develop communities within and beyond the university; share case studies from both staff and students; and also some good practice tips.
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
Where ideas grow: Bring your own device for learning #BYOD4L
Media Enhanced Learning Special Interest Group (MELSIG) Smart Learning #3
Contribution by Chrissi Nerantzi and Sue Beckingham 14 April 2014 at Manchester Met University
Professional Online Presence: Separating the Signal from the NoiseSue Beckingham
Professional Online Presence: Separating the Signal from the Noise is a presentation for the Higher education Academy Changing the Learning Landscape series.
#cll1213 webinar
Infographic that links to the book chapter I wrote for Emergency Rations: What's so important we can't leave it at home by David Hopkins (Ed)
http://www.dontwasteyourtime.co.uk/books/edtechrations/
Comprender la importancia de la lectura como un medio que nos permita comprender los diferentes tipos de textos es muy importante en nuestro aprendizaje y en la escuela.
Todas las semanas en Saucépolis publicamos un resumen con algunos de los acontecimientos de interés cultural, de ocio o turístico que más pueden interesar a los zaragozanos y a la gente que nos visita: es nuestra gaceta a la que llamamos "Saucépolis News". Este es un breve resumen de los acontecimientos turísticos y de ocio en Zaragoza esta semana:
Franz Ferdinand en el Principe Felipe.
La banda de Alex Kapranos llega a Zaragoza en la gira de presentación de su último trabajo Tonight. Los escoceses son uno de los grupos mas importantes del momento, con un sonido muy reconocible, un directo espectacular y un puñado de canciones que son ya clásicos de la última década. Broche de oro a una temporada de conciertos excelente en nuestra ciudad.
Pabellón Principe Felipe de Zaragoza
4 de Diciembre 20:00 Horas.
Doble oferta de música clásica.
La orquesta de cámara del Auditorio de Zaragoza, nuestros amigos del grupo Enigma, nos ofrecen este martes la Serenata en si bemol para trece instrumentos de Mozart. Dos días mas tarde, otros viejos conocidos de esta casa, el grupo Al Ayre Español interpretarán Las últimas siete palabras de Cristo en la cruz de Haydn. Una semana de música clásica en Saucepolis.
Sala Luis Galve del Auditorio de Zaragoza
1 de Diciembre 20:15 Horas
Sala Mozart del Auditorio de Zaragoza
3 de Diciembre 20:15 Horas.
La vida es juego.
El Centro de Historia de Zaragoza nos sorprende en esta ocasión con una exposición acerca de la historia del videojuego. Partiendo de los primeros videojuegos en la década de los 50’s, se realiza un estudio sobre el desarrollo, la promoción y lanzamiento y el impacto social del producto. Por último, el juegódromo permitirá al visitante experimentar con algunos de los juegos sobre los que versa la muestra. A partir del 3 de Diciembre en el Centro de Historia de Zaragoza.
Centro de Historia de Zaragoza.
Laborables de 10:00 a 20:00 Horas.
Festivos de 10:00 a 14:00 Horas.
Lunes cerrado
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
No Yin Without Yang: Community Needs Civic Intelligence to be CompleteDouglas Schuler
This was presented at the Community Now conference at the Jewish Museum in Berlin in February 2015. http://community-infrastructuring.org/wp-content/uploads/Community_Now_Program.pdf
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
PowerPoint about collective intelligence and collaborative dialogue and thinking together at scale. Extracted and developed from the book "Collective Intelligence: Creating a Prosperous World at Peace" (2008, Earth Intelligence Network), Edited by Mark Tovey.
In this session, we talk about the mobile and social web, and how it shapes economy, individual behavior and well-being, political events, and society as a whole.
MTM - 2021 Seminar - Bright Side of Technology - Feb 2021SamuelWarner9
With lockdown shaping much of our experience in 2020 - and having a continued impact into 2021, the role of digital tools and platforms has never been more prominent. As a result, our relationship with technology - how we use it, and how we feel about it (or perhaps more importantly, how it makes us feel) is undergoing a transformation. The same digital platforms and devices we have told ourselves to detox from have become the only means of keeping in touch with others, providing us with endless entertainment and offering us community.
As we kick into 2021, we ask how brands can adapt to these changes, reaching out to displaced, remote consumers and meeting their expectation of a more positive role of tech.
Pamela Rutledge: The Wired Child - Impact of Social TechnologiesPamela Rutledge
Lecture given at the American Museum of Natural History as part of their series on "The Wired Child: The Impact of Technology on the Brain."
The focus was on the positive psychology of social technologies and how that influences the sense of individual and collective agency and self-efficacy.
Similar to Shareology and Social Media in Academia #SussexTEL (20)
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Shareology and Social Media in Academia #SussexTEL
1. Shareology and Social Media in
Academia
Sue Beckingham | @suebecks
Invited Speaker University of Sussex
Technology Enhanced Learning
Seminar Series
2. "A good educational system should have
three purposes:
1. it should provide all who want
to learn with access to available
resources at any time in their
lives;
2. empower all who want to
share what they know to find
those who want to learn it from
them;
3. furnish all who want to
present an issue to the public
with the opportunity to make
their challenge known."
Ivan Illich, Deschooling Society 1995
3. SHARING
Great things in business are never
done by one person. They’re done
by a team of people.
Steve Jobs
Why should it be any different for
educators?
4. In the traditional education system, students typically
learned on their own and were judged individually.
But as technology progresses and once separate
economies become interdependent, working with
others is becoming increasingly important.
Today, innovation rarely results from individuals
working in isolation; far more often than not, it is the
product of sharing and collaboration. Schools need
to incorporate this new reality into their curriculums,
preparing their students to work across cultures and
equipping them for a world shaped by issues that
transcend national boundaries.
Andreas Schleicher (World Economic Forum) 2015
5. "In the past, education was about imparting knowledge.
Today, it is about providing students with the tools to
navigate an increasingly uncertain, volatile world.
Unfortunately, the skills that are easiest to teach and test
are also the easiest to automate or outsource. State-of-the-
art knowledge remains important.
But the global economy no longer rewards workers for what
they know (Google knows everything); it rewards them for
what they can do with what they know."
Andreas Schleicher 2015
7. Information needs
• Philosophical perspective:
information in science and technology
• Political perspective:
information in modern society and a global world
• Economic perspective:
information as a commodity on the market
• Societal perspective:
information as the glue between communities
• Psychological perspective:
information as a basis for knowing and acting
• Ecological perspective:
information as a prerequisite for living creatures
Philosophical
Political
Economic
Societal
Psychological
Ecological
Adapted from Vosen 2012
9. Can social media
"empower all who want to
share what they know to find
those who want to learn it from
them" (Illich 1995)
AND
"empower all who want to
learn, to find those who know
and want to share"
15. My personal social media sharing began by joining
Facebook as a means to exchange family photos
16.
17. What do we share online and why?
• 31% of content is personal photos
a third are of animals
• Over half share content with all
followers
18. What do we share online and why?
• Facebook
• Twitter
• Email
• WhatsApp
Most share content to make others
feel happy, some admit to drawing
attention to themselves, and others to
spark a debate
20. An ongoing evolution of sharing
sharing [living] space
a car sharing service
a bike sharing service
connects gardenless would-be growers with
unused spare land
for swapping almost anything
22. Leading social networks worldwide as
of April 2016, ranked by number of
active users (in millions)
Statista 2016
LinkedIn has 414million users
however only 100 million are active...
23.
24. It took Facebook just 3.5 years to
reach 50,000,000 users
It took Angry Birds
35 days...
28. Motivations for Sharing
The Psychology of Sharing Study, Brett 2011
Information management
To bring valuable and entertaining content to others
To define ourselves to others
To grow and nourish our relationships
Self-fulfilment
73% said that they process information more deeply, thoroughly and thoughtfully when they share it.
85% said reading other people's responses helps them understand and process information and events
78% share information online because it lets them stay connected to people they may not otherwise stay
in touch with and 73% because it helps them connect with others who share their own interests.
94% carefully consider how the information they share will be useful to others
68% share to give people a better sense of who they are and what they care about
69% share information because it allows them to feel more involved in the world
30. From broadcasters to sharecasters
receiving
combining
redistributing
mashing
up
creating
and
recreating
Brett, 2011
31.
32. SHARING best practices,
reflections and documentation of
learning is the essential fabric of
education and the building block of
networking, growing and moving
forward.
Silvia Tolisano @langwitches 2014
Why we should share
33. Adapted from Charles Hardy 2015
Identity who you are
Networks who you know AND who knows you
Knowledge what you know
Developing and
optimising your
professional
identity
shares
39. The importance of sharing
"We share for many reasons -
some self serving and some not.
Our need to share is based on the
human instinct not only to
survive but to thrive."
Kramer 2015
40. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
41. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
42. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
43. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
44. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
45. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
46. Sharing is
enhanced by
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
47. Michael de Groot 2015
http://www.stayingaliveuk.com/blog/2015/10/are-you-interested-in-trust
48. There are three main kinds of communication
spoken
1
gestural
2
graphic
3
verbal, non-verbal and visual
Genevieve von Petzinger 2015
49. Share a smile
and introduce
yourself to
someone you
don't already
know
50. There are hundreds of languages in
the world, but a smile speaks them all.
Anonymous
51. Thousands of candles can
be lit from a single candle,
and the life of the candle will
not be shortened.
Happiness never decreases
by being shared.
Gautama Buddha (attributed)
52. University of California at Berkeley psychologists
Dacher Keltner and Lee Ann Harker identified
six basic types of smiles to express feelings
http://mcgannfacialdesign.com/the-power-of-smile
53. Duchenne, Guillaume (1990). The Mechanism of Human Facial Expression. New York: Cambridge University
Press. Translated by R. Andrew . Originally published as Mecanisme de la Physionomie Humaine in 1862.
A Duchenne smile engages the
muscles around the mouth and eyes
54. Graphic communication, on the other hand, decouples
that relationship. And with its invention, it became
possible for the first time for a message to be
transmitted and preserved beyond a single moment in
place and time.
Three main kinds of communication
spoken
1
gestural
2
graphic
3
Spoken and gestural are by their
very nature ephemeral. It requires
close contact for a message to be
sent and received. And after the
moment of transmission, it's gone
forever.
Genevieve von Petzinger 2015
55. Barring a handful of outliers, there are only 32
geometric signs across a 30,000-year time span
and the entire continent of Europe.
(von Petzinger 2015)
62. Kramer (2016) writes
about the importance of
developing social body
language.
This is how you interact
online without the context
of your offline behaviour.
63. Building digital
social body language
This can be enhanced by using visual
components to give context e.g. photos,
videos, animations, sketches, emoticons
65. The study looked at 22 of the most popular anthropomorphic emoji (those that
represent faces or people) and 5 most popular mobile platforms.
Variations occurred across platforms and also in different versions of the same but
different operating systems e.g. emoji in Android 4.4 are different to those in 6.1.
“Blissfully happy” or “ready to fight”:
Varying Interpretations of Emoji
"People have
interpreted the emoji
meaning something
different than I intended
and gotten upset."
"I downloaded the new
iOS platform and I sent
some nice faces, and
they came to me wife's
phone as aliens
."
"When I use an emoji
on an android and my
iPhone friend says that
it was a sad face
instead of a crying
excited face."
(Miller et al 2015)
66. “Emoji have become an ever-
evolving cryptographic
language that changes
depending on who we are
talking to, and when.”
Wortham 2013
69. give give give give
give give give give
give give give give
give give give give
get
Kramer 2013
https://youtu.be/J4HWJZZJDMA
70. Social is a behaviour, not a channel
Most people visit social networking sites to connect with others: to
stay in touch with friends and family; to share things with
colleagues and peers; and even to meet strangers with similar
interests and needs.
There are times when technology plays an important part in
facilitating these connections; the filters on Instagram, or the
sharing features common to most social networks, are important
parts of the social networking experience.
However, for most people, social media are just means to an end,
with that ‘end’ being social interaction.
Simon Kemp 2014:21
72. “Working Out Loud starts with making your
work visible in such a way that it might help
others. When you do that – when you work
in a more open, connected way – you can
build a purposeful network that makes you
more effective and provides access to
more opportunities.”
John Stepper
73. 5 Elements of Working Out Loud
Making your work
visible1
Making work better 2
Leading with
generosity3
Building a social
network. 4
Making it all purposeful5
Stepper 2014
74. Benefits of Working Out Loud
Internal: enterprise social
network
• peer-to-peer recognition
• improved internal
communications
• better working
relationships
• humanised work
• higher productivity
• increased innovation and
collaboration
External: professional social
networks
• build professional
network
• opens virtual doors
• crowd source information
• breaks down
geographical barriers
75. An (emerging) organising principle for
an era of interconnected knowledge,
trust and credibility.
The working definition of Wirearchy is
“a dynamic two-way flow of power and
authority, based on knowledge, trust,
credibility and a focus on results, enabled
by interconnected people and technology”.
Interconnected information flows
"Wirearchy is about the power and
effectiveness of people working together
through connection and collaboration …
taking responsibility individually and
collectively rather than relying on traditional
hierarchical status."
Jon Husband 2014
76.
77. We have been here before.....
There have been
eight epochal transformations of
communication that in their way were
no less profound and transformative
than what we are experiencing now:
from cave drawings to oral language,
the written word to the printing press,
the telegraph to the radio, broadcast
television to cable, and now the
Internet
Kovach and Rosensteil 2011
78. 8 key steps to building a sharing PLN
1. explore
2. search
3. follow
4. tune 8. respond
7. inquire
6. engage
5. feed
Rheingold 2011
87. The Lurker
to be in a hidden place : to wait in a secret or hidden
place especially in order to do something wrong or
harmful
computers : to read messages written by other people on
the Internet in a newsgroup, chat room, etc., without
writing any messages yourself
Vicariousness
experiences or felt by watching, hearing about, or
reading about someone else rather than by doing
something yourself
Is 'listening in' vicarious
lurking???
88.
89. Positive Silent Engagement (PSE)
I would argue that positive silent
engagement (PSE) is not only valuable,
but an essential component of digital
connectedness.
We learn by listening. It is no different
online
90. KNOWLEDGE
Knowledge is embodied in people gathered in communities and networks.
The road to knowledge is via people, conversations, connections and relationships.
Knowledge surfaces through dialog, all knowledge is socially mediated and access to
knowledge is by connecting to people that know or know who to contact.
In the knowledge economy, connections and relationships count more than personal
knowhow and access to content.
The environment changes so fast, the optimum knowledge strategy is instant access to
people & their ideas and continuous awareness & learning in a supportive community.
People and discourse communities provide the 'filter' mechanism for alerting and
awareness.
This helps to keep your focus, provides market intelligence and affords a platform
for negotiating meaning and value.
Denham Grey 2002
91. "The current search for new educational funnels must be
reversed into the search for their institutional inverse:
educational webs which heighten the opportunity for each one
to transform each moment of his living into one of learning,
sharing, and caring."
Ivan Illich 1995
93. Sue Beckingham | @suebecks
Educational Developer and Senior Lecturer at Sheffield Hallam University
with a research interest in the use of social media in education.
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
Image sources: where uncited all images used are either public domain via Pixabay or
author's own
Editor's Notes
CC BY SA 3.0 https://en.wikiquote.org/wiki/Ivan_Illich#/media/File:Ivan_Illich_artwork_1.jpg