Supporting Students Cross-Campus Collaboration Through Educational Social Networking [Sloan-C, San Francisco: June 18, 2009]
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The presentation features two innovative approaches utilizing educational and professional social networking sites to support instruction in the classroom, engage students in extracurricular activities, and showcase student work to potential employers. Presenters: Christoph Winkler: http://www.linkedin.com/in/christophwinkler Edgar Troudt: http://www.linkedin.com/in/troudt
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![International Symposium Emerging Technology Applications San Francisco, CA - June 17-19, 2009 Supporting Students’ Cross-Campus Collaboration Through Educational Social Networking Christoph Winkler [email_address] Edgar Troudt [email_address]](https://image.slidesharecdn.com/sloan-c061809-090618110550-phpapp01/85/Supporting-Students-Cross-Campus-Collaboration-Through-Educational-Social-Networking-Sloan-C-San-Francisco-June-18-2009-1-320.jpg)
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Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
SloanC Emerging Technologies Presentation April 8
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
E-Learning in an Education 3.0 World
My presentation from a conference called Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World that UN University and UNESCO has jointly convened in Tokyo.
IDLA Keynote 2010
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
Hybrid Learning Environments J Courduff
This document discusses hybrid online collaborative learning environments that combine both face-to-face and online learning. It notes that current asynchronous online and in-person models have limitations, but that a hybrid model allows for more interaction and accessibility. A hybrid model incorporates tools like simulations, visualizations, and collaborative activities. It also lists benefits like personalized and accessible learning that better accommodates different needs and styles. The document outlines considerations for implementing hybrid learning environments and barriers to overcome, such as developing effective pedagogical approaches and gaining institutional support.
Cet cst joint_event_leveraging_social_media-web
This document discusses leveraging social media for students and scholars. It provides definitions of social media and outlines an upcoming event on collaboration across learning environments in February. The document also summarizes a presentation on the role of social media in social learning and education. Social media is important for students and job seekers as employers consider social media interactions. Specific social media platforms can also be used for personal branding, networking, and career opportunities.
Whitney Kilgore PhD Portfolio
This document outlines Whitney Kilgore's portfolio for her PhD defense. It includes sections on her professional background, creative works, scholarly writing, and presentations. It highlights her experience developing online programs, facilitating communities on Twitter, and research interests in online learning communities, social media, video and presence, and micro-credentials. Her scholarly writing includes publications in journals and a book chapter. Upcoming presentations are listed on badges-first learning design and a MOOC she created.
Guiding Learners Toward Digital Fluency
This document provides an overview of digital literacy and fluency. It defines key terms like digital literacy, digital fluency, and participatory culture. It discusses the importance of these concepts for learners and educators. It also outlines several models for understanding digital literacy development. Additionally, it provides examples of digital literacy skills and competencies like digital scholarship, managing online identity, and using mobile devices. It discusses some challenges to digital adoption in higher education. Finally, it describes some university initiatives to promote digital fluency among students and faculty.
Social media clubs education chapters
1. The document discusses the expansion of the Social Media Club's (SMC) education initiatives through the creation of the Social Media Global Education Connection Project (SMGECP).
2. The SMGECP aims to promote competent social media usage globally through the establishment of SMC Education Chapters at universities.
3. SMC Education Chapters are run by university employees and provide professional development opportunities and networking for faculty, staff, and administrators.
Goldsmiths, Learning, Teaching and Web 2.0
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
The Human Element: An Essential Online Course Component
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
E-learning_Issues_and_Challenges.pdf
This document discusses issues and challenges related to e-learning. It begins with definitions of distance education and e-learning, noting that e-learning can be considered the latest form of distance learning enabled by technologies like the internet and world wide web. The document then outlines several technological and research challenges for e-learning, including developing new forms of interactive learning and knowledge facilities. It analyzes some recommendations, such as using artificial intelligence and semantic web technologies to create more intelligent and personalized e-learning systems. Finally, it discusses the growing market for e-learning and predicts continued expansion in the future.
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Supporting Students Cross-Campus Collaboration Through Educational Social Networking [Sloan-C, San Francisco: June 18, 2009]
- 1. International Symposium Emerging Technology Applications San Francisco, CA - June 17-19, 2009 Supporting Students’ Cross-Campus Collaboration Through Educational Social Networking Christoph Winkler [email_address] Edgar Troudt [email_address]
- 6. The CUNY IVE Leadership Program
- 9. Source : Measurement and Analysis of Online Social Networks Mislove, Marcon, Gummadi, Druschel, Bhattacharjee Saarbrucken, Germany; UMD College Park Social Network Graph Size
- 10. Ning Social Network [ Visit IVE Ning ]
- 11. Ning Social Network Blogs Groups Photos Videos
- 12. Ning Social Network [ Visit IVE Ning ]
- 13. Ning Social Network [ Visit IVE Ning ]
- 14. Ning Social Network [ Visit IVE Ning ]
- 16. Total Membership
- 18. Membership by College and Cycle
- 19. Levels of Participation 2008-09
- 22. LinkedIn as e-Portfolio Showcase [ Visit LinkedIn]
- 23. LinkedIn as e-Portfolio Showcase [ Visit LinkedIn]
- 24. LinkedIn as e-Portfolio Showcase [ Visit LinkedIn]
- 25. Discussion Supporting Students’ Cross-Campus Collaboration Through Educational Social Networking
- 26. International Symposium Emerging Technology Applications San Francisco, CA - June 17-19, 2009 Supporting Students’ Cross-Campus Collaboration Through Educational Social Networking Christoph Winkler CWinkler @ive.cuny. edu [email] http ://www.linkedin.com/in/ christophwinkler [linkedIn] Edgar Troudt ETroudt @kbcc.cuny.edu [email] http ://www.linkedin.com/in/ troudt [linkedIn]