Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
Using Social Media for Academic Practice and ImpactAndy Coverdale
Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Academic visibility online presentation 13 october 2011Laura Czerniewicz
A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Using Social Media for Academic Practice and ImpactAndy Coverdale
Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Academic visibility online presentation 13 october 2011Laura Czerniewicz
A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
Using Social Media to Connect with Parents & Students while Changing the Perc...Andy Petroski
Social media is used by millions to stay in touch through Tweets, Likes and Friending. Educators are also using social media to engage students, parents and the public in a learning community that creates a dynamic environment for student learning. Social media allows students to participate in conversations, create content, make connections and collaborate together. Join this session to see examples of how you can connect with parents and students using social media and how you can also change the perception of career and technical education at the same time.
Do you struggle to keep track of all your favorite websites and other online resources? Have you ever lost your folder of Internet bookmarks from your Web browser or wished you could access them from ANY computer? Would you like to share the links to your favorite online resources with your colleagues or students? Social bookmarking is a technique of storing, classifying, sharing and searching links through the practice of folksonomic tagging using a cloud-based service. This online session offered 10/31/2012 introduced the several popular free social bookmarking tools and explore practical applications for implementing social bookmarking activities in the classroom.
Social Web 2.0 Class Week 1: Introduction, History, Web 2.0, CommunicationShelly D. Farnham, Ph.D.
Week 1 slides from the class "Social Web 2.0" I taught at the University of Washington's Masters in Communication program in 2007. Most of the content is still very relevant today. Topics: Introduction, History, Web 2.0, Communication
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 is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
Using Social Media to Connect with Parents & Students while Changing the Perc...Andy Petroski
Social media is used by millions to stay in touch through Tweets, Likes and Friending. Educators are also using social media to engage students, parents and the public in a learning community that creates a dynamic environment for student learning. Social media allows students to participate in conversations, create content, make connections and collaborate together. Join this session to see examples of how you can connect with parents and students using social media and how you can also change the perception of career and technical education at the same time.
Do you struggle to keep track of all your favorite websites and other online resources? Have you ever lost your folder of Internet bookmarks from your Web browser or wished you could access them from ANY computer? Would you like to share the links to your favorite online resources with your colleagues or students? Social bookmarking is a technique of storing, classifying, sharing and searching links through the practice of folksonomic tagging using a cloud-based service. This online session offered 10/31/2012 introduced the several popular free social bookmarking tools and explore practical applications for implementing social bookmarking activities in the classroom.
Social Web 2.0 Class Week 1: Introduction, History, Web 2.0, CommunicationShelly D. Farnham, Ph.D.
Week 1 slides from the class "Social Web 2.0" I taught at the University of Washington's Masters in Communication program in 2007. Most of the content is still very relevant today. Topics: Introduction, History, Web 2.0, Communication
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 is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.
A workshop from Museums and the Web 2009.
This half-day workshop will explore the use of social media (blogs, wikis, digital stories etc.) to support museum communication. The workshop will address:
* The range of web-based social media available to museums.
* The issues that will arise in planning for such applications.
* How to anticipate/address such issues.
see http://www.archimuse.com/mw2009/abstracts/prg_335002068.html for full details.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
"Social media as a research and collaboration tool" - social media tips for PhD students presented at the University of Queensland School of Tourism, 18th July 2012
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session One: Introduction to Social Media. 18 January 2008. Co-authored with LeRoy Hill.
Contribution to a training session by Information Services, University of Nottingham for PhD students in Engineering, Medicine and Science. 6th February 2013.
Social media practices: Benefits and risks for doctoral researchersAndy Coverdale
Presentation at the SRHE Annual Research Conference 2012, Celtic Manor, 12-14 December 2012, as part of a symposium: Feral spaces? Social media as higher education practice: Blogs, wikis, and twitter feeds with a pedagogical intent (with Pat Thomson, Inger Mewburn, Anna Tarrant and Jeremy Segrott).
http://www.srhe.ac.uk/conference2012/
Presentation at the Challenging the Binaries international conference, hosted by the Centre for the Study of Literacies at the School of Education, University of Sheffield, 29 June 2012. http://www.sheffield.ac.uk/education/research/groups/csnl/conference/index
Presentation for Losing Momentum? Doctoral students conference at the School of Education, University of Oxford. Hosted by the Learning and New Technologies Research Group.
Co-presented with LeRoy Hill at Future Learningscapes; a 21st Century Challenge e-Learning Conference, University of Greenwich on 7 July 2010. Case study of a collaborative student-led training initiative with the Jubilee Graduate Centre at the University of Nottingham.
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Three: Collaboration and Networking. 17 February 2008. Co-authored with LeRoy Hill.
Symposium presented at the Postgraduate and Newer Researchers Conference, Celtic Manor on 7 December 2009. Student Intern research project with the Visual Learning Lab (VLL) at the University of Nottingham. Co-authored with Odessa Petit Dit Dariel and Claire Mann.
Summary of studentship with the Visual Learning Lab (VLL) at the University of Nottingham. Focus on role in Thunder / SBE research project. Presented to the VLL 16 July 2008.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Social Media Summer Workshops
Image erules123 http://www.flickr.com/photos/thesingingsailor/
2. Social Media Summer Workshops
Workshop 1: Social Networking and Collaboration26 July, 12.00-2.00pm
Social media cultures and academic practices
Digital identity
Networking, information sourcing and collaborative working – Twitter, SNS, wikis &
online community sites
Workshop 2: Sharing and Managing Work Online2 August, 12.00-2.00pm
Informal dissemination and sharing of work – blogging and content sharing sites
Managing content – social bookmarking, referencing & bibliographies, curation
tools & RSS
3.
4. SOURCE, MANAGE
NETWORKING
& SHARE RESOURCES
COLLABORATIVE
DISSEMINATION
WORKING
5. SOURCE, MANAGE NETWORKING
& SHARE RESOURCES & DISCUSSION
RSS Readers
Facebook
Social Bookmarking LinkedIn
Twitter
& Referencing Google+
Facebook Groups
Content Sharing Sites
‘Ning’ Sites
MOOCs
Wikis Blogs
COLLABORATIVE Google Docs
DISSEMINATION
WORKING
17. Time-consuming
Lack of knowledge / awareness / ‘best practices’
Insignificant and frivolous
Egocentric, opinionated and self-publicising
Not trustworthy, unreliable content
Lack of academic rigour
Not formally recognised / rewarded by institution
Lack of institutional / departmental support or incentive
Institutional constraints or regulations
Compromises formal publication opportunities
Threats to representation (self, institution, research)
Risks of disclosure (research design, findings etc.)
Technophobia
Low initial rewards
Low regard of contribution – “I’ve nothing to say”
Exposure of academic naivety
Compromises lecturer / student relationships
Compromises existing personal / recreational use and online identity
Potential misinterpretation and misappropriation
Commercial imperative (non-institutional / non-academic)
Issues of privacy
Ownership, copyright and IP issues
19. Social Network Sites (SNS)
Facebook
General / recreational social networking
‘Friending’ metaphor (reciprocal)
Status updates
Commenting, messaging and live chat
Facebook Groups, events and pages
LinkedIn
Professional networking – business-orientated
‘Connections’ metaphor (reciprocal)
Status updates and messaging
Professional profiling
Job seeking and listing facilities
21. Social Network Sites (SNS)
Academia.edu
Dedicated academic network
‘Following’ metaphor (non-reciprocal)
Replicates hierarchical and institutional categorisations
Status updates and messaging
Searchable research interests
Content sharing – papers etc.
Google+
General / recreational social networking
‘Following’ metaphor (non-reciprocal)
Circles – organisation of followers and privacy settings
Hangouts – group video chat facility
Integration with other Google apps. and services
22. Twitter
Microblogging site
‘Following’ metaphor (non-reciprocal)
Tweets (maximum 140 characters)
Retweeting, direct messaging, and replying
Lists and favourites
Twitter Technology
Third-party clients, apps. and services:
Interfaces (content support and filtering) – e.g. TweetDeck
Groups – e.g. Twibes
Tracking and documentation – e.g. Tweetdoc
Live streams and visualisation – e.g. Visible Tweets
Back up – e.g. BackupMyTweets
Interconnectivity with other social media – e.g. Delicious Facebook
Twitter alternatives – e.g. FriendFeed
23. Twitter: Academic Practices
Knowledge / resource sharing – posting, accessing and ‘retweeting’
microcontent
Self-promotion – new blog posts etc.
Notification – new publications, events, call for papers, announcements etc.
‘Crowdsourcing’ – asking questions, making enquiries
Real-time discussion
Real-time search engine
Hashtag communities and networks e.g. #phdchat
Events and conferences – the ‘backchannel’ and remote conferencing
24. Twitter: Tips
‘Getting’ Twitter – reaching the ‘aha’ moment
‘Information overload’ – people as ‘filters’
Negotiating the signal-noise ratio
Network building – followers’ followers
Amplification – Links!
25. #phdchat
Twitter Hashtag – informal community / network of PhD students
Synchronous chat – weekly sessions themed
Theme – online poll
Asynchronous notification – inclusion of hashtag in relative posts
Supporting sites – e.g. Wiki Facebook Group
Tweetups – local ‘offline’ meetings
28. Digital
Identity “
“ The persona an individual presents
across all the digital communities in
which he or she is represented
http://thisisme.reading.ac.uk
29. Digital
Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Literacies
Literacies
for the digital age (LLiDA Project). The Caledonian Academy. JISC.
“ (R)ecognising technology practice as
diverse and constitutive of personal
identity, including identity in different
peer, subject and workplace
communities, and individual styles of
participation.
Beetham et al. (2009:3)
“
30. Digital Identity: Practice
Contexts
Identity as socio-technical and virtual constructs
Identity is ‘multiphrenic’ (Gergan, 2000)
Identity as reified forms of social and cultural practice
Social interactions are increasingly distributed – 'networked individualism’
Multi-membership of communities of practice
Identity Dichotomies
Public & Private
Work & Leisure
Professional & Personal
Formal & Informal
31. Identity is…
Modernist Postmodernist
Determined by dominant Socially constructed and
structures culturally mediated
Stable Flexible and in flux
Singular and developmental Multiple and fragmentary
Unified across multiple Diversified across multiple
contexts contexts
32. Digital Identity: Representations
Profiles
Professional / institutional pages
Site registrations – personal profiles
Self-publishing e.g. blogs – "About” page
Professional Development
Digital / online CVs
E-Portfolios
Identity Control
Access and privacy
Password management – e.g. Open ID
33. Digital Identity: Transactions
Modality
Verbal, textual etc.
Multimedia – images, video etc.
Activities
Social interaction and participation
Social production and repurposing
Artifacts
Formal academic content and references
Records of social interaction – blog posts, tweets, forum discussions etc.
Permanence and transience
34. Digital Identity: Visibility and Reputation
Visibility
New channels of academic discourse and research dissemination
Web presence – ‘Digital footprint’
Web-based academic / professional networking
Reputation
New models of academic peer review
Activities and artifacts are increasingly searchable / traceable
Individual control, ownership and intellectual property
Openness, transparency and trust
36. Community Sites
‘Ning’-type Sites
Multifunctional platforms
Specialist themes or community-based
Features
Member Profiling
Discussion (forums)
Blog posting
Content sharing – repositories
Examples: Ning SocialGo BuddyPress
37. Collaborative Tools
Wikis
Asynchronous text-editing platform for multiple users
History – documentation of text revisions
Examples: Mediawiki Wikispaces
Google Docs.
Suite of office tools
Synchronous editing for multiple users
Dropbox
Secure file sharing
38. Social Annotation
Social Text Annotation
Social and collaborative annotation of texts
Fine-grained – by paragraph
e.g. Commentpress
Social Multimedia Annotation
Social and collaborative annotation of multiple forms of media
Presentations, images, video
Text, audio and video comment
e.g. VoiceThread
41. Web Conferencing (Webinars)
Integrated Teleconferencing Platform
Public and private chat
Whiteboard – presentation slides / annotation tools
Audio and video
Polling
Content sharing
Recording and playback facility
Examples: Eluminate Big Blue Button
42.
43. Massive Open Online Course (MOOC)
Centralised
Flexible course-base structures / curricula
Accredited / non-accredited participatory model
Synchronous and asynchronous interaction
Content sharing – repositories
Distributed
Multiple participant platforms – blogs etc.
Use of RSS, tagging etc. to connect distributed contributions
45. Martin Weller
The Digital Scholar: How
Technology Is Transforming
Scholarly Practice
Bloomsbury Academic
(2011)
http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275
/book-ba-9781849666275.xml