This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
Learn how to combine principles of effective web design with Springshare's LibGuides so you can create better research guides for your patrons.
There are notes on a handful of slides, in particular, those which are untitled.
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Learn how to combine principles of effective web design with Springshare's LibGuides so you can create better research guides for your patrons.
There are notes on a handful of slides, in particular, those which are untitled.
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
A #COHERE16 presentation on why & how to engage learners - beyond self-selecting early adopters - in the practice of networked participation in a space like Twitter.
Digital Identity & Social Networking for ResearchersFlea Palmer
How social media platforms can enhance your work as a researcher, and some of the potential issues around using these tools. Adapted from 'The Researcher Online: Building an Online Identity" by Dr Helen Webster, University of Cambridge
Social media portfolios: building a professional social media profile for pre...Sue Beckingham
Reflecting on recent work this paper considers how social media is being used to generate evidence of learning and professional practice by students and academic staff to populate their online professional profile. https://blogs.shu.ac.uk/socmedhe/social-media-portfolios-building-a-professional-social-media-profile-for-presentation-in-linkedin/
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
Becoming a Digital Scholar using Social Media #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading, led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Social Media: Are you maximising its potential? #AHEIAJoyce Seitzinger
Invited Speaker presentation at the Australian Higher Educational Industrial Association (AHEIA) conference in Sydney, 17 May 2013.
This audience consisted mainly of HR managers in higher education organisations, so I aimed to show the rise of the networked academic and the advantages of networked practices by employees, and ask them if/how the organisation's policies enable or support those networked practitioners.
Social Media Strategy: Mission, Tool, Metrics, TeachJeffrey Levy
Slide deck for a 1/2-day workshop that includes several times when small groups discuss and report out. Accompanying handout: http://www.slideshare.net/levyj413/handout-mission-tool-metrics-teach
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
A #COHERE16 presentation on why & how to engage learners - beyond self-selecting early adopters - in the practice of networked participation in a space like Twitter.
Digital Identity & Social Networking for ResearchersFlea Palmer
How social media platforms can enhance your work as a researcher, and some of the potential issues around using these tools. Adapted from 'The Researcher Online: Building an Online Identity" by Dr Helen Webster, University of Cambridge
Social media portfolios: building a professional social media profile for pre...Sue Beckingham
Reflecting on recent work this paper considers how social media is being used to generate evidence of learning and professional practice by students and academic staff to populate their online professional profile. https://blogs.shu.ac.uk/socmedhe/social-media-portfolios-building-a-professional-social-media-profile-for-presentation-in-linkedin/
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
Becoming a Digital Scholar using Social Media #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading, led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Social Media: Are you maximising its potential? #AHEIAJoyce Seitzinger
Invited Speaker presentation at the Australian Higher Educational Industrial Association (AHEIA) conference in Sydney, 17 May 2013.
This audience consisted mainly of HR managers in higher education organisations, so I aimed to show the rise of the networked academic and the advantages of networked practices by employees, and ask them if/how the organisation's policies enable or support those networked practitioners.
Social Media Strategy: Mission, Tool, Metrics, TeachJeffrey Levy
Slide deck for a 1/2-day workshop that includes several times when small groups discuss and report out. Accompanying handout: http://www.slideshare.net/levyj413/handout-mission-tool-metrics-teach
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
Keynote presentation for University of Strathclyde's 4th Annual Learning and Teaching Event in an International Technological University: Social Media in Learning and Teaching, 19th June, 2018
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
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.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
Some tips for using the new social medias in the classroom along with an introduction on the life-cycle of social media and ideas for how to stay ahead of the curve.
Slides delivered at the Prosect Union Learn event in Manchester on 21st November 2012.
Covers Digital Learning, Social Media and Learning Pool e-learning
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton
It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde
The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program.
Learning Outcomes
Attendees will:
Explore the purpose and potential of leisure reading collections in academic libraries;
Examine the development of the University of Guelph leisure reading collection from initiation to present day;
Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
Writers Workshop 2015 - Joining the Conversation: Fundamentals of Social MediaMelanie Parlette-Stewart
f you are serious writer, having an online social media presence is something that can work to your advantage. You can use social media to market a book, yourself, or an organization. Social media is one of the most important tools we can use for marketing and communication. Learn about popular social media tools such as Facebook, Twitter, Pinterest, YouTube, Instagram, and blogging. This workshop will explore best practices for engagement and getting the conversation going. Other issues covered will include managing risk, analytics, picking the best tools for your strategy, and privacy.
Whether you’re building a community or a personal brand, this workshop will provide you with tips and tools to get you started on developing an effective social media plan.
Infographics: E-volving Instruction for Visual Literacy
Melanie Parlette-Stewart, Lindsey Robinson - University of Guelph, Guelph, Ontario
WILU 2014 - London, ON
Infographics involve the bringing together of information, data, and design. There is increasing need to be visually literate, as is highlighted in the ACRL Visual Literacy Competency Standards for Higher Education. This session presents the ACRL Visual Literacy Competency Standards and the application of these to an introductory infographics instruction session. This session will highlight the active learning approach used to allow students to engage with and create infographics at an introductory level.
E-valuating the Impact of Face-to-Face and Online Information Literacy and Wr...Melanie Parlette-Stewart
E-valuating the Impact of Face-to-Face and Online Information Literacy and Writing Skills Instruction Using a Mixed Methods Research Design
WILU 2014, London, Ontario
Melanie Parlette-Stewart, Karen Nicholson, Kim Garwood, Trent Tucker - University of Guelph, Guelph, Ontario
This presentation will describe a mixed methods, collaborative action research project conducted as part of the ACRL's Assessment in Action (AiA) program to evaluate the impact of face-to-face, online, and blended approaches to information literacy and writing skill development in a large, first-year management course MGMT*1000. While our study did not yield the generalizable data that we had hoped, it did teach us some valuable lessons about the challenges and pitfalls of conducting mixed methods research that will be of use to those interested in gathering evidence to assess the Library's impact on student learning outcomes.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
1. HN OLOGY
TEC VES:
EN ABLE D LI
UNDERSTANDING THE SOCIAL MEDIA USE
OF THE UNDER 30s
Quinn Battersby
Bookstore
@qbattersby
Melanie Parlette-Stewart BA MLIS
Library Resource Centre
@ConestogaLib_MP
2. OUTLINE
• Current statistics on the use of social media by the under 30s
• Addiction to social media is real
• Connecting supplementary course materials with students in and out of
the classroom
• Using Facebook
• Using Twitter
• Using Pinterest
• Practical and realistic implementation of these vehicles
• Brief introduction to tools that can be used for implementation
• One-on-one sessions to help with these tools and methods
3. STATISTICS
• Canada is a leader in online engagement
• Canadians spend more than 41 hours/month online (2nd highest in
the world)
• More than 86% of 18-34 year olds have at least one social media
profile
• 18-34 year olds do everything online more than older age groups
(except for email)
• Comfortable with rapidly changing technology – not constrained by
traditional silos (online collaboration is common – crowd sourcing etc.)
• Facebook leads social networking
• Sites to watch: Twitter, LinkedIn, Tumblr, Pinterest + Instagram (all
have strong growth)
NIALS
#GENERATION FLUX #GENY #MILLEN
#GE NERATIONC (connected)
Sources: Ipsos inter@ctive Reid Report, Canada Digital Future in Focus 2013, #GenerationFlux
4. SOCIAL MEDIA ADDIC
TION?
• Mass appeal, increasing amounts of time spent online
• Different types of addiction (gaming, web surfing, online
gambling/shopping . . .)
• Social Networking Site (SNS) Addiction
• “Cyber-Relationship Addiction”
• Motivations: Keeping in touch, because their friends
are, making plans
• May be particularly addictive to young people
• Somewhere between 55-82% of teenagers and young
adults use SNS on a daily basis
Sources: Boost Mobile Survey,
Online Social Networking and Addiction—A Review of the Psychological Literature,
5. SOCIAL MEDIA ADDIC
TION?
• Why are students at risk?
• Free + unlimited Internet access
• Huge blocks of unstructured time
• Freedom from parental control
• No monitoring or censoring
• Lots of experience – gaming, web surfing . . .
• Escape stress
• Social intimidation and alienation
• Important to emphasize participation in social and online
world
• Balance of Face-to-Face + Online
Sources: Boost Mobile Survey,
Online Social Networking and Addiction—A Review of the Psychological Literature,
6. DIGITAL LITERACY?
BLOOM’S TAXONOMY: TRADITIONAL TO DIGITAL
Bloom’s Taxonomy: Traditional Bloom’s Taxonomy: Revised (Digital)
Sources: Bloom’s Taxonomy in the Digital World
8. SOCIAL MEDIA + EDU
CATION
Sources: Connected Teaching and Learning – Using online delivery and social media . . ., Engaging with Students through Social Media
9. CHALLENGES
• 24 Hour Professor
• Need for immediate attention
• Time
• Resources
• Rhythm of students NOT institution
• Key – set parameters (when you will be available /
unavailable, preferred response time)
• What is the most relevant information?
Source: Engaging with Students through Social Media
12. FFacebook
ACEBOOK
• Using a Facebook Group or Page as a discussion tool
• Expand on in class materials
• Students:
• become socially motivated to complete readings, etc. and contribute to
the online discussion
• didn’t spend class time reviewing what was already understood
• benefit from insights from peers who generally do not participate
Example:
Facebook Group
13. FACEBOOK IN THE CL
ASSROOM
• Ask for feedback on assignments, activities and exams
• Take classroom polls
• Use discussions or notes for additional course content
• Resource curation - share additional resources for the
course, like books, websites, etc.
• Clarify directions
14. FACEBOOK
• Create an instructor profile separate from your personal
profile
• Ask students to create a limited profile with controlled
settings and to friend your new instructor profile
• Create Lists and Groups/Pages for your classes
• More info on setting up a Facebook Page for education:
YouTube Video: Basics of a Facebook Page for Educators
Some additional resources:
• 100 updated ways to use Facebook in your classroom
• Facebook Privacy
16. TWITTER
Twitter
• Increase student engagement in large classes
• Some benefits include:
• Speed – in the the time it takes for one student to raise a hand and be
called on by the instructor, multiple students can be tweeting back and
forth on the class channel
• Participation – students who are too shy or too introspective to
participate significantly in a live discussion often are less shy digitally
• Documentation for review – Twitter can be reviewed by the students
and instructor after the session has ended – ability to identify and
highlight teachable moments (additional follow-up)
• Timely feedback to the instructor – address muddy points where
students feel the material requires elaboration or clarification in real
time. (monitor a channel)
17.
18. TWITTER IN THE CLA
SSROOM
• Backchannel for timely feedback
• Communication of student’s thoughts, comments and
insights
• Form of documentation for review
• Increase participation
• Share course materials (generally)
• Encourage participation with other like minded individuals
(eg. Nursing students follow -> Nursing the Future
@ntfnewgraduates)
• Bonus points: monitter
20. PINTEREST
• Why use Pinterest?
– You can show rather than
tell.
– Students and other
educators can participate
with commenting,
re-pinning and liking.
– Connect with other
educators
Source:
A Straightforward Guide To Using Pinterest In Education,
21. PINTEREST IN THE C
LASSROOM
• Pinterest in the Classroom:
• Visual sharing for architecture,
Example:
photography, design, marketing,
business classes (and more . . .)
• Idea / brainstorming boards,
showcase student work,
marketing tool – creating,
mood boards
• Suggest reading materials
• Encourage student participation
(through the use of Group Boards) Other Examples:
• Student Peer Critique 1. Creative thoughts matter
• Share quotes and inspiration 2. COMM 360
• Students can use it to track their 3. Advanced media design
4. Texts for English 7542
research
5. From UVA Faculty
22. MORE TOOLS
Image Source: Social Media Collage Image
23. MORE TOOLS
• Hootsuite for monitoring
multiple Facebook pages
and Twitter, scheduling
posts, etc. (in panes) –
Hootsuite Website
Hootsuite
• Tweetdeck for monitoring
Twitter and scheduling
tweets, more advanced use
cases – Tweetdeck Website
Tweetdeck
24. MORE TOOLS
• Project Management Tools – to be used as a group to collaborate
and work together towards common goals/tasks
• Wunderlist – Wunderlist website
• Trello – Trello Website
• Blogging platforms to share course/program information
• Wordpress – Wordpress website
• Tumblr - Tumblr website
25. MORE TOOLS
• Collaboration/Sharing Tools– to be used as a group to
collaborate and work together on documents, etc.
• Google Docs – Visit docs.google.com
• Google Drive – Visit drive.google.com
• Dropbox – Dropbox webiste
• Box – Box.net website
26. MORE TOOLS
• Presentation online– to be used to create / share web based
presentations.
• Prezi: Prezi website
• SlideRocket: Sliderocket website
• Slideshare: Slideshare website
• Multimedia– video, live steaming and more
• Powtoon: Powtoon website
• YouTube: Visit YouTube
• Converting Prezi to video: View video on how Prezi to Video
• Skype: Skype website
• Vine: Vine App website
27. MORE TOOLS
• Other Tools – You might want to look at these other ways to
engage with students online.
• Learning / Content Management System - D2L:
Official D2L website
• Conestoga eLearning
• Infographics: visual.ly website
28. A CLOSER LOOK @ W
UNDERLIST
• Business Students planning a public event can
all work from the same checklist and share
this information with their peers. Faculty can
monitor and redirect if need be.
• Public Relations groups can work together
from a common checklist to accomplish
various tasks relating to increasing awareness
of mock business.
• *On each checklist item the student can
include notes on what they accomplished and
how. This information will be shared with the
entire group.
29. A CLOSER LOOK @ W
ORDPRESS
• Faculty and Staff can share resources relating to
their particular subject.
• A fitness instructor could create a blogging platform
with information about fitness. Publish class
schedules and outcomes. Tracking progress of
students overall. *private blogs available
• A department could connect with students by
sharing the experiences of other students at the
school. Creating a more inter-connected level of
communication. Participation could be encouraged
and open. *would require great insight/participation
for success
30. A CLOSER LOOK @ PR
EZI
• Looks are important
to maintain
engagement
• Prezi Meeting (online
whiteboard for
collaboration)
• Collaborate in
real time
• Also for portfolios
and “Prezumes”
• “Enjoy Edu” License
31. A CLOSER LOOK @ D
2L
• Taking advantage of collaboration opportunities:
• Blogs
• Discussion Boards
• Don’t ignore students’ web routines
• Connect to existing networks students
participate in
• Provide content through a variety of media types
• Supply links to external resources
• Ask about embedding content from the LRC!
• Engage students in the creation process
• Enlist student assistance in identifying high
quality content that is available online. This
can include tutorials, simulations and
supplementary material online.
Source: Rethinking the Course Management System: From Glorified Textbook to Academic Networking Hub,
Ten Best Practices for Teaching Online Quick Guide for New Online faculty
32. A CLOSER LOOK @ IN
FOGRAPHICS
• Infographics as teaching tools
• Critical thinking, graphicacy (realization of information in
a visual format), data analysis, interdisciplinary learning
• Becoming “visually literate”
• Need to prepare students (and ourselves) to be
successful learners.
• Infographics encourage creative and informed individual
• Prompting Comprehension
• Help students want to learn more
Source: the ASIDE blog
33. A CLOSER LOOK @ IN
FOGRAPHICS
Visualization Tools: Be inspired:
• Visual.ly website • informationisbeautiful. net
• easel.ly website • Infographics from The Guardian
• Good Infographics
• Wordle
• Tagxedo
• Creately
• Tableau Software
• Recite This
• infogr.am website
Data Resources:
• Google Public Data
• Pew Research Data
• StatCan
• Government of Canada Data Portal
• Worldbank Data
34. A CLOSER LOOK @ IN
FOGRAPHICS
Resume
Source: Creative Technologist Resume on Behance
35. A CLOSER LOOK @ IN
FOGRAPHICS
Hierarchies
Source: David McCandless: Hierarchy of Visual Understanding Infographic on Information Is Beautiful
36. A CLOSER LOOK @ IN
FOGRAPHICS
• Have students produce their own
• Timeline, Comparisons, Step-by-Step
instructions,
• Explain: Event, Invention, Concept,
Famous Person
• Statistics
• Have students evaluate an infographic Application in the
• Use an infographic to illustrate a concept for
Classroom
students
Why create infographic assignments?
• Make the experience more relevant
• Allow students to explore modern tools
and design skills
• Share their learning online on one of the
many infographic databases, giving their
work an authentic audience. Source: Infographics in Education
37. A CLOSER LOOK @ VI
DEO
• Video in Education
• Enable knowledge to be represented in different ways, and
perhaps more importantly, enable different forms of
interaction with learners
• Tools
• Powtoon: create free animated presentation online software
tool
• YouTube: explore YouTube EDU and discover many
educational videos
• Converting Prezi to video: View video on how Prezi to Video
• Skype: Conduct consultations with students, bring in guest
speakers
• Vine: Create short videos and post them to social media
Source: Pedagogical roles for video in online learning
38. A CLOSER LOOK @ VI
DEO
• Getting asked to answer the
same question / explain a
tough concept?
• Make a short video explaining
the concept
• Interactive Advising / Application in the
Consultations Classroom
• Skype
• Find content that works for you
and your class
• Explore some of the streaming
resources available from the
LRC
Source: Video Use in Higher Education
39. ACCESSIBILITY AND S
OCIAL MEDIA
• Provide text alternatives for non-
text content
• Provide captions alternatives for
media
• Help students navigate and find
the content
• Different tools might have
different accessibility issues
• Often using the mobile site Image source: Accessibility Keyboard Image
works better with assistive
technologies
• Link to keyboard shortcuts /
accessibility resources
Source: Blind Canadians , Sociability: Social Media for People with a Disability
40. BEST PRACTICES
• Social Media is social, what you do online other people will
see
• Keep in mind the image you are presenting online as a
Conestoga community member
• You might want to consider using a disclaimer if you are conveying
your personal opinions on matters pertaining to the such as “The
views on this[type of social media] are my own and do not necessarily
reflect the views of Conestoga College.”
• Give credit where credit is due
• Honesty and transparency.
• Be honest about your identity. Do not hide your identity or
misrepresent yourself online.
• Too many places to post to? Consider automating some of
your posts with a service like IFTTT (If This Then That)
41. THANKS.
Be social. Have fun. Connect.
THE THOUGHT OF BEING
THE INTERNET
ALLOWS YOU TO LESS
DREAM CONNECTED
THAN YOU
WHILE YOU’RE ARE RIGHT NOW IS
STILL AWAKEDouglas Coupland’s
IMPOSSIBLE
Douglas Coupland’s
Twelve Slogans for the Early 21st Century
Twelve Slogans for the Early 21st Century
Quinn Battersby
Bookstore
@qbattersby
Melanie Parlette-Stewart BA MLIS
Library Resource Centre
@ConestogaLib_MP
Source: Twelve Slogans for the Early Twenty-first Century