This document discusses using social media for music researchers. It begins by stating the aims are to raise awareness of how social media can enhance research work, understand issues and good practices, and evaluate different digital tools. It then discusses common social media tools like Facebook, Twitter, blogs and YouTube. The document provides tips for using social media to broadcast one's work, network, and share content. It also addresses how research practices may change with increased digital tools and data.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
This document discusses how participatory media can be used as a research tool. It provides examples of how participatory media allows researchers to gather and organize data, engage with research participants, and communicate their work. Specific tools mentioned include Google Docs for co-writing, Diigo for collecting resources, Evernote for note taking, and Mendeley for organizing references. The document also covers issues like privacy, ethics, and online copyright when doing research online.
This document outlines an agenda for a workshop about exploring iPad apps for creativity. The agenda includes introductions, discussions about creativity and how it relates to innovation, exploring example apps, analyzing apps' affordances and constraints, classifying apps using Bloom's Taxonomy and the SAMR model, and tweaking apps to improve their educational potential. Participants will work individually and in groups to explore apps, discuss how they could be modified, and share their analyses.
social media - the cyber reality [screen notes]jody wissing
Social media is a reality and necessary for business and churches alike, but one size does not fit all. In this breakout session you will learn:
How to get started
Your strategy
Maintaining your conversations
Tips & resources
Case studies
Tracking what works
If you have questions you would like answered or social media topics you would like to discuss, please tweet to @embracechaos. #smreality
Social networking has grown significantly globally. A single tweet can now reach more people than major newspapers combined. Facebook has the largest share of time spent on social networks at 69%, followed by Twitter, YouTube, LinkedIn and others. Social networking allows people to connect, share information and collaborate online. It has evolved from early platforms like email and bulletin boards to today's major social networks like Facebook, Twitter, LinkedIn and others. Both opportunities and risks exist regarding privacy, data use, addiction and other issues with social networking.
Social media - The cyber reality [detailed presentation]jody wissing
Social media is a reality and necessary for business and churches alike, but one size does not fit all. In this breakout session you will learn:
How to get started
Your strategy
Maintaining your conversations
Tips & resources
Case studies
Tracking what works
If you have questions you would like answered or social media topics you would like to discuss, please tweet to @embracechaos.
The document outlines the agenda for a two-day symposium on creative making in libraries and museums, including discussions on critical making, how making impacts cultural institutions, and examples of making activities like 3D printing, robotics, and using materials like LEGOs.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
This document discusses how participatory media can be used as a research tool. It provides examples of how participatory media allows researchers to gather and organize data, engage with research participants, and communicate their work. Specific tools mentioned include Google Docs for co-writing, Diigo for collecting resources, Evernote for note taking, and Mendeley for organizing references. The document also covers issues like privacy, ethics, and online copyright when doing research online.
This document outlines an agenda for a workshop about exploring iPad apps for creativity. The agenda includes introductions, discussions about creativity and how it relates to innovation, exploring example apps, analyzing apps' affordances and constraints, classifying apps using Bloom's Taxonomy and the SAMR model, and tweaking apps to improve their educational potential. Participants will work individually and in groups to explore apps, discuss how they could be modified, and share their analyses.
social media - the cyber reality [screen notes]jody wissing
Social media is a reality and necessary for business and churches alike, but one size does not fit all. In this breakout session you will learn:
How to get started
Your strategy
Maintaining your conversations
Tips & resources
Case studies
Tracking what works
If you have questions you would like answered or social media topics you would like to discuss, please tweet to @embracechaos. #smreality
Social networking has grown significantly globally. A single tweet can now reach more people than major newspapers combined. Facebook has the largest share of time spent on social networks at 69%, followed by Twitter, YouTube, LinkedIn and others. Social networking allows people to connect, share information and collaborate online. It has evolved from early platforms like email and bulletin boards to today's major social networks like Facebook, Twitter, LinkedIn and others. Both opportunities and risks exist regarding privacy, data use, addiction and other issues with social networking.
Social media - The cyber reality [detailed presentation]jody wissing
Social media is a reality and necessary for business and churches alike, but one size does not fit all. In this breakout session you will learn:
How to get started
Your strategy
Maintaining your conversations
Tips & resources
Case studies
Tracking what works
If you have questions you would like answered or social media topics you would like to discuss, please tweet to @embracechaos.
The document outlines the agenda for a two-day symposium on creative making in libraries and museums, including discussions on critical making, how making impacts cultural institutions, and examples of making activities like 3D printing, robotics, and using materials like LEGOs.
Edge Music Network Social Media StrategySierra Gelhot
Edge Music Network aims to build its audience through an effective social media strategy. It plans to utilize Facebook, Twitter, and YouTube as its main channels to target its Generation X demographic. The strategy involves creating consistent branding across channels, using visual content such as photos and videos to engage audiences, and monitoring performance through analytics to improve outreach. Edge will also work to regularly interact with followers to strengthen relationships and provide quality content.
The Dissemination of Music Through Social MediaJosh Crafter
This document discusses how artists use social media to disseminate their music to fans, who then spread it further. It outlines traditional music sources like purchases and streaming, and focuses on social media platforms like Facebook, Twitter, and Spotify. Case studies show how artists like Cazzette, Asher Roth, Lady Gaga, Carly Rae Jepsen, and Fun have leveraged social media to boost streams, shares, and sales of their music. The conclusion emphasizes that connecting with fans authentically through sharing content and interacting is key to maintaining interest.
The document provides instructions for creating a 2-page newsletter using Microsoft Publisher to promote a favorite music band. The newsletter must include information about band members, the band's background, popular songs, and upcoming events/tour. A works cited page is also required to cite all sources of information and images used. Key considerations include properly citing any pictures used and obtaining information from authorized sources only.
A communication plan created for Iron Horse Brewery located in Ellensburg, Wash. Our team's goal was to increase Iron Horse's brand recognition throughout Central Washington and the Pacific Northwest. The plan was developed in two months.
Online Branding & Social Media for Bands & MusiciansStickable Media
The document discusses how musicians can use online branding and social media to promote their music. It recommends that musicians control their online image by claiming profiles on websites like Facebook, YouTube, and Twitter. It also suggests using social media to build a community by adding value, telling their story, and cultivating real relationships with fans. The goal is to influence the community to spread the brand and generate revenue through purchases, attending shows, and sharing content with others. The document provides tips on using social media effectively and generating positive word-of-mouth to grow a fan base and brand.
Promoting Your Band Online was a talk offered as part of a 'Getting Ahead In The Music Industry' day in Wicklow in 2007. My 90-minute talk covered a broad spectrum of resources online for promoting your band and your music as an independent artist.
The slides themselves weren't highly visible on the day given the eco-lighting in the building but they serve as notes nonetheless for topics of conversation throughout the presentation.
How to Promote Your Music Online: A Social Media Guide for the MusicianDr. David Mitchell
A presentation from the 2015 College Music Society conference by Jennifer Jones and Dr. David Mitchell discussing online streaming, digital downloads, vinyl records, social media tools and case studies of successful online marketing campaigns.
This document discusses how researchers can use social media and digital tools professionally. It outlines various social media and web-based tools that can be used for professional identity, networking, managing information, and creating/presenting content. The document provides tips for using these tools responsibly and effectively. It also discusses how digital technologies are changing practices like publishing, assessment, pedagogy, and the nature of scholarship in fields like digital humanities. Resources for good practice and further training are recommended.
Using social media to develop your own personal learning networkSue Beckingham
This document discusses using social media to develop a personal learning network (PLN). It defines social media as technologies that enable communication, collaboration, participation and sharing. A PLN is described as an ecology or habitat for fostering connections within a particular environment. The document outlines different levels of involvement in social media, from creators to spectators. It also maps various social media tools and activities to Bloom's revised digital taxonomy of cognitive skills. Developing a PLN is presented as a personal process of fitting together the right tools, information and people to support one's learning and professional development. Benefits discussed include increased access to learning and support through connections despite geographical distances.
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
How to Use Social Media to Advance Your Graduate Career (Intro) LectureDeanna Peluso
Deanna Peluso's slides from her lecture at Simon Fraser University Department of Graduate Studies lecture on how to use social media, like twitter to propel student's graduate careers, and how to navigate the basics of social media networking.
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 how researchers can use various social media platforms like blogs, wikis, images, video, and mobile apps to engage the public and enrich their research by eliciting user generated content and social data; it provides an overview of the special affordances and considerations of different social media options for presenting information and gathering feedback. The document advocates for thoughtfully deploying social media that is customized to researchers' specific requirements and goals while addressing ethical issues.
This document provides an overview of a presentation on effective research skills for students and other learners. The presentation is given by Tracy Poelzer, a district technology coordinator and teacher-librarian. The presentation covers topics like using appropriate databases and vetting websites by examining factors like the author, date, and potential biases. It encourages using strategies like searching within specific domains and comparing across multiple sources. Attendees are given assignments to evaluate website reliability and explore additional research tools and resources.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
Social media for researchers workshop 071112Nicole Beale
This document summarizes a workshop on using social media for researchers. The workshop covered defining social media, why academics use social media, how social media can be used throughout the research cycle, popular social media tools and platforms, and strategic approaches to using social media. The workshop provided information on social media analytics, digital professionalism, and ethical considerations for researchers using social media. It also included interactive sessions to discuss applying social media concepts.
This document provides a list of 29 Web 2.0 tools for use in the classroom, organized by category. It introduces tools for file storage and sharing like Google Drive, Dropbox, and Evernote. Presentation tools mentioned include SlideShare, Prezi, and VoiceThread. Other categories are polling with Poll Everywhere, mind mapping with Bubbl.us, avatars with Voki, screencasting with Screenr and Jing, photo editing with Pixlr and BeFunky, and website creation with Weebly and Google Sites. South Carolina education resources like DISCUS and Streamline are also noted. The document encourages participants to provide feedback on Edmodo.
The document outlines Bryan Jackson's presentation on social media strategy. It discusses establishing a vision and goals, analyzing audience and engagement metrics, crafting targeted messaging, selecting platforms, and measuring results. The presentation provides tips on listening to customers, sharing content regularly, and adapting the strategy based on performance.
Edge Music Network Social Media StrategySierra Gelhot
Edge Music Network aims to build its audience through an effective social media strategy. It plans to utilize Facebook, Twitter, and YouTube as its main channels to target its Generation X demographic. The strategy involves creating consistent branding across channels, using visual content such as photos and videos to engage audiences, and monitoring performance through analytics to improve outreach. Edge will also work to regularly interact with followers to strengthen relationships and provide quality content.
The Dissemination of Music Through Social MediaJosh Crafter
This document discusses how artists use social media to disseminate their music to fans, who then spread it further. It outlines traditional music sources like purchases and streaming, and focuses on social media platforms like Facebook, Twitter, and Spotify. Case studies show how artists like Cazzette, Asher Roth, Lady Gaga, Carly Rae Jepsen, and Fun have leveraged social media to boost streams, shares, and sales of their music. The conclusion emphasizes that connecting with fans authentically through sharing content and interacting is key to maintaining interest.
The document provides instructions for creating a 2-page newsletter using Microsoft Publisher to promote a favorite music band. The newsletter must include information about band members, the band's background, popular songs, and upcoming events/tour. A works cited page is also required to cite all sources of information and images used. Key considerations include properly citing any pictures used and obtaining information from authorized sources only.
A communication plan created for Iron Horse Brewery located in Ellensburg, Wash. Our team's goal was to increase Iron Horse's brand recognition throughout Central Washington and the Pacific Northwest. The plan was developed in two months.
Online Branding & Social Media for Bands & MusiciansStickable Media
The document discusses how musicians can use online branding and social media to promote their music. It recommends that musicians control their online image by claiming profiles on websites like Facebook, YouTube, and Twitter. It also suggests using social media to build a community by adding value, telling their story, and cultivating real relationships with fans. The goal is to influence the community to spread the brand and generate revenue through purchases, attending shows, and sharing content with others. The document provides tips on using social media effectively and generating positive word-of-mouth to grow a fan base and brand.
Promoting Your Band Online was a talk offered as part of a 'Getting Ahead In The Music Industry' day in Wicklow in 2007. My 90-minute talk covered a broad spectrum of resources online for promoting your band and your music as an independent artist.
The slides themselves weren't highly visible on the day given the eco-lighting in the building but they serve as notes nonetheless for topics of conversation throughout the presentation.
How to Promote Your Music Online: A Social Media Guide for the MusicianDr. David Mitchell
A presentation from the 2015 College Music Society conference by Jennifer Jones and Dr. David Mitchell discussing online streaming, digital downloads, vinyl records, social media tools and case studies of successful online marketing campaigns.
This document discusses how researchers can use social media and digital tools professionally. It outlines various social media and web-based tools that can be used for professional identity, networking, managing information, and creating/presenting content. The document provides tips for using these tools responsibly and effectively. It also discusses how digital technologies are changing practices like publishing, assessment, pedagogy, and the nature of scholarship in fields like digital humanities. Resources for good practice and further training are recommended.
Using social media to develop your own personal learning networkSue Beckingham
This document discusses using social media to develop a personal learning network (PLN). It defines social media as technologies that enable communication, collaboration, participation and sharing. A PLN is described as an ecology or habitat for fostering connections within a particular environment. The document outlines different levels of involvement in social media, from creators to spectators. It also maps various social media tools and activities to Bloom's revised digital taxonomy of cognitive skills. Developing a PLN is presented as a personal process of fitting together the right tools, information and people to support one's learning and professional development. Benefits discussed include increased access to learning and support through connections despite geographical distances.
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
How to Use Social Media to Advance Your Graduate Career (Intro) LectureDeanna Peluso
Deanna Peluso's slides from her lecture at Simon Fraser University Department of Graduate Studies lecture on how to use social media, like twitter to propel student's graduate careers, and how to navigate the basics of social media networking.
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 how researchers can use various social media platforms like blogs, wikis, images, video, and mobile apps to engage the public and enrich their research by eliciting user generated content and social data; it provides an overview of the special affordances and considerations of different social media options for presenting information and gathering feedback. The document advocates for thoughtfully deploying social media that is customized to researchers' specific requirements and goals while addressing ethical issues.
This document provides an overview of a presentation on effective research skills for students and other learners. The presentation is given by Tracy Poelzer, a district technology coordinator and teacher-librarian. The presentation covers topics like using appropriate databases and vetting websites by examining factors like the author, date, and potential biases. It encourages using strategies like searching within specific domains and comparing across multiple sources. Attendees are given assignments to evaluate website reliability and explore additional research tools and resources.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
Social media for researchers workshop 071112Nicole Beale
This document summarizes a workshop on using social media for researchers. The workshop covered defining social media, why academics use social media, how social media can be used throughout the research cycle, popular social media tools and platforms, and strategic approaches to using social media. The workshop provided information on social media analytics, digital professionalism, and ethical considerations for researchers using social media. It also included interactive sessions to discuss applying social media concepts.
This document provides a list of 29 Web 2.0 tools for use in the classroom, organized by category. It introduces tools for file storage and sharing like Google Drive, Dropbox, and Evernote. Presentation tools mentioned include SlideShare, Prezi, and VoiceThread. Other categories are polling with Poll Everywhere, mind mapping with Bubbl.us, avatars with Voki, screencasting with Screenr and Jing, photo editing with Pixlr and BeFunky, and website creation with Weebly and Google Sites. South Carolina education resources like DISCUS and Streamline are also noted. The document encourages participants to provide feedback on Edmodo.
The document outlines Bryan Jackson's presentation on social media strategy. It discusses establishing a vision and goals, analyzing audience and engagement metrics, crafting targeted messaging, selecting platforms, and measuring results. The presentation provides tips on listening to customers, sharing content regularly, and adapting the strategy based on performance.
This document provides an overview of developing an online identity and personal brand for professional purposes. It discusses the importance of having an online presence due to employers and recruiters searching for candidates online. It recommends searching for what information is already online, using tools like profiles and portfolios to curate an online identity, and maintaining security and privacy settings. A variety of free tools are presented, such as Google profiles, About.me, Academia.edu, and WordPress for developing an online portfolio and presence.
Discovery Education Summary 1-day training april 2011Clairvoy
This document discusses using media in K-12 education. It provides an overview of tools for managing the shift in classroom power dynamics with new technologies, including Discovery Education Streaming and rules for online safety. Resources are presented on networking oneself, differentiating instruction, and using a constructivist approach with shared computing. Suggestions are made for free media editing, publishing, collaboration and teacher productivity tools. Key ideas include allowing students to learn in groups, setting goals and being facilitators rather than direct instructors when introducing new technologies.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
This document summarizes a discussion about developing an organizational development blog and online presence. Key points included defining the audience for the blog, discussing content ideas, and creating an action plan for an ODHE website with consistent blogging and promotion of events. The work is licensed under a Creative Commons Attribution 3.0 Unported License.
This document provides an introduction to using social media tools for academics. It discusses the potential benefits of social media in connecting with others, staying up-to-date, and engaging an audience. Several useful social media tools are introduced, including Twitter for communication, YouTube and SlideShare for sharing videos and presentations, and ResearchGate and Academia.edu for building professional networks. The document also covers potential pitfalls of using social media and suggests exploring different tools in the practical session.
Similar to Social media for music researchers (20)
This document discusses rethinking approaches to teaching study skills. It presents three models: the study skills model which focuses on surface features and skills transfer; the academic socialization model which focuses on acculturating students into disciplinary discourses; and the academic literacies model which views literacy as social practices negotiated within institutions of power and identity. The academic literacies model has implications for more inclusive, emancipatory approaches interrogating dominant academic cultures and power relations. Dialogic frameworks are suggested to encourage negotiation of academic identities and practices.
Decolonisation: how must Learning Development respond?Helen Webster
1) The document discusses the need to decolonize university practices and curricula to be more inclusive of diverse student backgrounds and ways of knowing. It notes that universities currently promote white middle-class norms and assess students based on a narrow definition of success.
2) It considers different models of learning development, from teaching isolated study skills to embracing academic literacies that acknowledge knowledge is socially situated and writing constitutes identities.
3) It argues universities must critically examine their conventions, learn about alternatives, expose hidden power structures, and develop more student-centered pedagogies with shared authority between students and educators.
This document discusses the need to decolonize approaches to teaching study skills in universities. It presents three common models for teaching study skills - the study skills model, academic socialization model, and academic literacies model. The study skills and socialization models are criticized for viewing skills as neutral and transferable, focusing on student deficits, and perpetuating dominant academic practices without interrogation. The academic literacies model sees skills as social practices embedded in issues of power, identity and epistemology. The document questions current expectations of learning and whether they impact minority students. It suggests study skills instruction needs to consider student expertise and work to diversify academic practices and identities. However, the extent to which universities can truly decolonize is uncertain
Ld@3 Does Learning Development have a Signature Pedagogy?Helen Webster
This document summarizes a discussion on whether Learning Development has a signature pedagogy. Key points made include:
- Learning Development draws on teaching study skills but also counseling, advising, and educational development.
- It focuses on how students experience and make sense of learning, taking students' perspectives seriously.
- A signature pedagogy for Learning Development would emphasize experiential, reflective learning through workshops and tutorials using constructivist and student-centered approaches.
- It would be grounded in theoretical frameworks like academic literacies and critical pedagogy, prioritizing social practices, power relations, and student emancipation.
- Learning Development's role is to facilitate negotiation and collaboration as an intermediary between students
Webinar presentation for the TLC (Teaching and Learning Conversations). I expand on the use of Formulation in Learning Development and how it might be practised.
This document discusses different conceptions of academic literacy and how it is taught. It summarizes three main approaches: study skills, academic socialization, and academic literacies. Study skills focuses on remediating surface-level issues and sees writing as an individual skill. Academic socialization focuses on inducting students into academic discourse and culture. Academic literacies views literacy as socially situated and focuses on issues of identity, power, and knowledge-making practices within institutions.
The document discusses formulation in learning development, drawing from clinical psychology. It explains that formulation involves co-constructing a narrative with the student to understand the presenting problem, pertinent factors, their perception of the task, process, and product. This differs from clinical psychology by focusing on learning challenges rather than mental illness. The document provides suggestions for using formulation in learning development practice, including that it may not always be needed but can develop learning and underpin other activities.
One to one work in Learning DevelopmentHelen Webster
This document provides an overview of one-to-one learning development work. It discusses establishing structure and goals for sessions, using frameworks like the Five Ps to understand students' needs, and employing different roles like listener, coach, mentor and teacher depending on the situation. Effective practices include contracting with students, using open-ended questions to facilitate understanding, and closing sessions by summarizing learning and setting actions. The document also addresses theoretical foundations, professional values like inclusion and collaboration, and challenges like ensuring confidentiality.
This document discusses professional training and development for learning developers (LDs). It summarizes research on the need for recognized qualifications and specialization in the field. It outlines a project with two phases: first, to scope the views of LDs on professional backgrounds, training requirements, and suitable training formats; second, to develop and deliver training, either by cherry-picking from other professions or creating training bespoke to LDs. The goal is to establish a consensus on LD professional expertise and consolidate the field. The presentation poses questions to LDs about their early career experiences and needs, and solicits ideas about what a handbook and training overview for new LDs should contain.
This document outlines the schedule and content for a learning development event in Newcastle and Sunderland. The event will cover facets of the learning developer (LD) role, structuring one-to-one tutorials, workshop approaches, and a workshop toolkit. Presentations will address resourceing an evolving workshop program with limited staff, teaching critical thinking to new students, and stopping the reinvention of materials. The schedule allows for introductions, discussions of the LD role and values, one-to-one work barriers and structures, workshop sharing, and a concluding plenary.
A bespoke training framework for learning developers would include modules covering theoretical underpinnings, values and ethics, knowledge, and skills. Trainees would gain experience through practice. The framework would include entry, senior, and specialist levels, culminating in a qualification equivalent to a master's degree. The training would be accredited through a professional body that sets standards and certifies learning developers.
The modules would cover areas like one-to-one work, workshops, resource development, and management. Key texts would explore theories of teaching, learning and assessment.
An entry-level program for new learning developers could focus on essential skills and be at certificate level. Prerequisites
The document describes the #10DoT Twitter course created by Helen Webster and Chris Rowell to teach educators and professionals how to use Twitter. The 10-day course covers Twitter basics like setting up a profile, tweeting, following others, hashtags and more. The course is participative and tailored for different audiences. It has been adapted and run by various universities and groups. The creators encourage others to freely adapt #10DoT for their own contexts under a Creative Commons license.
innovating the curriculum through social mediaHelen Webster
This document discusses innovating curriculum through social media and technology. It notes that knowledge becomes outdated faster, there is more knowledge than can fit in a curriculum, and core skills are changing. This clashes with academia's traditional model of one-to-many broadcasting of finalized knowledge by authoritative teachers. However, social media allows for user-generated content, small-scale sharing, open works in progress, and networking. The document suggests ways to use social media like wikis, blogs and Twitter to develop curriculum collaboratively, crowdsource lecture questions, and make assignments social processes with student-created content and peer feedback. Issues like ethics, digital skills, and access are also noted.
The document discusses using blogs for academic communication. It defines blogs as dynamic, interactive and conversational online platforms compared to traditional static webpages. The document provides advice on starting an academic blog, including choosing a platform, finding readers, practicing an engaging writing style, and generating post ideas. Examples are given of popular academic blogs that cover research, teaching, and professional activities. Overall, the document outlines the pros and cons of blogging for academics and early career researchers.
This document discusses the #10DoT program, which uses Twitter over 10 days to develop digital literacy skills among academics. It explores using social media professionally, identifies key concepts around digital literacy, and outlines the daily topics covered in the #10DoT program, which introduces Twitter features and encourages application in an academic context. Feedback on previous iterations of #10DoT is discussed, considering opportunities, barriers, and adaptations for different contexts.
This document discusses a project to teach digital skills to early career researchers. It aims to increase awareness of how digital skills can enhance research and employability. The project will develop training resources like workshops and online materials. The document discusses problematizing the brief by considering learners, learning outcomes, and modes of learning. It proposes using approaches like communities of practice, connectivism, and MOOCs to provide practical solutions. A DH23Things program is suggested that uses blogging and reflective frameworks to help researchers build digital skills over multiple modules. Reactions from participants found the blogging format helpful for some but not all. Barriers like access, privacy concerns, and reluctance to embrace digital behaviors were also identified.
This document provides guidance on embedding media in a virtual learning environment (VLE). It discusses:
1. The differences between embedding media versus linking to or uploading media, and implications like server space and copyright.
2. Options for media that can be embedded, including media created by the instructor or others as long as copyright is not infringed.
3. Steps for finding embed codes from platforms like MyPlayer, YouTube, and SlideShare and inserting the code into the VLE page using the embed media button in the editing tools.
4. Resources for learning how to embed media in the VLE like short videos and support guides.
1. Social Media for Music
Researchers
Dr Helen Webster,
Digital Humanities Network
CRASSH
Thursday, 21 February 2013
2. Modelling Digital Behaviour…
These slides are on Slideshare, and the links embedded
in it are live:
http://www.slideshare.net/drhelenwebster
Feel free to livetweet!
#DH23
#RONetwork
Thursday, 21 February 2013
3. Aims
Not to teach tools, or to ‘sell’ social media
but...
• an awareness of the ways in which social and digital media
platforms can enhance and be embedded in your work as a
researcher
• an understanding of the issues raised by social and digital
media tools, potential pitfalls, good practice and future
impacts on the profession
• an awareness of and ability to evaluate the various types of
digital tool and make informed decisions about your own
engagement with them in your practice
Thursday, 21 February 2013
4. What are Social Media?
• Digital
• Networked
• Open
(Weller, 2012)
Thursday, 21 February 2013
5. Scale of digital
engagement
TechnoFEAR! TechnoJOY!
(Izzard, 1997)
Thursday, 21 February 2013
6. What do you already use?
• Content Curation (Scoop.it,
• Social Networks (Facebook , Storify
LinkedIn, Academia.edu)
• Conferencing (Skype, Google
• Blogging (Wordpress, Blogger) Hangouts), Livestreaming
Ustream, Livestream)
• Microblogging Twitter
• Cloud storage (Dropbox, Google
Drive, Colwiz, Evernote)
• Content sharing (Flickr,
Youtube, Vimeo, Slideshare,
Scribd, Audioboo, Soundcloud) • Social Bibliography and
bibliometrics (Mendeley, Zotero,
ResearcherID, ORCID, Google
• Cloud email (Yahoo, Gmail)
Scholar Citations)
• Social Bookmarking (Delicious,
• Alternative office tools
Diigo)
(Scrivener, Prezi)
Thursday, 21 February 2013
7. The Agenda
• Any questions...?
• Any concerns...?
• Any aims...?
• Any tools...?
Thursday, 21 February 2013
8. What do you want to
do with social media?
Thursday, 21 February 2013
9. Who wants to listen
and why?
Thursday, 21 February 2013
10. Three - phases?
activities? levels?
• Broadcasting (consumption)
• Networking (participation)
• Sharing (reciprocation)
Thursday, 21 February 2013
11. Broadcasting
Being online:
• Visibility
• Spaces
• Identities and Collation
Thursday, 21 February 2013
12. Spaces
Proprietry/free
The Academic The Open
Web Web
Password
Thursday, 21 February 2013
13. Broadcasting tools
• Website
• Blog
• Online profile (Facebook, LinkedIn,
Academia.edu, Google Profile, Google
Scholar Citations profile, ResearcherID,
ORCID)
Thursday, 21 February 2013
14. Visibility
Invisibility:
• Google yourself regularly (set up Google alerts) and check for
information put online by others
• Check privacy and permission settings carefully
• Use pseudonyms
Visibility:
• Think about your metadata and keyword search terms
• link to ‘authority’ sites and have them link to you
• update ‘regularly’ and at peak times
Thursday, 21 February 2013
15. Collating Your Self: the
Open Web
• Namechk - consistent username
• Grab variants of your (user)name
• Consistent and recognisable profile picture
• Gravatar
• Google Profile
• About.me, Flavours.me
• Share and update on other platforms
Thursday, 21 February 2013
16. Or not?
If you want to keep your identities separate...
• Different platforms for different purposes
• Check privacy settings
• Have a policy on ‘friending’, ‘following’ etc and add a clear
statement of your intentions
• Avoid logins and synching with Facebook/Twitter/LinkedIn
etc
• Don’t let your computer ‘remember’ your login
• Use pseudonyms and abstract profile pictures for personal
identities
Thursday, 21 February 2013
17. Broadcasting
• You want to make sure that if someone’s
looking for someone in your field, your
name comes up.You also want to make sure
that the profile they find is rounded,
academic and professional.
How do you go about doing this?
Thursday, 21 February 2013
19. ...what do you want to
get out of networking?
Thursday, 21 February 2013
20. Barriers
• What are the barriers in your situation and
context as an early career researcher?
• What are the barriers in yourself to
participation?
• What is the motivation for others to
network with you?
Thursday, 21 February 2013
21. Networking tools
• Twitter
• Facebook (and similar)
• LinkedIn, Academia.edu
• Lanyrd, Methodspace, Researchgate
• JISCmail or Ucam email lists
forum@lists.cam.ac.uk
crassh-early-career-researchers-
• Any platform which enables a profile,
some form of content, and some way to
interact.
Thursday, 21 February 2013
22. Rheingold’s 8 stages for cultivating
your Personal Learning Network
• Explore • Feed
• Search • Engage
• Follow • Inquire
• Tune • Respond
Howard Rheingold (2012). Netsmart: How to thrive online
Thursday, 21 February 2013
23. Networking
You want to make sure you hear about any
developments in your field - new research,
and also new jobs and opportunities.You also
want some mentoring guidance.
• How do you go about creating an online
network to achieve this?
Thursday, 21 February 2013
24. Creating and Sharing
• Frictionless
• Open (Creative Commons)
Thursday, 21 February 2013
25. Tools for Sharing
• Prezi or Slideshare
• Youtube or Vimeo (+ video editing software)
• Audacity + Soundcloud or Audioboo
• Issuu or Scribd
• Flickr
• Ustream or Livestream
Thursday, 21 February 2013
26. Sharing
You’re organising a conference, at
which you are also presenting a paper.
How do you use social media to enhance the
event and your own role in it?
Thursday, 21 February 2013
27. How is Practice
Changing?
• Publishing Models: Open Access Publishing
• Quality Assessment Models: Altmetrics
• Funding: Collaboration and large projects
• Pedagogy: digital classroom, ‘pedagogy of
abundance’
• Conference ‘attendance’ – livestreaming,
liveblogging, podcasting
Thursday, 21 February 2013
28. How is Scholarship changing?
Digital Humanities
• Born Digital and digitised research objects
• Big Data – data mining etc
• Digital analysis methods
• Data visualisation - Global information Systems (GIS) etc
• Crowdsourcing and recruitment
Thursday, 21 February 2013
29. Resources
On Good Practice for Researchers
• Vitae’s Handbook of Social Media for Researchers and
Supervisors
• RIN’s Social Media: A Guide for Researchers
On the impact of digital technologies on
academic practice
• Martin Weller (2012) The Digital Scholar
• John Naughton (2012) From Gutenberg to Zuckerberg:
What you really need to know about the Internet
Thursday, 21 February 2013
30. Further Resources
• DH23Things online course
• CamHumBlog a blog about Humanities
research blogging
• The Researcher Online Website with
resources from workshops and practical
tips and tools
• Digital Humanities Network
Thursday, 21 February 2013