Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)Vanessa Dennen
This document summarizes a study on providing social network analysis (SNA)-based formative feedback to students on their online course discussions. The study surveyed students on their reactions to three different types of feedback: brief generic text, personal network information with a class sociogram, and personal network information only. Most students preferred the personal network only feedback and found the sociograms confusing. While some students said they would change their discussion behavior based on the feedback, many said they would ignore it or just read it with interest. The study concludes that feedback needs to be easy to understand and immediately relevant for students in order to influence their behaviors.
Dr. Vanessa Dennen gave a presentation on social media for lifelong learning. She discussed how social media can support learning and presented current research being done by her graduate students at Florida State University on topics related to social media and learning, including lifelong learning for teachers using social media, online communities and networks, and massive open online courses. She then demonstrated several hands-on learning activities using social media tools.
Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
Needs Assessment of a Mobile Application for a Graduate ProgramVanessa Dennen
Needs Assessment of a Mobile Application for a Graduate Program: A Case of FSU ISLT
Presentation at AECT 2014 by Taehyeong Lim, Zhongrui Yao, Vanessa Dennen
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
How an online community promotes graduate students' professional developmentVanessa Dennen
Graduate students engage with the "GradSchool" subreddit for both social-emotional and professional reasons. Socially, it helps alleviate stress and loneliness by connecting students with similar challenges. Professionally, it provides just-in-time advice on issues like time management, relationships, careers and mental health. Students are more likely to read posts and comment than initiate their own posts. Engagement supports professional development by enhancing knowledge of funding and careers, implementing strategies, and potentially finding future collaborators.
Social Media for Active Learning MOOC - Personal Learning Network Webinar SlidesVanessa Dennen
This document discusses personal learning networks (PLNs) and how to develop one. It provides examples of PLNs from a university professor and instructional designer. Key aspects of PLNs include identifying colleagues through various tools and interactions, communicating through following, commenting and sharing, collaborating to solve problems, and contributing back to the network. Developing a PLN takes intentional effort to identify relevant people and resources to follow, participate in professional events, and gradually become an active member of the network through reciprocal interactions. PLNs can also benefit students by connecting them to resources and others in their field of study.
Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)Vanessa Dennen
This document summarizes a study on providing social network analysis (SNA)-based formative feedback to students on their online course discussions. The study surveyed students on their reactions to three different types of feedback: brief generic text, personal network information with a class sociogram, and personal network information only. Most students preferred the personal network only feedback and found the sociograms confusing. While some students said they would change their discussion behavior based on the feedback, many said they would ignore it or just read it with interest. The study concludes that feedback needs to be easy to understand and immediately relevant for students in order to influence their behaviors.
Dr. Vanessa Dennen gave a presentation on social media for lifelong learning. She discussed how social media can support learning and presented current research being done by her graduate students at Florida State University on topics related to social media and learning, including lifelong learning for teachers using social media, online communities and networks, and massive open online courses. She then demonstrated several hands-on learning activities using social media tools.
Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
Needs Assessment of a Mobile Application for a Graduate ProgramVanessa Dennen
Needs Assessment of a Mobile Application for a Graduate Program: A Case of FSU ISLT
Presentation at AECT 2014 by Taehyeong Lim, Zhongrui Yao, Vanessa Dennen
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
How an online community promotes graduate students' professional developmentVanessa Dennen
Graduate students engage with the "GradSchool" subreddit for both social-emotional and professional reasons. Socially, it helps alleviate stress and loneliness by connecting students with similar challenges. Professionally, it provides just-in-time advice on issues like time management, relationships, careers and mental health. Students are more likely to read posts and comment than initiate their own posts. Engagement supports professional development by enhancing knowledge of funding and careers, implementing strategies, and potentially finding future collaborators.
Social Media for Active Learning MOOC - Personal Learning Network Webinar SlidesVanessa Dennen
This document discusses personal learning networks (PLNs) and how to develop one. It provides examples of PLNs from a university professor and instructional designer. Key aspects of PLNs include identifying colleagues through various tools and interactions, communicating through following, commenting and sharing, collaborating to solve problems, and contributing back to the network. Developing a PLN takes intentional effort to identify relevant people and resources to follow, participate in professional events, and gradually become an active member of the network through reciprocal interactions. PLNs can also benefit students by connecting them to resources and others in their field of study.
This is part of a marketing research project that I completed with a group to determine the effects of social media on Millersville University students.
Teens and Social Media: A Case Study of High School Students’ Informal Learni...Vanessa Dennen
Presentation at Social Media & Society 2018.
by Lauren M. Bagdy, Vanessa P. Dennen, Stacey A. Rutledge, Jerrica T. Rowlett & Shannon Burnick
For more info on our project visit http://studentssocialmediaschools.com
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Attitude Changes When Using Wikipedia in Higher EducationPernilla Josefsson
The study evaluated students' attitudes towards using Wikipedia before and after participating in collaborative wiki assignments. A survey was administered before and after the assignments to gauge students' perceptions of strengths and weaknesses of wikis for learning. The results showed a statistically significant positive shift in attitudes after using the wiki technology. In interviews, students expressed a cautiously positive view, noting both benefits like open feedback, and challenges like awkward communication without personal relationships. The number of edits to the wiki also indicated students' engagement with the collaborative assignments. The aim was to explore how students' attitudes change when wikis are integrated into their education in a meaningful way.
Friending and Footprints: Privacy and Ethical Issues of Facebook Use in Highe...Vanessa Dennen
Abstract: Facebook has increasingly been used as a pedagogical tool in the higher education classroom, attractive to many instructors because of its learner-centered, social orientation. However, using Facebook to support learning also brings ethical and privacy issues to the forefront. For example, instructors and students need to consider who friends whom and what types of personal information should be shared between instructors and their students. In this article, we review the literature and explore the efficacy of using Facebook in as a learning tool in higher education, discuss the issues related to ethical use and integration of the social media tool, and highlight privacy concerns. We recommend the development of clear guidelines to assist faculty who wish to use Facebook as part of their teaching practice.
Technology is changing higher education in fundamental ways. It affects how students learn and interact, creating opportunities to enhance communication and connect in new forms. While technology poses threats if institutions do not adapt, it can also leverage existing activities and reduce barriers if universities explore how to integrate it effectively in teaching and learning. Recent studies show most students now use technology extensively, including for academic purposes, indicating it must be addressed as part of the student experience.
Boundaries, Privacy, and Social Media Use in Higher Education: What do Stude...Vanessa Dennen
In this study, we examine university students’ beliefs and behaviors related to social media, identity, and boundaries in a higher education context. Findings suggest a complex and at times contradictory relationship between students and social media, in which they enjoy free access to information about and contributed by other people and freely share about themselves in a social or personal context, but are reticent to be active contributors in an academic context. Although students seek information about their instructors online, they do not believe that instructors might reciprocate. In contrast to a common assumption, they do not want to use social media in their coursework and prefer to restrict both their communication with instructors and coursework to private tools and settings.
EDUC5103 6th Adobe Connect Session Presentation (March 16, 2016)Robert Power
The 6th Adobe Connect session agenda included:
- Checking in and presentations on using backchannels and social media applications like TweetUps and TodaysMeet.
- A group presentation on using social media and a break.
- Discussions on using backchannels for question/answer sessions and breakout activities.
- A presentation on "The Granny Cloud" project and checking out of the session.
- The next session and to-do items like providing peer feedback.
OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah ...Dr.Manishankar Chakraborty
3rd OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy on Teaching and Learning Quality Enhancement Through Social Media
Using Twitter to Improve College Student Engagement: Rey Junco SxSWi '11Rey Junco
While faculty and staff at higher education institutions have experimented with the use of social media, there has not been a concerted effort to integrate these technologies in educationally-relevant ways. Emerging research in the field of social media, student engagement, and success shows that there are specific ways that these technologies can be used to improve educational outcomes. This presentation will focus on reviewing and translating research on the effects of Twitter on college students into effective and engaging educational practices. Background research on the psychological construct of engagement will be provided and will be linked to engagement in online social spaces. In addition to presenting cutting-edge research on how to create engaging and engaged communities, the presenter will review specific ways that Twitter can be used in the classroom and the co-curriculum. The presenter will discuss how academicians can hack existing technologies, specifically Twitter, for educational good and will present the results of his latest research on the effects of Twitter on student engagement and grades.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
Presentation on the collaboration between students at Florida A&M University in Tallahassee, Fla., and Midwestern State University in Wichita Falls, Texas. Students used a wiki, blog, e-mail and videoconference to create, promote and analyze the results of an online survey about the 2008 presidential election. This presentation was given at the 2009 AEJMC national conference.
This document summarizes a collaboration project between Florida A&M University and Midwestern State University that used Web 2.0 technologies like blogs, wikis, and surveys to investigate student political beliefs across distance. Students created a survey on college student elections that received 900 responses. The data showed that students found wikis more effective than blogs for collaboration, but lacked comfort with these tools. To improve future projects, the researchers concluded that instructors need to design technology use around learning goals and provide more scaffolding to help students apply tools in other contexts.
Presentation about collaborative social media projects between students at Florida A&M University in Tallahassee, Fla., and at Midwestern State University in Wichita Falls, Texas. Students used wiki, blog, e-mail and videoconferencing to create, promote and analyze results of an online survey about the 2008 presidential election.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
Using a Private Social Media Platform with Pharmacy StudentsKeith Brown
1) The document discusses the development of a custom app called "Study Space" to address concerns about using mainstream social media for educational purposes. It provides a private space for anonymous interaction between students and academics.
2) An initial pilot with 140 pharmacy students was positively received, with 85% finding it useful. Based on feedback, additional units and 600 students were added.
3) Both students and academics saw benefits, including the ability to ask questions and receive answers from both peers and instructors, as well as facilitating discussion and peer learning. It helped address concerns about using public social media for educational purposes.
The survey of 18 college students found that most plan to take at least one online class, supporting the hypothesis. Key findings include: 78% of students plan to take an online class; most attend community college and live off-campus within 30 miles; and the top reasons for taking online classes are greater college choice and requirements to take them. The study suggests colleges are justified in expanding online programs given student demand.
Meeting Online Learners' Needs Through Cognitive ApprenticeshipVanessa Dennen
This document discusses using cognitive apprenticeship to meet the diverse needs of online learners. It describes different types of online learners (e.g. perfect, social, experienced) and their needs. Cognitive apprenticeship involves modeling, coaching, scaffolding and other techniques to engage learners in authentic experiences and build a community of practice. The goal is to help learners become competent, lifelong learners prepared for professional communities after graduation.
Spotlight on Students: Student-Centered Strategies for Your Library's Social ...bwest2
Connecting with students via social media while balancing the demands on librarians and library staff can pose a challenge. Two academic librarians share effective strategies which alleviated the burden of maintaining the library's social media presence while boosting student participation. Participants will come away with the beginnings of a concrete social media strategy and best practices for encouraging student interaction utilizing contests and polls.
This is part of a marketing research project that I completed with a group to determine the effects of social media on Millersville University students.
Teens and Social Media: A Case Study of High School Students’ Informal Learni...Vanessa Dennen
Presentation at Social Media & Society 2018.
by Lauren M. Bagdy, Vanessa P. Dennen, Stacey A. Rutledge, Jerrica T. Rowlett & Shannon Burnick
For more info on our project visit http://studentssocialmediaschools.com
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Attitude Changes When Using Wikipedia in Higher EducationPernilla Josefsson
The study evaluated students' attitudes towards using Wikipedia before and after participating in collaborative wiki assignments. A survey was administered before and after the assignments to gauge students' perceptions of strengths and weaknesses of wikis for learning. The results showed a statistically significant positive shift in attitudes after using the wiki technology. In interviews, students expressed a cautiously positive view, noting both benefits like open feedback, and challenges like awkward communication without personal relationships. The number of edits to the wiki also indicated students' engagement with the collaborative assignments. The aim was to explore how students' attitudes change when wikis are integrated into their education in a meaningful way.
Friending and Footprints: Privacy and Ethical Issues of Facebook Use in Highe...Vanessa Dennen
Abstract: Facebook has increasingly been used as a pedagogical tool in the higher education classroom, attractive to many instructors because of its learner-centered, social orientation. However, using Facebook to support learning also brings ethical and privacy issues to the forefront. For example, instructors and students need to consider who friends whom and what types of personal information should be shared between instructors and their students. In this article, we review the literature and explore the efficacy of using Facebook in as a learning tool in higher education, discuss the issues related to ethical use and integration of the social media tool, and highlight privacy concerns. We recommend the development of clear guidelines to assist faculty who wish to use Facebook as part of their teaching practice.
Technology is changing higher education in fundamental ways. It affects how students learn and interact, creating opportunities to enhance communication and connect in new forms. While technology poses threats if institutions do not adapt, it can also leverage existing activities and reduce barriers if universities explore how to integrate it effectively in teaching and learning. Recent studies show most students now use technology extensively, including for academic purposes, indicating it must be addressed as part of the student experience.
Boundaries, Privacy, and Social Media Use in Higher Education: What do Stude...Vanessa Dennen
In this study, we examine university students’ beliefs and behaviors related to social media, identity, and boundaries in a higher education context. Findings suggest a complex and at times contradictory relationship between students and social media, in which they enjoy free access to information about and contributed by other people and freely share about themselves in a social or personal context, but are reticent to be active contributors in an academic context. Although students seek information about their instructors online, they do not believe that instructors might reciprocate. In contrast to a common assumption, they do not want to use social media in their coursework and prefer to restrict both their communication with instructors and coursework to private tools and settings.
EDUC5103 6th Adobe Connect Session Presentation (March 16, 2016)Robert Power
The 6th Adobe Connect session agenda included:
- Checking in and presentations on using backchannels and social media applications like TweetUps and TodaysMeet.
- A group presentation on using social media and a break.
- Discussions on using backchannels for question/answer sessions and breakout activities.
- A presentation on "The Granny Cloud" project and checking out of the session.
- The next session and to-do items like providing peer feedback.
OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah ...Dr.Manishankar Chakraborty
3rd OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy on Teaching and Learning Quality Enhancement Through Social Media
Using Twitter to Improve College Student Engagement: Rey Junco SxSWi '11Rey Junco
While faculty and staff at higher education institutions have experimented with the use of social media, there has not been a concerted effort to integrate these technologies in educationally-relevant ways. Emerging research in the field of social media, student engagement, and success shows that there are specific ways that these technologies can be used to improve educational outcomes. This presentation will focus on reviewing and translating research on the effects of Twitter on college students into effective and engaging educational practices. Background research on the psychological construct of engagement will be provided and will be linked to engagement in online social spaces. In addition to presenting cutting-edge research on how to create engaging and engaged communities, the presenter will review specific ways that Twitter can be used in the classroom and the co-curriculum. The presenter will discuss how academicians can hack existing technologies, specifically Twitter, for educational good and will present the results of his latest research on the effects of Twitter on student engagement and grades.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
Presentation on the collaboration between students at Florida A&M University in Tallahassee, Fla., and Midwestern State University in Wichita Falls, Texas. Students used a wiki, blog, e-mail and videoconference to create, promote and analyze the results of an online survey about the 2008 presidential election. This presentation was given at the 2009 AEJMC national conference.
This document summarizes a collaboration project between Florida A&M University and Midwestern State University that used Web 2.0 technologies like blogs, wikis, and surveys to investigate student political beliefs across distance. Students created a survey on college student elections that received 900 responses. The data showed that students found wikis more effective than blogs for collaboration, but lacked comfort with these tools. To improve future projects, the researchers concluded that instructors need to design technology use around learning goals and provide more scaffolding to help students apply tools in other contexts.
Presentation about collaborative social media projects between students at Florida A&M University in Tallahassee, Fla., and at Midwestern State University in Wichita Falls, Texas. Students used wiki, blog, e-mail and videoconferencing to create, promote and analyze results of an online survey about the 2008 presidential election.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
Using a Private Social Media Platform with Pharmacy StudentsKeith Brown
1) The document discusses the development of a custom app called "Study Space" to address concerns about using mainstream social media for educational purposes. It provides a private space for anonymous interaction between students and academics.
2) An initial pilot with 140 pharmacy students was positively received, with 85% finding it useful. Based on feedback, additional units and 600 students were added.
3) Both students and academics saw benefits, including the ability to ask questions and receive answers from both peers and instructors, as well as facilitating discussion and peer learning. It helped address concerns about using public social media for educational purposes.
The survey of 18 college students found that most plan to take at least one online class, supporting the hypothesis. Key findings include: 78% of students plan to take an online class; most attend community college and live off-campus within 30 miles; and the top reasons for taking online classes are greater college choice and requirements to take them. The study suggests colleges are justified in expanding online programs given student demand.
Meeting Online Learners' Needs Through Cognitive ApprenticeshipVanessa Dennen
This document discusses using cognitive apprenticeship to meet the diverse needs of online learners. It describes different types of online learners (e.g. perfect, social, experienced) and their needs. Cognitive apprenticeship involves modeling, coaching, scaffolding and other techniques to engage learners in authentic experiences and build a community of practice. The goal is to help learners become competent, lifelong learners prepared for professional communities after graduation.
Spotlight on Students: Student-Centered Strategies for Your Library's Social ...bwest2
Connecting with students via social media while balancing the demands on librarians and library staff can pose a challenge. Two academic librarians share effective strategies which alleviated the burden of maintaining the library's social media presence while boosting student participation. Participants will come away with the beginnings of a concrete social media strategy and best practices for encouraging student interaction utilizing contests and polls.
2012 ai dallasintegrating social media into your effort[1]Lynne Wester
This document provides guidance on integrating social media into fundraising efforts. It outlines key steps including self-reflection to define goals and audiences, creating a social media plan addressing multiple platforms, and bringing the various elements together into an integrated strategy. Tips are provided on social media tools like Facebook, Twitter, YouTube, and Foursquare and how to use them for donor engagement, campaign promotion, and measuring success. Staffing models for managing social media are also briefly discussed.
What data do annual giving professionals have available that can help them learn more about their alumni? This presentation provides you with the tools necessary to categorize and analyze your Facebook posts in order to find actionable information.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Journalism professors from 11 universities present interesting and creative strategies and tools for teaching digital journalism in seven-minute sessions each. Moderators: Debora Halpern Wenger, associate professor of journalism and head of the journalism department at the University of Mississippi; and Matt Sheehan, director of the Innovation News Center, University of Florida College of Journalism and Communications.
Topics/Speakers:
Google Glass in YOUR Class - Jeremy Littau, Lehigh University
Crowdsourcing a Syllabus - Doug Ward, University of Kansas
Storify Assignments and Accuracy - Jennifer Cox, Salisbury University
Interdisciplinary Collaboration Pros and Cons - Andrea Hickerson, Rochester University of Technology
Integrating iPad Journalism Into the Curriculum - Marcus Messner, Virginia Commonwealth University
Get Your Game On: Teaching Journalism Innovation Through Interactive Games - Jeremy Caplan, CUNY Graduate School of Journalism
Capturing a Storytelling Image - Mikki Harris, University of Mississippi
Zeega for Current Events in the Cloud - Donica Mensing, University of Nevada - Reno
Rethinking the Research Paper with Digital Projects - Katy Culver, University of Wisconsin-Madison
Engagement Outside the Classroom with Google+ - Andrew Matranga, University of Denver
The Transmedia Approach to Journalism - Serena Carpenter, Michigan State University
Incorporate Digital Photography and Social Media into the CurriculumNAFCareerAcads
This document discusses incorporating social media and digital photography into the classroom curriculum. It provides strategies for using tools like Facebook, Instagram, and Twitter to engage students. The presenter argues that social media can be used as a learning tool if guidelines are established around digital citizenship, ethics, and appropriate use. Potential benefits are outlined, such as teaching career skills and encouraging creativity. The document provides tips for creating social media guidelines and sample class projects that integrate these new technologies.
Social media marketing for schools (SBMAQ presentation)Sarah Sloan
This document provides an introduction to using social media as part of a school's marketing strategies. It discusses how social media is important for schools to connect with stakeholders and provide updates. It also covers tips for setting up and managing Facebook, Twitter, YouTube accounts and content best practices like keeping posts light and interactive. Potential social media content ideas for schools are outlined. The document also addresses how to politely respond to critical posts. Overall, the key points covered are how social media can benefit schools, tips for implementation and engagement, and handling negative feedback.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Communications Officer Bruce Nugent provided an update on the Lakehead Public Schools Social Media Strategy at the annual Parent Involvement Committee School Council Kick Off event on October 20, 2014. Judy Roche and Lee Ann Luby of the Vance Chapman Public School Council also spoke about how their school council communicates to parents through social media.
Play the ponies: People, puppies & mascots for the Social Media win at #WesternUMelissa Cheater
How do we get from #offtowesternu and the first day of school, to #purpleandproud families three generations deep? Three parts story-telling, season liberally with video loops - and ask your audience to say "when". You’ll need a kitchen built for teamwork, and the right tools will make your job a lot easier.
Western’s community-first approach to social media brings together more than 100 staff and faculty through meet-ups, “bootcamp” and ambassador training plus a campus-wide Hootsuite implementation.
This document presents a case study that evaluated the digital marketing effectiveness of 10 organizations that provide services related to improving K-12 education outcomes. It analyzed the usability, accessibility, and interaction capabilities of each organization's website, mobile site, and social media platforms. The study found that Weareteachers.org, Edutopia.org, and ASCD.org scored highest overall due to having keywords that matched their content outcomes, providing relevant expertise on their websites, having mobile pages that connected users, and actively engaging audiences on social media. The document concludes by recommending marketers apply the practices of the top performers and create evaluation scorecards to improve their own digital connectedness.
Presentation given to the Graduate Studies Information Exchange group which included both faculty (graduate coordinators) and staff (graduate assistants).
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
Using Social Listening to Identify Alumni Engagement Opportunities and Influe...Campus Sonar
How higher education engages with alumni is changing as more and more of our conversations occur online. While your alumni may not fill out career update forms or respond to your emails, they are celebrating their accomplishments on social media and would certainly appreciate a personalized response from their alma matter. Beyond engagement, influencers can play an important role in advancement, but you need to know how to find them. In this session, you'll learn how to find and analyze online conversations to identify engagement opportunities as well as strategic influencers for your institution (not just online celebrities). We'll also review metrics that can be used to determine influence (spoiler alert: it's more than followers). In this presentation, Liz shares case studies and best practices for campus influencer collaboration.
This document discusses personal branding and using social media to communicate one's personal brand. It provides an overview of personal branding and how individuals can use platforms like LinkedIn, Twitter, Facebook and blogs to help others learn about their qualities and expertise. The document also discusses how social media can help establish a personal brand and the importance of using current platforms to reach audiences. Millennials and future generations expect learning and relationships to include an online component through social media.
Similar to Social Media for Active Learning MOOC - Curation Webinar Slides (20)
Shifting to Specifications Grading: Two Design CasesVanessa Dennen
This document discusses specifications grading through two design cases - an undergraduate and graduate course. It describes what specifications grading is, how assignments are graded pass/fail against competencies, and how students are given tokens to revise work. For the undergraduate course, examples of skills checks, blog posts, and a PowerPoint assignment are provided, along with the token system. The graduate course overview outlines weekly discussions, papers, and a research bibliography assignment, along with its token system. Lessons learned focused on increased student confidence and engagement through clear expectations and more feedback than determining grades.
Distance Teaching and Learning in a Time of CrisisVanessa Dennen
This document discusses distance teaching and learning during the COVID-19 crisis. It outlines three phases of disaster response: response, recovery, and a new normal. In the response phase, educators are dealing with short-term changes like moving classes online. Many questions remain about the recovery phase. The document provides advice for remote teaching including prioritizing people over content and technology. It also notes challenges like reluctant online students and the fluid nature of the crisis. Research considerations are discussed, emphasizing evaluation and case studies that are situated within the disaster response phases. The document concludes by questioning what the new normal post-COVID-19 will look like and how educators can better prepare for future crises.
Building PLNs for Preservice Teachers: Perceptions and Future Tool IntentionsVanessa Dennen
This study examined preservice teachers' perceptions and intended future use of Personal Learning Network (PLN) tools introduced in an educational technology course. Students used blogs, Twitter, and Diigo throughout the semester and provided feedback in reflection papers. Overall, students enjoyed blogs and Twitter the most and intended to use them in the future as ways to communicate and share resources. Perceptions of Diigo were mixed, though some saw benefits for personal use. The study provided insights into scaffolding PLN development for preservice teachers and adjusting expectations based on their stage of learning and professional needs.
Mobile Phones + Social Media = Classroom Tools? Learning through two distract...Vanessa Dennen
This document summarizes research on how high school students and teachers use mobile phones and social media to support learning. Interviews and observations were conducted to understand common activities and how they relate to learning theories. Most classroom mobile use aligned with behaviorist and cognitivist theories, through activities like multiple choice quizzes and information access. Social media was more commonly used outside class for collaboration. The research found tensions between classroom rules and social networks, maintaining appropriate teacher-student relationships, and integrating technology while addressing bandwidth issues. Overall mobile and social media use in classrooms has shaped students' perceptions of how these tools can enhance learning.
Using Social Media to Support Active Learning Processes: The Networked Knowle...Vanessa Dennen
This document discusses using social media to support active learning through networked knowledge activities. It introduces the Networked Knowledge Activity Framework, which includes six types of activities - collect, curate, share, broker, negotiate, and create - that involve interacting with and producing knowledge objects. Examples are provided for each type of activity. The framework is intended to help instructors think beyond the classroom and promote student interaction, production and engagement with content and other learners through social media platforms. When implemented effectively, these networked knowledge activities can support active learning outcomes.
Avoiding Drama: Student and Teacher Positioning within a School's Social Medi...Vanessa Dennen
Presentation at Social Media & Society 2018.
by Vanessa P. Dennen, Stacey A. Rutledge, Lauren M. Bagdy, Jerrica T. Rowlett & Shannon Burnick
For more info on our project visit http://studentssocialmediaschools.com
Exploring adolescent social media use and high schools: Tensions and compati...Vanessa Dennen
Poster presented at Social Media & Society 2018 (Copenhagen).
Authors: Rutledge, Dennen, Bagdy, Rowlett & Burnick
for more info on our project see: http://studentssocialmediaschools.com
Transitions in Social Media Use Between High School and College:Vanessa Dennen
Poster presented at Social Media & Society 2018 (Copenhagen).
Authors: Dennen, Bagdy, Choi, Rice & Smith
for more info on our project see: http://studentssocialmediaschools.com
Social media knowledge activities: Opportunities for learning across formal a...Vanessa Dennen
This document discusses opportunities for learning across formal and informal settings using social media. It begins by noting that while social media plus learning does not necessarily equal meaningful engagement, it could if used purposefully. The author then discusses findings from their research on student perspectives and needs regarding social media use. Key points from cited literature on social media and education are presented. The remainder of the document focuses on strategies and tools for implementing meaningful networked knowledge activities using social media that are grounded in educational theory and address student needs.
Social Networking Sites, Teen Identity, and High Schools: Unregulated Social ...Vanessa Dennen
This document summarizes research on how teens use social media and how it impacts their identity and experiences in high school. The researchers surveyed and observed 48 high school students to understand how they navigate different social networks for varied purposes like self-expression, privacy, and learning. They found that teens curate their online identities carefully across platforms like Instagram, Snapchat, Facebook, and Twitter. While social media allows access to school information and peer connections, not using it can lead to isolation. The researchers conclude that teens are becoming adept at interacting online, and teachers could provide guidance to help support this development.
Effective Tagging Practices for Online Learning Environments: Dictionary or F...Vanessa Dennen
This document summarizes a study that compared the effectiveness of three different approaches to tagging online resources: freestyle tagging, dictionary-based tagging, and a combined freestyle and dictionary approach. 78 undergraduate students tagged resources using Diigo over five weeks under one of the three conditions. The findings showed that dictionary-only tagging reduced redundancy and synonyms the most, while freestyle tagging resulted in the most single-use and irrelevant tags. The combined approach was most effective by allowing students to both use predefined tags and add their own. The implications are that students need guidance to learn effective tagging and that dictionaries can help structure the activity while allowing flexibility.
Discussion Practices in Online Courses: An Online Survey of InstructorsVanessa Dennen
Discovery Session at OLC '17 (Vanessa Dennen, Tami Im)
This presentation just covers a small portion of the data from our survey. Contact the authors for additional information.
The document provides advice for the successful use of social media in education. It recommends starting with the learning activity rather than the tool, and identifying tacit learning objectives to consider student comfort levels. Educators should share ownership by discussing authorship and intellectual property with students. Tracking social media activity can provide insights into knowledge sharing. The overall message is to thoughtfully integrate social media to enhance learning rather than replicate existing systems.
Religious Narratives and Networked Learning Spaces: Using Blogs to Connect In...Vanessa Dennen
This document summarizes a study on using blogs to connect students personally to course material on the history of religion. Researchers had students in a university history of religion course blog twice weekly about readings and personal reflections. Analysis found blogging encouraged deeper engagement with readings and provided an outlet for personal perspectives. While some found it time-consuming, most students enjoyed the format and it correlated with better exam performance. The semi-private nature of the blogs created a safe space for discussion of potentially sensitive personal views and histories.
Using Diigo to Engage Learners in Course ReadingsVanessa Dennen
This document discusses using the social bookmarking tool Diigo to engage students in annotating course readings. Researchers evaluated student perceptions and use of Diigo in an educational technology course. Students initially found Diigo confusing or were curious about it. After using it, most students had a favorable view, finding it easy to use and potentially useful. However, some remained unclear on the learning objectives of annotating readings collaboratively online versus just bookmarking individually. For future iterations, researchers recommend more clearly articulating objectives and providing models of effective use.
Ethics and Social Media Research: Examining Private Lives on a Public StageVanessa Dennen
Dr. Vanessa Dennen discussed key ethical issues in conducting social media research. She explained how concepts like privacy exist on a continuum and are influenced by audience and intent. Researchers must consider whether participants see them as part of the intended audience and if they would feel at risk with a larger audience. The biggest concerns should be avoiding harm to participants and gaining proper consent rather than just IRB approval. Mitigation strategies like using pseudonyms, checking quotes, and reporting aggregate findings can help reduce risks. Researchers have a responsibility to respect participants' privacy, educate them and the IRB, and uphold high ethical standards.
Designing digital badges for a college courseVanessa Dennen
The document describes the design and implementation of six types of digital badges in an undergraduate educational technology course. The badges were created to motivate students to complete assignments thoroughly and on time, engage in class discussions, and participate in independent learning activities. A survey found that while some students felt badges were meaningful and motivating, others viewed them as redundant or only beneficial for younger learners. The subjective badges for best performance and excellence had the most positive responses. Overall, badges may only motivate 30-40% of learners, while many feel ambivalent toward them.
Using electronic diaries for data collection: An online learning case studyVanessa Dennen
Vanessa Dennen presented research on using electronic diaries to collect data on online learner habits. She investigated how students approach completing diaries and whether diaries accurately represent course activities. Students in an online class were asked to complete diaries tracking their activities twice during the term. Analysis found that diaries had high completion rates and matched course data. While diaries may miss some perspectives, the research showed students can reliably self-report online learning behaviors through electronic diaries.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Social Media for Active Learning MOOC - Curation Webinar Slides
1. #SMOOC2014
CURATION
MODULE 1
Curation in Education Webinar
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 1
Monica Surrency
Vanessa Dennen
2. #SMOOC2014
Review of Webinar Tools
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 2
3. #SMOOC2014
Webinar Rules of the Road
Interacting During the Webinar
• Feel free to use the chat
• Feel free to tweet using #SMOOC2014
If You Need Help
• TA Meichelle will help in the chat
During the Q&A
• Raise your (virtual) hand if you want to speak. We’ll call
on you and enable your audio.
• Type questions for the speakers into the chat. Start with a
Q: to indicate it’s a question for the speakers.
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 3
4. #SMOOC2014
About the MOOC
• Co-designed by graduate students in the Instructional
Systems Program at Florida State University
• This week’s module design team is:
• Wenting (Kayla) Jiang
• Joshua Malcolm
• Monica Surrency
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 4
5. #SMOOC2014
Topics Covered in Webinar
• Brief Overview of Curation
• Quick Glance at Curation Tools
• Best Practices for Curation
• Curation Ideas for Classes
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 5
6. #SMOOC2014
POLL – Who are you?
What best describes your role?
A. Student
B. Educator
C. Instructional Designer
D. Other (share in the chat)
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 6
Vote here!
7. #SMOOC2014
Look, Ma, I’m Curating!
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 7
8. #SMOOC2014
What is curation? And who is a curator?
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 8
9. #SMOOC2014
What is curation? And who is a curator?
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 9
10. #SMOOC2014
What is curation? And who is a curator?
Professional Amateur
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 10
12. #SMOOC2014
POLL – Bookmarking Approaches
How do you bookmark?
A. I don’t bookmark
B. I bookmark only a few important things
C. I bookmark a lot, and struggle to find things later
D. I bookmark a lot, and I’m highly organized. I can find
everything in a few clicks!
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 12
Vote here!
14. #SMOOC2014
Bookmarking vs Curating
Bookmarking
• Usually personal
• Item-focused
Curating
• Often public
• Collection-focused
• Requires annotation
• Order is important
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 14
19. #SMOOC2014
Diigo
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 19
• Annotation via sticky notes right on Web pages
• Can restrict viewing
20. #SMOOC2014
Annotations & Tags
• An important part of the curation process
• Many tools automatically grab text – but you can edit it
and add to it
• What should you include?
• It depends on your audience
• Attribution
• Description
• Classification
• Interpretation
• Reason for sharing
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 20
21. #SMOOC2014
Links & Attribution
• Link back to the original source
• Consider providing further attribution in the annotation
• Title
• Author
• Source (link)
• Check out: Creative Commons on Attribution
• http://wiki.creativecommons.org/Best_practices_for_attribution
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 21
22. #SMOOC2014
Order & Flow
• The order in which items appear in a collection is
important
• Guide your user through the collection
• Consider inserting your own material if it will improve the
flow
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 22
23. #SMOOC2014
Updating
• Content can quickly get out of date
• Links break
• Collection maintenance is important
• Historically important but now outdated items might be
noted as such
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 23
24. #SMOOC2014
Collaborating & Sharing
• Invite collaborators
• Discuss your curation strategies
• Develop and use your social media networks
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 24
25. #SMOOC2014
Using Curation Tools in the Classroom
• Teacher-led or student-led
• Group or individual
• Process or product
• What are your ideas for curation projects?
• What types of projects have you done?
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 25
26. #SMOOC2014
Wrap Up
• Bookmarking /= curating
• To be a good digital curator, you need to:
• Annotate
• Organize
• Update
• Network
• Keep sharing on this topic … in the discussion forum, on
Twitter
• We can’t wait to see your projects!
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 26
27. #SMOOC2014
THANKS FOR JOINING US!
Time for Questions
Curation Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 27