Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
The document discusses the use of social media for academic purposes. It outlines various social media platforms and tools that can be used at different stages of research and study, including blogging, social bookmarking, Twitter, content sharing sites, and wikis. It also addresses potential barriers to adopting social media and how social media can support research dissemination and impact while possibly compromising formal publication.
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 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 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.
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.
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.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
The document discusses the use of social media for academic purposes. It outlines various social media platforms and tools that can be used at different stages of research and study, including blogging, social bookmarking, Twitter, content sharing sites, and wikis. It also addresses potential barriers to adopting social media and how social media can support research dissemination and impact while possibly compromising formal publication.
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 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 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.
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.
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.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
The document discusses collaboration tools and trends in Web 2.0. It defines collaboration and describes collaborative processes like team creation, idea generation, decision-making, work/production, and evaluation. It also outlines basic collaboration tools and core Web 2.0 technologies. Trends discussed include user-generated content, multimedia platforms, and identity. Philosophies around groups vs networks are presented, noting that networks thrive on diversity while groups require unity.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Research Communication and New Media - Towards Becoming an Active and E-visib...steffengjedde
This document outlines a workshop on becoming an active online scholar through research communication and new media. The workshop aims to introduce participants to various online applications and digital tools for sharing academic work and engaging in scholarly discussions online. It discusses concepts like digital literacy and being a "digital scholar" and provides examples of using profiles on repositories, social networks and scholarly profile platforms to distribute research. Specific guidance is provided on setting up profiles, crafting bios, using hashtags and how tools like Twitter, blogs, Mendeley and ResearchGate can help scholars engage online.
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.
The document discusses using social media and digital tools to share knowledge from events and projects more widely. It aims to 1) define social media strategies and goals, 2) agree on roles and responsibilities, and 3) produce, aggregate, and share content before, during, and after events. Key tools mentioned include wikis, microblogging, blogs, video/photo sharing, and social networks. The document also discusses collaborating, creating, curating, critiquing, and communicating content through various social media platforms and tools.
This document discusses using social media for researchers. It defines social media as virtual communities for sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and communities for scientists. Short-form tools like Twitter and Facebook allow sharing thoughts and links. Long-form options include blogs, videos, and podcasts. Goals and intended audience should be defined before choosing platforms. Social media can benefit research through networking, disseminating work, and finding collaborations. Metrics help quantify impact and acceptance of online activities.
Introduction to Social Bookmarks for Educators - And EveryoneLisa Colton
Introduction to social bookmarking with a focus on Delicious. Slides from Darim Online webinar. Additional resources available on the Darim Online website.
Two heads are better than one. Multiple resources shared are better than none. Social bookmarking is a method for individuals to share, organize, search and manage bookmark resources online, anywhere! When bookmarks are shared socially, individuals can add descriptions, make comments and include tags to make this reference more meaningful and simple to retrieve at a later date. Advisors can learn how to utilized shared references and online resources for group collaboration, professional development, and advising research practices.
NACADA Region 3 - Technology Seminar
May 15, 2010
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
Web 2.0 tools allow users to participate online through sharing content, tagging and collaborating on social networks and wikis. These tools include blogging, photo sharing, video sharing, social networking, microblogging, and wikis. Web 2.0 positions users to control their own data and participate through architecture that allows services to scale cost effectively while being remixed. It leverages collective intelligence and user participation to find and share information.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking; collaboration tools like wikis and document sharing; and multimedia tools like photo and video sharing. It discusses how these tools can help with collaboration, disseminating work, networking and community building, contact and promotion. Examples are given of researchers using blogs, Twitter, SlideShare and LinkedIn to share work and build their professional networks. The document concludes by demonstrating some of these tools.
The document discusses social networks and their impact on society. It defines social networks as online systems that allow users to create public profiles, connect with other users, and view and navigate connections. Some key points made are that social networks enable sharing, organizing, finding content and people, and support forming groups and maintaining existing social relationships. Reasons people use social networks include keeping in touch with friends, making new connections, joining groups of common interest, and validation from contributing online. Participation in social networks requires costs of time, effort, attention and sometimes money.
This document provides an overview of social media and online presence for students. It discusses common social media platforms and how to manage your digital identity and brand online. Tips are provided on using privacy settings and representing your professional self online, as maintaining an online presence can impact your career. The document aims to help students think about their online content and who can access it.
Social Media Workshop at UC David - Feb 7, 2014Holly Bik
This document discusses using social media for researchers. It defines social media as virtual communities for creating and sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and subject-specific communities. It suggests using Twitter and blogs for sharing short updates and long-form content. Choosing platforms based on goals and audience is key. Social media can benefit research through networking, disseminating work, and finding collaborations while requiring an initial time investment. Metrics help quantify online impact important for careers.
The document discusses how various Web 2.0 tools can be useful for research purposes. It describes bookmark sharing sites, photo sharing, blogs, wikis, microblogging via Twitter, virtual worlds like Second Life, and concludes by noting the importance of training and privacy considerations for using these tools.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document provides guidance on using social media for scientists to communicate their research. It discusses that scientists have a duty to communicate their research and its implications to the public. It then outlines various traditional and social media options for communicating science, including blogs, Facebook, and Twitter. For each platform, it provides examples and tips for how scientists can create profiles and engage audiences. The document emphasizes that social media is fun, free, and allows researchers to find new audiences and opportunities. Overall, it encourages scientists to utilize social media to more broadly share their work.
Blogs, Wikis, and ePortfolios: Benefits, Challenges, and Practical Applicatio...Amber D. Marcu, Ph.D.
This session offers an overview of three e-learning tools: blogs, wikis, and ePortfolios. Each presenter will discuss one tool, providing pedagogical theory, along with practical benefits and challenges to using the technology. Finally, the panelists will present examples of how these technologies can be put into practices in the classroom.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
The document discusses collaboration tools and trends in Web 2.0. It defines collaboration and describes collaborative processes like team creation, idea generation, decision-making, work/production, and evaluation. It also outlines basic collaboration tools and core Web 2.0 technologies. Trends discussed include user-generated content, multimedia platforms, and identity. Philosophies around groups vs networks are presented, noting that networks thrive on diversity while groups require unity.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Research Communication and New Media - Towards Becoming an Active and E-visib...steffengjedde
This document outlines a workshop on becoming an active online scholar through research communication and new media. The workshop aims to introduce participants to various online applications and digital tools for sharing academic work and engaging in scholarly discussions online. It discusses concepts like digital literacy and being a "digital scholar" and provides examples of using profiles on repositories, social networks and scholarly profile platforms to distribute research. Specific guidance is provided on setting up profiles, crafting bios, using hashtags and how tools like Twitter, blogs, Mendeley and ResearchGate can help scholars engage online.
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.
The document discusses using social media and digital tools to share knowledge from events and projects more widely. It aims to 1) define social media strategies and goals, 2) agree on roles and responsibilities, and 3) produce, aggregate, and share content before, during, and after events. Key tools mentioned include wikis, microblogging, blogs, video/photo sharing, and social networks. The document also discusses collaborating, creating, curating, critiquing, and communicating content through various social media platforms and tools.
This document discusses using social media for researchers. It defines social media as virtual communities for sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and communities for scientists. Short-form tools like Twitter and Facebook allow sharing thoughts and links. Long-form options include blogs, videos, and podcasts. Goals and intended audience should be defined before choosing platforms. Social media can benefit research through networking, disseminating work, and finding collaborations. Metrics help quantify impact and acceptance of online activities.
Introduction to Social Bookmarks for Educators - And EveryoneLisa Colton
Introduction to social bookmarking with a focus on Delicious. Slides from Darim Online webinar. Additional resources available on the Darim Online website.
Two heads are better than one. Multiple resources shared are better than none. Social bookmarking is a method for individuals to share, organize, search and manage bookmark resources online, anywhere! When bookmarks are shared socially, individuals can add descriptions, make comments and include tags to make this reference more meaningful and simple to retrieve at a later date. Advisors can learn how to utilized shared references and online resources for group collaboration, professional development, and advising research practices.
NACADA Region 3 - Technology Seminar
May 15, 2010
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
Web 2.0 tools allow users to participate online through sharing content, tagging and collaborating on social networks and wikis. These tools include blogging, photo sharing, video sharing, social networking, microblogging, and wikis. Web 2.0 positions users to control their own data and participate through architecture that allows services to scale cost effectively while being remixed. It leverages collective intelligence and user participation to find and share information.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking; collaboration tools like wikis and document sharing; and multimedia tools like photo and video sharing. It discusses how these tools can help with collaboration, disseminating work, networking and community building, contact and promotion. Examples are given of researchers using blogs, Twitter, SlideShare and LinkedIn to share work and build their professional networks. The document concludes by demonstrating some of these tools.
The document discusses social networks and their impact on society. It defines social networks as online systems that allow users to create public profiles, connect with other users, and view and navigate connections. Some key points made are that social networks enable sharing, organizing, finding content and people, and support forming groups and maintaining existing social relationships. Reasons people use social networks include keeping in touch with friends, making new connections, joining groups of common interest, and validation from contributing online. Participation in social networks requires costs of time, effort, attention and sometimes money.
This document provides an overview of social media and online presence for students. It discusses common social media platforms and how to manage your digital identity and brand online. Tips are provided on using privacy settings and representing your professional self online, as maintaining an online presence can impact your career. The document aims to help students think about their online content and who can access it.
Social Media Workshop at UC David - Feb 7, 2014Holly Bik
This document discusses using social media for researchers. It defines social media as virtual communities for creating and sharing information. It recommends maintaining a professional website and profiles on Google Scholar, LinkedIn, and subject-specific communities. It suggests using Twitter and blogs for sharing short updates and long-form content. Choosing platforms based on goals and audience is key. Social media can benefit research through networking, disseminating work, and finding collaborations while requiring an initial time investment. Metrics help quantify online impact important for careers.
The document discusses how various Web 2.0 tools can be useful for research purposes. It describes bookmark sharing sites, photo sharing, blogs, wikis, microblogging via Twitter, virtual worlds like Second Life, and concludes by noting the importance of training and privacy considerations for using these tools.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document provides guidance on using social media for scientists to communicate their research. It discusses that scientists have a duty to communicate their research and its implications to the public. It then outlines various traditional and social media options for communicating science, including blogs, Facebook, and Twitter. For each platform, it provides examples and tips for how scientists can create profiles and engage audiences. The document emphasizes that social media is fun, free, and allows researchers to find new audiences and opportunities. Overall, it encourages scientists to utilize social media to more broadly share their work.
Blogs, Wikis, and ePortfolios: Benefits, Challenges, and Practical Applicatio...Amber D. Marcu, Ph.D.
This session offers an overview of three e-learning tools: blogs, wikis, and ePortfolios. Each presenter will discuss one tool, providing pedagogical theory, along with practical benefits and challenges to using the technology. Finally, the panelists will present examples of how these technologies can be put into practices in the classroom.
This document discusses open practices and the use of new technologies in education. It covers key characteristics of new media like peer critiquing and collaboration. It also discusses digital literacy skills needed to harness technologies like networking, judgment, and negotiation. The document advocates for open design, delivery, research, and evaluation in education. It poses questions about how technologies are changing educational practice and research and what new digital literacies are required.
The document summarizes the evolution of e-learning from its early definitions and use of learning management systems to control course content delivery, to the incorporation of Web 2.0 technologies that enable more collaborative, social, and learner-centered approaches. It describes how e-learning has shifted from a focus on formal, educator-controlled learning to incorporate informal, learner-driven activities through applications that support communication, networking, and content sharing. This evolution reflects a move from a pedagogical to a more self-directed heutagogical approach to learning.
This document summarizes a study on deploying social software like blogs in distance learning environments. It found that while blogs provided benefits like facilitating reflective practice and community, students struggled with finding purpose for blogging and tensions between private and public sharing. Only 20-30% of students blogged regularly, with 50% not blogging at all, similar to other studies. Students had pragmatic concerns about time and assessment that influenced tool use. Understanding blogs as a genre and negotiating their purpose and context of use is important for adoption in educational settings.
EDGE 2010 - Academic Blogging and Tweeting: Connecting People, Ideas and Rese...Michael Barbour
Barbour, M. K., Bullen, M., Kirby, D., & Stordy, M. (2010, October). Academic blogging and tweeting: Connecting people, ideas and research. An invited panel presentation at EDGE 2010: e-Learning – The Horizon And Beyond…, St. John’s, NL.
1. The document provides guidance for academics on using social media for professional purposes. It outlines different types of social media platforms and how they can be used.
2. Academics are encouraged to develop their online presence through blogging, sharing content and case studies, and connecting with other professionals. Organizations can support staff by providing training and acting as role models.
3. Individuals should understand how to create a relevant online profile and take advantage of opportunities for self-determined learning through social media. They can make good use of social media by sharing their own work as well as the achievements of others.
Presentation prepared for session at Onine Educa 2010 for session titled "Assessing Learning in a Digital World" - organised by the European Commission and its Executive Agency. Other presenters were Brian Holmes, Kiran Trehan with Ralf Rahders chairing.
I never presented it, as my flight was cancelled - but Brian Holmes stepped in and presented instead - big thanks!
This document provides advice for academics on developing an online presence and using social media professionally. It discusses setting up profiles on platforms like Google Scholar, Academia.edu, and ResearchGate. It also provides tips for blogging, networking, engaging different audiences, and maintaining an online identity. The overall message is that developing an online presence can help with collaboration, publishing, career opportunities, and broader impact and engagement.
"Using Social Media in Education" Seminar conducted for faculty of Sultan Qaboos University, Muscat, Oman April 2009 by Vicky Frank, Seward Inc.
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.
Academic Web 2.0: Reflective and Critical PracticesAndy Coverdale
The document discusses adopting and using social media (Web 2.0) in academic contexts. It highlights the need for researchers to develop reflective and critical practices when using these tools. Specifically, it emphasizes that the effectiveness of social media depends on how individuals apply them based on their specific fields and practices. Researchers should embed social media into their everyday work while also creating opportunities to share and discuss their experiences and approaches.
This document discusses the shift from the traditional view of knowledge as something passed from teachers to students, to a more collaborative view of knowledge creation. It outlines several Web 2.0 tools that support collaboration, including social networks, blogs, wikis, social bookmarking, social tagging, and podcasting. Examples of educational uses of these tools are provided, such as using blogs for student reflections or assignment submissions, wikis for group projects, and podcasts for sharing lecture recordings. Key trends in higher education adoption of these technologies over the next 5 years are also highlighted.
This document discusses the shift from the traditional view of knowledge as something passed from teachers to students, to a more collaborative view of knowledge creation. It outlines several Web 2.0 tools that support collaboration, including social networks, blogs, wikis, podcasting, and their potential educational applications. Examples of educational uses of these tools are provided.
This document discusses the shift from the traditional view of knowledge as something passed from teachers to students, to a more collaborative view of knowledge creation. It outlines several Web 2.0 tools that support collaboration, including social networks, blogs, wikis, social bookmarking, social tagging, and podcasting. Examples of educational uses of these tools are provided, such as using blogs for student reflections or assignment submissions, wikis for group projects, and podcasts for sharing lecture recordings. Key trends in higher education adoption of these technologies over the next 5 years are also highlighted.
Blogs, Wikis and more: Web 2.0 demystified for learning and teaching profess...Marieke Guy
Presentation (Blogs, Wikis and more: Web 2.0 demystified for learning and teaching professionals) given by Marieke Guy, UKOLN at Eastern RSC event: on Wednesday 25th February from 11:00 - 12:00 .
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
This document summarizes Andy Coverdale's research on how PhD students use social media to negotiate their academic practices and identities. The research uses an activity theory framework to examine PhD students' social media use across multiple, interrelated practice contexts during different stages of their doctoral studies. Key findings include that PhD students develop cultural artifacts like blog posts and tweets as agentic tools. They also exercise agency within and across figured worlds of different academic communities. However, participatory contexts provided by social media may only partially enable agency depending on levels of adoption and integration with other doctoral practices.
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.
This document outlines the schedule and content for Session Three of a collaboration and networking event. The session will cover social media values, networks, and platforms. It will also discuss collaboration tools in social networking contexts and the ethics of data collection. The schedule includes an activity where participants will discuss situations requiring networking and collaboration. There will also be discussions on social networking theory and a case study example before concluding with an open question lunch.
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.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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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
8. Individual Research
Professional Group /
Development Department
Research Events &
Project Conferences
9.
10.
11.
12. Bacteria bind
To cells in lungs; but does it
Matter? I don’t know.
Dissertation Haiku http://dissertationhaiku.wordpress.com/
13. Joel Miller | Microstructure-Property relationships in Ti2448 components produced by Selective Laser Melting: A Love Story
http://vimeo.com/30299036
16. What?
Type of research work / activities / content etc.
Where?
Social media – platforms and tools
When?
Stages of project / study / tenure
How might this support / compromise formal publication?
How?
Type of format / media etc.
Who (to/with)?
Audience – academic / discipline / public
Stakeholders – participants / partners
17. Blogging: Platforms
Wordpress
Complex, open source, Content Management System (CMS).
Highly customisable (plug-ins)
Developer-hosted and self-hosted options
Blogger
Mid-range blogging platform
Limited customisability
‘Tumblogs’
Simple editing platforms - ‘lifestreaming’ and mobile friendly
e.g. Tumblr Posterous
Blog Technologies
Increasingly multimodal – RSS feeds, links, tags, images and video
Non-textual formats: video blogging, podcasting
18. Blogging: Blog Writing
Historical Culture
Biography, activism and specialism
Informal, personal and subjective
Writing Skills
Regularity – writing discipline
Informality – experimentation with different writing forms / styles
Generality – engaging a wider (non-specialist) audience
Contexts
Emphasis on personal perspectives and experiences
Wider contexts – socio-cultural, political and economic
19. Blogging: The ‘Blogosphere’
The ‘Blogging Community’
Reading, linking to, and commenting on each others blogs
Peer Review
Informal, distributed and unreliable
Establish sustainable channels of discussion, feedback and peer support
Boundary Crossing
Extend beyond local research community – geographically and disciplinary
Blogs as ‘Boundary Objects’ (Efimova, 2009)
New interdisciplines and specialist fields (Thrift, 2011)
Efimova, L. (2009). Passion at work: blogging practices of knowledge workers. Enschede,
Netherlands: Novay.
Thrift, N. (2011). The Power of Blogs in Forming New Fields of International Study. The Chronicle of
Higher Education.
http://chronicle.com/blogs/worldwise/the-power-of-blogs-in-forming-new-fields-of-international-study/28638
20. Blogging: Contextualising Process
Blogs as Narrative
Journal-style entry provides narrative structure (e.g. research project / PhD)
‘Following’ blogs
Blogs as Documentation
Contextualised personal / professional development
Chronological (time-based) – by date, month, year
Conceptual (theme-based) – by category and tagging
Blogs as Reflective Process
Development of ideas / concepts / projects
Cross-referencing of posts and self-commenting
21. Blogging: Relationship with Formal Publication
Work-in-progress – shape ideas,
concepts and methodologies
Draw on personal perspectives
and experiences
Contribution to development of
BLOGS formal publication – thesis, journal
article or report
Develop smaller, specific
components of text FORMAL
Summaries and specific parts PUBLICATION
Informal, personal and subjective
Engage a wider (non-specialist)
audience
22. Blogging: Barriers to Sharing
Issues of Disclosure
Sharing ideas, concepts and methodologies
Questionable legitimacy in establishing intellectual property
Compromise of formal publication opportunities
Issues of Academic Competency
Lack of formal recognition of peer review
Exposing academic ‘immaturity’
Issues of Academic Reputation
‘Trivial and egotistical’
Departmental / institutional responsibility
23. Blogging: Blog Content
Reports on academic events, including workshops, seminars, and
conferences (including ‘live-blogging’)
Book and article reviews
Commentary on ‘academic life’ including teaching and research projects
Research methods and methodologies, and academic writing
Using research tools and software
Development of theoretical and conceptual ideas
Training and professional development
Emotional development and well-being related to academic practice
24. Based on: Jacob E Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
25.
26.
27. Blogging: Group Blogs
Guest posting
Institutional / departmental blogs or project blogs
Opportunity to experience blogging without commitment to setting up own platform
Less pressure to blog regularly
Potential to reach a wider audience with greater impact
Increased responsibility of representation
Commitment to ‘house styles’ and editorial control (content and format) and
authorisation
Potential issues of ownership and copyright
29. Syndication and Aggregation
The navigation and management of digital environments through the
syndication of multiple sites, tools and services.
RSS (Really Simple Syndication)
Subscribe to blogs, websites, podcasts etc.
Types of RSS / Feed Readers
Desktop-based
Browser-based
Web-based
30.
31. Tagging: Folksonomies
Folksonomy (Vander Wal, 2004)
‘Folk’ + ‘Taxonomy’
Knowledge resource created through the process of tagging
Taxonomy / Ontology Folksonomy
Top-down Bottom-up
Vertical / Hierarchical Horizontal / Non-hierarchical
Created by ‘Experts’ Created by many
Each ‘thing’ exists in one place Things exist in more than one
place
32.
33. Tagging: Theory and Context
Everything is Miscellaneous
David Weinberger, 2007
Social / democratic production
Interconnectivity of social media
Increased information flow – tools and strategies
Information R/Evolution
Michael Wesch
Digital Ethnography, Kansas State
University
34. Tagging: Bookmarking Practices
Personal Bookmarking
Personal organisation / management of web-based content
Searchable – Tag List / Cloud
Further Organisation Tools – Bundle Tags / Multiple Sites
Group / Collaborative Bookmarking
Participatory and democratic knowledge base
Social Bookmarking
Use as search engine – keyword / user
Search other users bookmarks
Subscriptions, networks RSS feeds etc.
Tagging (in)consistency – intra-personal and inter-personal
Examples: Delicious Pinboard
Tagging also used in blogging, and content sharing sites (e.g. Flickr
YouTube and Slideshare)
35. Content Sharing Sites
Sharing of academic content in different formats / media
Dissemination of work to a wider audience
Features
Tagging and annotation of content
Playlists, subscriptions, favourites
Social networking and commenting
Content can be embedded on external sites (e.g. blogs)
Networking Sites e.g. LinkedIn Academia
Papers / Reports e.g. Scribd
Presentations e.g. Slideshare
Images e.g. Flickr
Video e.g. YouTube Vimeo
Web Resources e.g. Evernote Pinterest
36. Social Bibliography / Reference & Citation
Personal and social management of academic papers and references
Synchronisation between browser, desktop and web based programmes
‘One-click’ referencing of web-based content and bibliographic libraries
Collaboration through group-based and networking activities
Examples: CiteULike Zotero Mendeley
37. Events, Seminars and Conferences
Supporting academic events before, during and after
Projects (e.g. launch events) and departments (open days etc.)
Networking
Pre-conference and post-conference
Conference Material
Content (abstracts, biographies etc.)
Information (venue etc.)
Presentations
Repurposing (Slideshare etc.)
External audiences and contexts
Presentation notes and slidecasts
38. Events, Seminars and Conferences
Recording / Documentation
Live streams – embedded into websites / social media e.g. Ustream
Live broadcast / post-event resource
Video / audio / presentations etc. – on mainstream and social media platforms
Webinars / web conferencing e.g. Eluminate Big Blue Button
Live-blogging – informal documentation
Post-event blogging – reports and reflections
Hashtags
Twitter – live tweets
Display - Twitter walls /streams e.g. Twitterfall
The Twitter ‘backchannel’
Aggregating across platforms Twitter, blog posts, photos (e.g. Flickr)
Aggregating tweets e.g. Storify
41. Resources
Identifying appropriate tools and platforms and evaluating their affordances
Negotiating institutional, proprietary, and open-source resources
Training and Shared Practice
Identifying appropriate training needs and opportunities for shared practice
Lifelong learning and professional development contexts
Developing potential for individual, participatory and collaborative design
Digital Literacies
Developing new socio-technical workflows
Negotiating new academic communities and networks – boundary crossing
and interdisciplines
Recognising shifts in academic protocols - new modes and means of
production, peer review and knowledge resources
Adapting to new practices in academic integrity and responsibility -
referencing and attribution of digital sources and artefacts
Understanding emerging multimedia and multimodal practices
Managing online identities and reputation
43. 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