Are you teaching Bible Study or Sunday School? How will you engage the youth? This webinar shares practical ways to engage, enhance and encourage. For more ideas and coaching go to www.awesomeinsight.com
Open & Collaborative Learning: How Social Networks Can Transform LearningAlec Couros
Open & Collaborative Learning discusses how social networks can transform education. It argues that when educators build serious academic lives online by presenting themselves and connecting to peers and students, it can positively affect and even transform research, teaching, and other responsibilities. The document outlines many free and open tools like blogs, social networking, photo and video sharing that can facilitate open teaching practices and connect educators globally. Participants in open online courses described profound experiences where their views of education were drastically changed by gaining important social connections that could continue learning indefinitely.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
BSides Las Vegas: Caroline D. Hardin on Hacking Educationcchardin
What a graduate student of educational technology has learned about what's wrong with schools, why we can't get rid of them, how hackers model expert learning, and ideas on how to disrupt the future of education.
Presented at BSides Las Vegas 2014.
Slide notes are available on the downloaded file.
Video available at https://www.youtube.com/watch?v=bojn0wdUvyE
My keynote from the AIS NSW ICT Integration Conference 2009: eConsumers or eProducers? (http://bit.ly/1ri5ka).
Details and contact for slide notes at http://www.acidlabs.org/2009/09/29/only-connect/.
Blogging: Bringing Schools into the New Century--or Obsolete Technology?Johan Koren
This document discusses blogging and its potential educational uses. It begins by exploring definitions of blogging and how it has evolved from personal journals to encompass news media. The document then provides examples of how teachers have used blogs for assignments, communication with other teachers and parents, and sharing resources. It discusses blog directories like Technorati that help teachers find blogs of interest. Finally, it raises questions about whether blogging may become obsolete for students and how education needs to evolve with new technologies.
Connectivism and Social Media - Educ 407Ms. Holmwood
This presentation was created for an undergrad education class at UBC (Okanagan). It was intended to introduce pre-service teachers to some of the concepts of connectivism and social media.
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
Open & Collaborative Learning: How Social Networks Can Transform LearningAlec Couros
Open & Collaborative Learning discusses how social networks can transform education. It argues that when educators build serious academic lives online by presenting themselves and connecting to peers and students, it can positively affect and even transform research, teaching, and other responsibilities. The document outlines many free and open tools like blogs, social networking, photo and video sharing that can facilitate open teaching practices and connect educators globally. Participants in open online courses described profound experiences where their views of education were drastically changed by gaining important social connections that could continue learning indefinitely.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
BSides Las Vegas: Caroline D. Hardin on Hacking Educationcchardin
What a graduate student of educational technology has learned about what's wrong with schools, why we can't get rid of them, how hackers model expert learning, and ideas on how to disrupt the future of education.
Presented at BSides Las Vegas 2014.
Slide notes are available on the downloaded file.
Video available at https://www.youtube.com/watch?v=bojn0wdUvyE
My keynote from the AIS NSW ICT Integration Conference 2009: eConsumers or eProducers? (http://bit.ly/1ri5ka).
Details and contact for slide notes at http://www.acidlabs.org/2009/09/29/only-connect/.
Blogging: Bringing Schools into the New Century--or Obsolete Technology?Johan Koren
This document discusses blogging and its potential educational uses. It begins by exploring definitions of blogging and how it has evolved from personal journals to encompass news media. The document then provides examples of how teachers have used blogs for assignments, communication with other teachers and parents, and sharing resources. It discusses blog directories like Technorati that help teachers find blogs of interest. Finally, it raises questions about whether blogging may become obsolete for students and how education needs to evolve with new technologies.
Connectivism and Social Media - Educ 407Ms. Holmwood
This presentation was created for an undergrad education class at UBC (Okanagan). It was intended to introduce pre-service teachers to some of the concepts of connectivism and social media.
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
Was St. Paul a proto-blogger? Did the Desert Abbas and Ammas invent "friending" and "tweeting?" Did medieval manuscript creators invent hypertexting?
This presentation by Dr. Elizabeth Drescher, Director of the Center for Anglican Learning & Leadership and Assistant Professor of Christian Spiritualities at Church Divinity School of the Pacific, introduces changes in communication, community, and leadership influenced by new social media technologies. The presentation links current social media practices to long-held Christian traditions and provokes questions about how the Church can be proactively using social media for community-building, education, and formation.
This document discusses lessons learned from play and expanding minds. It contains repeated phrases about expanding minds, empowering individuals, and enriching communities. It also contains a definition of Web 2.0 from Wikipedia about collaborating and sharing information online and symbols representing different types of shared content like pictures, videos, news, bookmarks, and knowledge.
Wiki Workshop for Design, Systems and Learning E Robertson
The document discusses wikis and their use in education. Wikis allow for collaborative editing and creation of content. They can be used in classrooms to create websites, class newspapers, books authored by groups, and more. Wikis encourage participation, communication, and collaborative construction of knowledge. However, there are also challenges to consider with student-created wiki content, such as potential vandalism or posting of inaccurate information.
This document discusses personal learning networks and how to create and maintain one. It recommends connecting by joining social networks and following blogs, collaborating by commenting and sharing content, collecting and curating resources using RSS feeds and social bookmarking, contributing by creating a blog and sharing content through various platforms, and provides upcoming webinars on using specific tools like Twitter, RSS, and blogging for personal learning networks.
This document provides an overview of new media technologies and learning in a digital age. It discusses concepts like connectivism, participatory culture, and the shift to more interactive and collaborative learning online. Examples are given of different tools people can use to connect, create, share and learn, such as blogs, wikis, Twitter, YouTube and more. Concerns about new media are also acknowledged. The overall message is that digital technologies are transforming learning processes and encouraging more open and networked approaches to education.
Pre-conference presentation on social media in the communication classroom given at the 2008 National Communication Association's Annual Convention in San Diego, CA.
What the heck is a PLN? - Personal Learning Networks for EducatorsMichael Graffin
An exploration of the value of Personal Learning Networks for educators, from the perspective of a 2nd year Australian teacher.
Presented at the third Reform Symposium e-Conference in July 2011 (http://reformsymposium.com).
Fiona Beal presents on how times are changing for teachers. She introduces herself and her background in education. She discusses how technology and online tools are transforming teaching and learning, including opportunities for online courses, social media use, curating educational resources, mobile learning, and creating and sharing digital content like e-books. Teachers now have access to many free online tools and can incorporate new approaches like flipped classrooms, podcasting, blogging, and connecting with outside experts through Skype.
Doors of Faith with Digital Tools and MethodologyCaroline Cerveny
Digital tools and methodology are pretty intertwined these days in the education world. However, when your students arrive in your classroom, do you appeal to the Digital Immigrant or to the Digital Native? Are you able to connect your students to their faith with the everyday digital tools and methods that are available today? Is Digital Discipleship possible in your classroom? Come to learn about a tech tool arsenal that is becoming increasingly popular and widely used. Connect with your students using new methods and some fun!
This document provides suggestions for using mobile tools like digital cameras and tablets in religious education. It offers ideas for photo projects students can do with cameras, such as creating cards, photo stories with Mixbook, and scavenger hunts. It also discusses how to choose apps for tablets when only one is available, and reviews apps for digital storytelling, prayer, and learning about the Catholic faith. Examples of digital stories created with tools like Animoto and Prezi are included.
This document provides tips for technology teachers to effectively use the Internet in their classrooms and engage students. It recommends using blogs, wikis, and social media to allow students to collaborate, share work, and have an audience for their projects. Teachers are encouraged to participate alongside students to understand how they use technology and turn popular tools to educational advantage in the classroom. Keeping up with relevant online resources through RSS feeds can help teachers integrate the Internet into their lessons and connect with the changing digital world that students already actively engage with outside of school.
This document provides examples of technology-based project ideas that teachers are using worldwide. It lists various tools like blogging, wikis, Twitter, videoconferencing and describes some sample projects. These include classroom blogging projects, a wiki used for international chess games, a collaborative e-book created between schools in different countries, and a reading scheme of 80 books created in hard copy and online. It aims to introduce different technology components and platforms that can be used to facilitate innovative student projects.
The document discusses using various social media tools for teaching and student assignments. It describes how Storify allows students to curate online information by collecting media and text into narrative stories. Diigo is a bookmarking service where students and professors can store and share web resources tagged by class. HootSuite is a social media management tool that helps track multiple networks and filter content into columns, such as for a "Notice Me" list to help students locate job opportunities through targeted online research and outreach.
This document provides 18 tips for using a wiki in the classroom, summarized in 3 sentences or less:
The tips include using a wiki to create a subject repository for student writing, asking for student responses to books and classwork, showing off student work to demonstrate understanding, and allowing students to create personal wiki pages for fun, communication, or organizing presentations. Additional tips include publishing training videos, posting podcasts, sharing teaching techniques among staff, using a wiki as a forum for student issues, finding free wiki platforms for classrooms, and creating interactive substitute lesson plans or a digital class book on a wiki.
The document encourages sharing additional ideas and contributing to the discussion via email or Twitter to expand the uses of wikis
Leading Schools with Digital Vision (Memphis Sept 2010)Wesley Fryer
This presentation was shared at the opening keynote at the Martin Institute's Fall 2010 conference in Memphis, Tennessee. Much of the world has gone digital, so must learning at school. Creativity is vital, and good leadership matters. Stagnant, accomodation-level technology integration makes technology investments in our schools a waste of money. School leaders can and should encourage teachers to use digital learning tools in transformative ways to open new doors of opportunity for students as well as parents. By focusing on creating, communicating / sharing, and collaborating, principals can help develop a shared instructional vocabularly with teachers which is focused on student engagement. Without creation, there can be no creativity. How will you let your students create? How will you give students choices? How will your students teach the curriculum? These are essential questions to ask together with teachers, as we seek to effectively (and legally) "talk with media / pictures" and leverage the constructive power of digital media tools for learning inside and outside the classroom.
Collaboration and teamwork are becoming increasingly important skills. New technologies now allow individuals around the world to work together. Examples discussed include Innocentive, which connects over 120,000 scientists and engineers to solve problems, and Wikipedia, where thousands collaborate on documents. The "Flat Classroom Project" uses tools like email, Skype and social networks to connect classrooms globally and foster understanding between students. Scientists in Antarctica also use blogs and online exchanges to share their work and educate the public through projects like "Ice Stories".
Condensed version of the "Networked Academic" slideshow to be presented at the 2013 National Communication Association's annual convention in Washington, D.C.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
Social media can be a powerful tool in education when used effectively. It allows for ubiquitous communication, collaboration, and creation that engages students accustomed to online platforms. Educators must see students as co-creators rather than passive learners and guide them to critically evaluate online information. Examples of integrating social media include using Facebook for foreign language practice or collaborative groups, following experts on Twitter, and having students document events on YouTube or Twitter. Schools should support innovative uses that harness students' attention and natural online behaviors.
I gave this workshop at the Mid-Atlantic Conference for Catholic educators in Baltimore on February 27, 2014. The purpose of the workshop was to show the what, when, where, how, and why for using clips and topic appropriate YouTube videos within classroom teaching, especially for religious education and character education.
Was St. Paul a proto-blogger? Did the Desert Abbas and Ammas invent "friending" and "tweeting?" Did medieval manuscript creators invent hypertexting?
This presentation by Dr. Elizabeth Drescher, Director of the Center for Anglican Learning & Leadership and Assistant Professor of Christian Spiritualities at Church Divinity School of the Pacific, introduces changes in communication, community, and leadership influenced by new social media technologies. The presentation links current social media practices to long-held Christian traditions and provokes questions about how the Church can be proactively using social media for community-building, education, and formation.
This document discusses lessons learned from play and expanding minds. It contains repeated phrases about expanding minds, empowering individuals, and enriching communities. It also contains a definition of Web 2.0 from Wikipedia about collaborating and sharing information online and symbols representing different types of shared content like pictures, videos, news, bookmarks, and knowledge.
Wiki Workshop for Design, Systems and Learning E Robertson
The document discusses wikis and their use in education. Wikis allow for collaborative editing and creation of content. They can be used in classrooms to create websites, class newspapers, books authored by groups, and more. Wikis encourage participation, communication, and collaborative construction of knowledge. However, there are also challenges to consider with student-created wiki content, such as potential vandalism or posting of inaccurate information.
This document discusses personal learning networks and how to create and maintain one. It recommends connecting by joining social networks and following blogs, collaborating by commenting and sharing content, collecting and curating resources using RSS feeds and social bookmarking, contributing by creating a blog and sharing content through various platforms, and provides upcoming webinars on using specific tools like Twitter, RSS, and blogging for personal learning networks.
This document provides an overview of new media technologies and learning in a digital age. It discusses concepts like connectivism, participatory culture, and the shift to more interactive and collaborative learning online. Examples are given of different tools people can use to connect, create, share and learn, such as blogs, wikis, Twitter, YouTube and more. Concerns about new media are also acknowledged. The overall message is that digital technologies are transforming learning processes and encouraging more open and networked approaches to education.
Pre-conference presentation on social media in the communication classroom given at the 2008 National Communication Association's Annual Convention in San Diego, CA.
What the heck is a PLN? - Personal Learning Networks for EducatorsMichael Graffin
An exploration of the value of Personal Learning Networks for educators, from the perspective of a 2nd year Australian teacher.
Presented at the third Reform Symposium e-Conference in July 2011 (http://reformsymposium.com).
Fiona Beal presents on how times are changing for teachers. She introduces herself and her background in education. She discusses how technology and online tools are transforming teaching and learning, including opportunities for online courses, social media use, curating educational resources, mobile learning, and creating and sharing digital content like e-books. Teachers now have access to many free online tools and can incorporate new approaches like flipped classrooms, podcasting, blogging, and connecting with outside experts through Skype.
Doors of Faith with Digital Tools and MethodologyCaroline Cerveny
Digital tools and methodology are pretty intertwined these days in the education world. However, when your students arrive in your classroom, do you appeal to the Digital Immigrant or to the Digital Native? Are you able to connect your students to their faith with the everyday digital tools and methods that are available today? Is Digital Discipleship possible in your classroom? Come to learn about a tech tool arsenal that is becoming increasingly popular and widely used. Connect with your students using new methods and some fun!
This document provides suggestions for using mobile tools like digital cameras and tablets in religious education. It offers ideas for photo projects students can do with cameras, such as creating cards, photo stories with Mixbook, and scavenger hunts. It also discusses how to choose apps for tablets when only one is available, and reviews apps for digital storytelling, prayer, and learning about the Catholic faith. Examples of digital stories created with tools like Animoto and Prezi are included.
This document provides tips for technology teachers to effectively use the Internet in their classrooms and engage students. It recommends using blogs, wikis, and social media to allow students to collaborate, share work, and have an audience for their projects. Teachers are encouraged to participate alongside students to understand how they use technology and turn popular tools to educational advantage in the classroom. Keeping up with relevant online resources through RSS feeds can help teachers integrate the Internet into their lessons and connect with the changing digital world that students already actively engage with outside of school.
This document provides examples of technology-based project ideas that teachers are using worldwide. It lists various tools like blogging, wikis, Twitter, videoconferencing and describes some sample projects. These include classroom blogging projects, a wiki used for international chess games, a collaborative e-book created between schools in different countries, and a reading scheme of 80 books created in hard copy and online. It aims to introduce different technology components and platforms that can be used to facilitate innovative student projects.
The document discusses using various social media tools for teaching and student assignments. It describes how Storify allows students to curate online information by collecting media and text into narrative stories. Diigo is a bookmarking service where students and professors can store and share web resources tagged by class. HootSuite is a social media management tool that helps track multiple networks and filter content into columns, such as for a "Notice Me" list to help students locate job opportunities through targeted online research and outreach.
This document provides 18 tips for using a wiki in the classroom, summarized in 3 sentences or less:
The tips include using a wiki to create a subject repository for student writing, asking for student responses to books and classwork, showing off student work to demonstrate understanding, and allowing students to create personal wiki pages for fun, communication, or organizing presentations. Additional tips include publishing training videos, posting podcasts, sharing teaching techniques among staff, using a wiki as a forum for student issues, finding free wiki platforms for classrooms, and creating interactive substitute lesson plans or a digital class book on a wiki.
The document encourages sharing additional ideas and contributing to the discussion via email or Twitter to expand the uses of wikis
Leading Schools with Digital Vision (Memphis Sept 2010)Wesley Fryer
This presentation was shared at the opening keynote at the Martin Institute's Fall 2010 conference in Memphis, Tennessee. Much of the world has gone digital, so must learning at school. Creativity is vital, and good leadership matters. Stagnant, accomodation-level technology integration makes technology investments in our schools a waste of money. School leaders can and should encourage teachers to use digital learning tools in transformative ways to open new doors of opportunity for students as well as parents. By focusing on creating, communicating / sharing, and collaborating, principals can help develop a shared instructional vocabularly with teachers which is focused on student engagement. Without creation, there can be no creativity. How will you let your students create? How will you give students choices? How will your students teach the curriculum? These are essential questions to ask together with teachers, as we seek to effectively (and legally) "talk with media / pictures" and leverage the constructive power of digital media tools for learning inside and outside the classroom.
Collaboration and teamwork are becoming increasingly important skills. New technologies now allow individuals around the world to work together. Examples discussed include Innocentive, which connects over 120,000 scientists and engineers to solve problems, and Wikipedia, where thousands collaborate on documents. The "Flat Classroom Project" uses tools like email, Skype and social networks to connect classrooms globally and foster understanding between students. Scientists in Antarctica also use blogs and online exchanges to share their work and educate the public through projects like "Ice Stories".
Condensed version of the "Networked Academic" slideshow to be presented at the 2013 National Communication Association's annual convention in Washington, D.C.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
Social media can be a powerful tool in education when used effectively. It allows for ubiquitous communication, collaboration, and creation that engages students accustomed to online platforms. Educators must see students as co-creators rather than passive learners and guide them to critically evaluate online information. Examples of integrating social media include using Facebook for foreign language practice or collaborative groups, following experts on Twitter, and having students document events on YouTube or Twitter. Schools should support innovative uses that harness students' attention and natural online behaviors.
I gave this workshop at the Mid-Atlantic Conference for Catholic educators in Baltimore on February 27, 2014. The purpose of the workshop was to show the what, when, where, how, and why for using clips and topic appropriate YouTube videos within classroom teaching, especially for religious education and character education.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
The document discusses using social media in the classroom. It provides examples of how teachers can create blogs and use tools like Pinterest, Skype, and bookcasting to engage students in projects and connect with other classrooms. The document urges teachers to maintain student privacy and safety online, and outlines how social media can be used to promote reading, share cultural experiences, and make classroom work accessible to parents.
This document discusses using Web 2.0 tools for collaborative learning. It describes how Web 2.0 allows users to share information, collaborate on content, and converse worldwide via tools like blogs, wikis, social networking, bookmarks, photos, podcasts, and microblogging. Examples of each tool are provided. The document discusses why Web 2.0 tools are useful for education as they facilitate critical analysis, participation, communities of knowledge, reflection, motivation, and communication. It argues that wikis in particular support social constructivism and are appropriate for educational delivery.
The document provides details about a URJ Biennial social media intensive session led by Lisa Colton. It includes information about tweeters to follow with the hashtag #URJSM and names of session rovers. It outlines traditional hub and spoke mindsets versus network mindsets. It discusses 5 new rules of social media engagement: attention, listen, be real, deepen, and add value. Case studies are provided on the social sermon approach from Rabbi Paul Kipnes and on Lindsay Ganci's use of social media to connect with Jewish teens.
This document discusses how social media can benefit public health agencies (PHAs) and AIDS service organizations (ASOs). It defines social media and examines its global reach. It outlines the main benefits of social media for PHAs and ASOs, including driving awareness, fundraising, creating online communities, and sharing timely information. The document also discusses different types of social media tools for content creation, content sharing, and networking. It provides examples of how to measure social media return on investment.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
Gutenburg to Zuckerberg: Social media in Medical EducationPlanBlearning
This document discusses the rapid changes in technology and its impact on education over the past few decades. It notes that every child now starts school in the 21st century and there has been more pedagogical change in the last 10 years than the previous 1000 years due to new technologies. It then lists the dates of creation of many popular web platforms and notes that they were all initially asynchronous. The document discusses concepts like blended learning and informal learning. It also notes that university programs are increasingly being offered fully online. Social media platforms like Facebook, Twitter, and YouTube are discussed as learning tools. The emphasis is on learning becoming more mobile, social and blended across formal and informal contexts.
#NACAMAM Personal Learning Networks for Campus ActivitiesLaura Pasquini
This document discusses personal learning networks and how they can be used to support campus activities. It defines a personal learning network as involving an individual's goals and interests, practices for attracting relevant content sources, and organizing those sources. The document provides advice on developing a PLN, such as exploring existing networks, establishing an online identity, personalizing the experience, connecting to relevant communities, sharing content, and collaborating with others. It emphasizes that participation, following interests, and sharing resources are key aspects of creating and maintaining an effective personal learning network.
1. Four proven models for connecting with people on social media include: building a community, energizing passionate people, finding a good idea, and meeting a need to make a connection.
2. Effective social media strategies start with understanding audiences and setting clear objectives, then choosing appropriate tools and tactics.
3. Case studies show how organizations like Best Buy, Zappos, Exxon, and the University of Minnesota have successfully used these models to engage audiences and achieve business goals on social media.
This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences:
Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.
This is my presentation to the Association of Organ Procurement Organizations in St. Louis on June 18, 2009. For more information, go to http://social-media-university-global.org/ and search for "transplant"
The document discusses using Twitter to build relationships online. It provides tips for using Twitter etiquette, including being polite, thinking of it as a coffee shop conversation, listening to others, and avoiding auto-tweets. It also discusses using tools like Seesmic and TweetDeck to manage Twitter and connecting Twitter to a website. The presentation encourages attendees to engage with others on Twitter to build trust and relationships.
Social Media, Networked Learning & IdentityAlec Couros
This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.
CALPACT - Engaging Target Audiences march 15 2012Dan Cohen
The document provides guidance on using new media tools to educate the public and target audiences. It discusses planning communications strategies, identifying key audiences, and adjusting messaging for different audiences and media. Specific tools covered include social media platforms like Facebook, Twitter, Pinterest, Tumblr, and video sharing sites. The document also provides reality checks on reaching students and millennials with strategies like offering personal connections, soliciting user-generated content, and using mobile technologies.
Alfredo Leone presented on balancing the potential pitfalls and perks of social media for learning. He discussed how social media has become a global phenomenon and is driving changes in learning. He provided examples of how organizations like Boston College and HP Enterprise are using social media tools like blogs, wikis, and professional networks to supplement formal training, make it more efficient, and reach diverse audiences. He emphasized the importance of community, policies, and moderation in effectively leveraging social media.
This document provides an overview of using social media for campaigning and awareness efforts. It discusses how various social media platforms can be used to share content, start conversations, and work in collaboration. Tips are provided on getting started with social media, including choosing goals and platforms based on objectives, audience, available content and expertise. Quick actions are suggested like crowd-sourcing, showing content on platforms, and organizing tweetchats.
Similar to Social media for Christian Educators (20)
This document promotes a new online resource called ARK Coach that provides guidance and support for churches and ministry leaders on using social media and websites effectively. It notes that 60% of churches now use at least one social media platform and many faith leaders lack knowledge of digital tools. ARK Coach offers memberships with benefits like webinars, video tutorials, and group coaching to help churches establish online presences and reach new audiences through platforms like Facebook and websites.
Are you looking to train your church ushers in welcoming hospitality? Tips from the Hospitality Coach. Get tips and ideas to encourage a warm, welcoming spirit for established ushers and new ushers. More at www.awesomeinsight.com
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This document discusses the importance and benefits of Historically Black Colleges and Universities (HBCUs) engaging with social media. It notes that 100% of colleges studied use at least one social media platform, but only 2 HBCUs rank in the top 50 for social media use. The document urges HBCUs to open their "digital doors" wider by connecting with students, alumni, and donors across various social media platforms like Facebook, Twitter, YouTube, and blogs. Doing so can raise awareness, connect more people, and heighten relevance for the institution. It provides examples of popular tools used in higher education and questions what may be preventing HBCUs from greater social media engagement.
Do alumni from your college have a way to connect? Are there guidelines in place for social media? This presentation shares insight on how many colleges are connection through social networks. For more insight, www.pickshovelmarketing.com
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The document discusses social media and how professional services can benefit from it. It defines social media as media designed for sharing through social interaction. It contrasts Web 1.0 static sites to Web 2.0 interactive sites. Popular social media tools discussed are Facebook and Twitter, noting their large user bases. Benefits listed for professional services include building customer networks, sharing information to build expertise, and conducting community marketing. Tips are provided on setting up business pages and profiles on Facebook and Twitter to engage customers and promote brands.
The document discusses what makes good website content for professional services. It recommends including value-based content that keeps the target audience in mind, uses visuals and pictures to illustrate services, provides tips and checklists, is easy to understand, has no spelling or grammar errors, shows how services benefit customers, and offers free information. The goal is to create compelling content that encourages people to revisit the site.
First-time visitors to a website may look for several key things, including what products or services are offered, valuable content like tips or checklists, pricing information and how the business works, contact details like a phone number or address, background information on the owner, an events calendar, and customer testimonials. The document discusses 7 things in particular that first-time visitors commonly look for on a website when considering working with a consultant, real estate agent, or other professional service.
The document provides 10 tips for consultants to effectively blog as a way to share expertise, connect with customers and build relationships. The tips include writing for a target audience, sharing engaging and valuable content, speaking personally, showing humor, linking to other resources, keeping posts simple, asking questions, proofreading, and promoting the blog for visibility. Blogging can help consultants meet people, connect with their community and explore new products or services.
The document discusses 8 reasons why some churches experience low visibility in their community. These reasons include having little to no hands-on outreach, no website or online presence, not publishing news stories, rarely inviting the community to events, lacking outdoor signs, inconsistent communication, no partnerships with other groups, and ministries focused inward rather than outward. The author is Lynette Hawkins, an ordained elder and church consultant who provides resources on hospitality, marketing, and growth.
The document discusses the importance of being a welcoming congregation. It emphasizes that the first six minutes of a guest's experience can determine whether they return. It provides tips for having a hospitality mindset, such as giving your best and sharing with those in need. The document encourages practicing the WARM method of welcoming guests by smiling, welcoming them, asking their name, recognizing their needs, and showing Christian love. The overall message is that congregations should be willing to give up their seat and make room for newcomers.
This document provides 10 tips for pastors on how to effectively blog for ministry purposes. It outlines that blogs can be used to connect with and teach community members, as well as explore sermon topics. Some of the key tips include writing for a target audience, sharing engaging and inspiring content, speaking in a personal tone, using humor, asking questions of readers, and proofreading for quality. The overall goals of pastoral blogging are to meet people where they are, build relationships, and inspire both connected and lost community members.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. Are You Ready to
Open the
Digital Door to Sunday
School & Bible Study?
2
3. TODAY…
Discover:
• The Meaning of Social Media
• Where Young People Are Today
• 21st Century Teaching with Social Media
• Facebook Twitter YouTube
• Tips & Ideas for Teaching
3
4. Matthew 28:19
“Go therefore and make disciples of
all nations, baptizing them in the
name of the Father, and the Son and
of the Holy Spirit.”
NRSV
4
5. WHAT’S SOCIAL MEDIA?
Definition
“Media designed to be disseminated through social interaction.”
Wikipedia
Social Media…
1.Creates 2 way conversation.
2.Builds community.
3.Is timely.
4.Connects people.
5
10. YOUTH ARE ONLINE!
95 % of All Teens (12-17) now Online!
Pew Internet
July 2011
pewinternet.org 10
11. About YouTube .
• YouTube Exceeds 2 Billion views a
day
• Double prime time of all 3 major networks
• Average person spends 15 minutes
• Hundreds of millions watch via
mobile devices
12. TEXTING DOMINATING
75% Texts
• 77% of Teens Have Cellphones
• 23% of Teens have Smartphones
Pew Internet
July 2011 pewinternet.org
13. WHAT DRAWS THEM TO
SOCIAL MEDIA?
Creativity Interactive Relationships
Conversations
16. 1. ENGAGE…
• Engage with use of creative video clips, audio
& visuals
• Create a welcoming YouTube Channel for Your Ministry &
Upload lesson elements
• Record lessons
• Share relevant clips to reinforce a lesson topics
• (i.e. Forgiveness, Friendship Love, Hospitality)
• Create “VLOGS” Video logs from class lessons
• Pin clip elements that represent stories shared
• Skype to digital penpals at a sister church
• Exchange learning with another class
18. 2. ENHANCE…
• Enhance with Multimedia Story Telling
• Sketch out how various tools can be used in lessons
• Look for videos on YouTube as well as DVDs
• Continue the class lessons with Tweets during the week
• Regularly share relevant messages (to Class lessons) via
Facebook, Twitter
• Share content of the lesson using multiple tools like video
and sharing of a blog
• Add Digital with Existing Curriculum
• Skype
• Video conference a lesson Set up a special time for out of
class experience
• Bible study using Twitter
20. ENCOURAGE
• Encourage Interaction & Conversation
• Create a Facebook Group that your class can
• Post updates
• Ask students to share how themes/lessons are
relevant to their lives
• Pull more students in with Tweets out of class
• Share Lessons in Social Media
• Slideshare.net & prezi.com for presentations
• YouTube & vimeo - videos
• Scribd.com for lessons
21. ENCOURAGE SAFETY ONLINE
• Guide them to set up privacy
settings
• Encourage clean images online
• Be mindful of privacy of students
22. TOOLS YOU MAY NEED
AT THE CHURCH
• Internet Access
• Computer and
Monitor
• Video Recording
• Projector
24. WHAT SOME CHRISTIAN
EDUCATORS DO
Church Website
• Place Trivia Questions on some aspect of Bible
Facebook
• Set up Facebook group for young adults/youth Bible study
Twitter
• Tweet “Challenge of the Week” or select phrases of
Scripture
25. HOW DO YOU GET STARTED?
• Slow!
• Don’t be afraid
25
26. Matthew 28:19
“Go therefore and make disciples of
all nations, baptizing them in the
name of the Father, and the Son and
of the Holy Spirit.”
NRSV
26
27. Any
Questions?
RESOURCES AVAILABLE ONLINE
WWW.AWESOMEINSIGHT.COM
• Visit Our
Website
• For How-to’s
and Coaching
27