This document outlines the objectives and topics explored in an online course on digital leadership in higher education, including defining different types of social media, using social media for professional development, and developing competencies for digital leaders. Key concepts are discussed such as being a digital immigrant or native, visitors and residents online, and competencies for digital professionals in higher education around using technology, digital identity, and remaining current on new technologies.

1. Dr. Peggy Delmas
South Alabama Conference on Teaching & Learning
May 9-10, 2016

2. Digital Immigrants, Digital
Natives – Prensky (2001)
o If you’re young enough to have
grown up with digital technology
then you’re a native to it
o We don’t need to teach young
people how to use digital
technology – they will teach us
Visitors & Residents – JISC
(2015)
o Continuum of modes of
engagement w/digital technology
o Leaving a social trace or no social
trace online
Lenses for
Examining
Digital
Engagement

3. HED 501
“Digital
Leadership”
• Identify the categories of social
media and classify the various
types of social media.
• Explain effective application of
social media to various
functions of higher education.
• Demonstrate how social media
can be used for professional
development.
• Describe how social media can
be used to support student
development.
• Construct a career search using
digital technologies
• Prepare and support a case for
digital leadership in higher
education.
objectives
fully online

4.  cyber aggression
 using social media for social
change
 how social media can aid in
student identity development
 social media policy and crisis
communication
 competencies of a digital leader
Topics Explored

5. o Remain current on student and
educator adoption patterns of new
technologies and familiarize
oneself with the purpose and
functionality of those technologies.
o Demonstrate awareness of one’s
digital identity and engage
students in learning activities
related to responsible digital
communications and virtual
community engagement as related
to their digital reputation and
identity.
o Appropriately utilize social media
and other digital communication
and collaboration tools to market
and promote advising,
programming, and other learning-
focused interventions and to
engage students in these activities.
o Incorporate commonly utilized
technological tools and
platforms including social
medial and other digital
communication and
collaboration tools into one’s
work.
o Engage in personal and
professional digital learning
communities and personal
learning networks at the local,
national, and/or global level.
o Demonstrate adaptability in the
face of fast-paced technological
change.
ACPA/NASPA Professional
Technology Competencies:
Foundational Outcomes

6. Objective: Define,
identify and classify
social media
 Blog platforms
 Blog search
 Collaboration
 Documents/content
 Fitness
 Forums
 Gaming
 Interest & curated networks
 Location
 Location based services
 Live casting/livestreams
 Micromedia
 Music
 Pictures
 Q&A sites
 Reputation
 Reviews/ratings
 Social bookmarks
 Social networks
 Social shopping/social commerce
 SMS/voice, instant messaging
 Twitter ecosystems
 Video
 Wikis
Forms of electronic communication
(as websites for social networking
and microblogging) through which
users create online communities to
share information, ideas, personal
messages, and other content (as
documents, videos); it is also the
collective of online communication
channels dedicated to community-
based input, interaction, content-
sharing, and collaboration.
24 categories; 76 services

7. “Leaders do not have a choice in joining the
online conversation and, more importantly,
must take responsibility for the actions and
education of future leaders.” – Dr. Josie Altquist
Objective: Demonstrate how social media can be used for
professional development

8. “When every individual in an organization
gets digital, the entire organization benefits.
In higher education, being digitally capable
has to be required. Most students are paying
a lot of money for their higher education.
They deserve a tremendous experience. It’s
unacceptable for anyone who works in
higher education to be anti-technology or
digitally underdeveloped. Get digital or get
out of the way.” – Eric Stoller
Technology Competency: Remain
current on student and educator
adoption patterns of new technologies
and familiarize oneself with the
purpose and functionality of those
technologies

9. “Twitter has become my source for everyday
news within higher education to keep me
updated on the new and hot trends in
academia. Once I find interesting topics
about higher education while browsing
through Twitter, I retweet with a quote to
spread the knowledge and share the
information with my classmates and other
friends. Twitter has taught me that being
involved with social media allows for
diversity and multiple views.” – K
Technology Competency:
Incorporate commonly
utilized technological tools
and platforms including
social media and other
digital communication and
collaboration tools into
one’s work.
Engage in personal and
professional digital learning
communities and personal
learning networks at the
local, national, and/or
global level.
Appropriately utilize social
media and other digital
communication and
collaboration tools to
market and promote
advising, programming, and
other learning-focused
interventions and to engage
students in these activities.
“As I transition into my
first professional
position, after
graduation—I definitely
see myself using sites
such as Twitter and
Instagram to inform
students of institutional
practices, in a fun way.”
– A.

10. “When I attempt to categorize my web use, I
find that it is difficult to separate my personal
and institution use. I think this is in large part
due to how much technology and web use has
become integrated into the workplace. I find
that although I may get onto the internet to
accomplish a task for work, I may become
engaged by someone from my personal life that
briefly deters my attention. I think the most
accurate way to view my internet use is on a
sliding continuum that varies from day to day.
“ - N.
I consider myself a digital resident, I leave a
mark on the web daily through likes, posts,
reposts, bookmarks and an array of other ways.
I know that once it is on the web, there is no
getting it back and you need to THINK before
you post.” – M.
Technology Competency:
Demonstrate awareness of
one’s digital identity and
engage students in learning
activities related to
responsible digital
communications and virtual
community engagement as
related to their digital
reputation and identity.

11. “I always knew what LinkedIn was,
but I never created one prior to this
assignment. I liked that through this
assignment I could see different ways
to present my profile, allowing me to
add whatever information I desired
to my page. Currently, with
graduation in May I am undergoing
the job selection process, so I used
LinkedIn to type in different jobs I
was interested in and view pages of
individuals that already have those
jobs. I actually learned a lot! I am
excited to sit down with this and
keep creating my LinkedIn Network!”
– A.
Objective:
Construct a
career search
using digital
technologies
“This assignment did several things
for me. The first being, it taught me
that I actually had two profiles
floating around out there. One that
was very well updated and one that
was very underdeveloped, I have rid
the world of the underdeveloped
profile now! After taking care of one
profile, I began to pore over the
other one to see what I could do to
make it that much better.” – M.

12. Boyd, D. (2014). It's complicated: The
social lives of networked teens. Yale
University Press.
RESOURCES
Pacansky-Brock, M. (2012). Best
practices for teaching with emerging
technologies. Routledge
Joosten, T. (2012). Social media for
educators: Strategies and best
practices. John Wiley & Sons.
Qualman, E. (2013). What happens
in Vegas stays on YouTube.
Equalman Studios.

13.  ACPA/NASPA Professional
Competencies
http://www.myacpa.org/professio
nal-competency-areas-student-
affairs-practitioners
 Ahlquist, J.
http://www.josieahlquist.com/
 JISC https://jisc.ac.uk/
 Prensky, M. (2001). Digital natives,
digital immigrants. On the Horizon,
9(5), 1-6.
 Stoller, E.
http://ericstoller.com/blog/
 Visitors & Residents:
https://youtu.be/sPOG3iThmRI

14. pdelmas@southalabama.edu
 251/380-2782
 @PeggyDelmas
 https://www.linkedin.com/in/delmaspeggy
 Presentation available on SlideShare