Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
Building a Professional Learning Network (PLN)Torrey Trust
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Aquesta ponència, impartida a la Facultat de Ciències Polítiques i Sociologia de la UAB el 26.09.2017, en un seminari organitzat pel Grup ISOR (Investigacions en Sociologia de la Religió) tenia per objectiu mostrar recursos relacionats amb el web i els mitjans socials, destinats a incrementar la difusió, la visibilitat i l’impacte de la recerca del grup, així com a millorar la identitat digital del grup i dels investigadors que en formen part.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
Solving the Information Literacy Puzzle: Creating Worlds of Learning with Res...Buffy Hamilton
Please see http://theunquietlibrarian.wikispaces.com/Creating+Research+Pathfinders for resources. Slidedeck for LBSC 642 University of Maryland guest virtual class visit for "Integrating Technology in Learning and Teaching", February 16, 2010
Using microblogging in education - Workshop Villach ICL 2009Gabriela Grosseck
This is a presentation (a draft one!!!) for the workshop "Using microblogging in education" , held in Villach, Austria, between 23-25 Sept. 2009, at ICL Conference, http://www.icl-conference.org/
Why should scientists care about social media and communications? Don Stanley of 3Rhino Media and the University of Wisconsin-Madison Department of Life Sciences Communication answers this question in this presentation.
He also addresses how to get started with LinkedIn as a first social media platform
Reach Out Pro Module - Connecting Our Worlds
Part 2
This document is designed to give you a basic overview of some of the popular programs, sites and technologies in use by young people. This overview is intended to give you a flavour of the technologies, but is not intended as a complete guide to the programs.
Final 559 Presentation: Information Literacy, Web 2.0, and Public LibrariesUBC
My final presentation for LIBR 559. The paper that I wrote was about using social media to teach information literacy skills to public library patrons, and this slideshow
These are the slides I presented at RWJ School of Medicine Grand Rounds, University Day when new faculty were inducted into the Master Educator's Guild.
Building a Professional Learning Network (PLN)Torrey Trust
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Aquesta ponència, impartida a la Facultat de Ciències Polítiques i Sociologia de la UAB el 26.09.2017, en un seminari organitzat pel Grup ISOR (Investigacions en Sociologia de la Religió) tenia per objectiu mostrar recursos relacionats amb el web i els mitjans socials, destinats a incrementar la difusió, la visibilitat i l’impacte de la recerca del grup, així com a millorar la identitat digital del grup i dels investigadors que en formen part.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
Solving the Information Literacy Puzzle: Creating Worlds of Learning with Res...Buffy Hamilton
Please see http://theunquietlibrarian.wikispaces.com/Creating+Research+Pathfinders for resources. Slidedeck for LBSC 642 University of Maryland guest virtual class visit for "Integrating Technology in Learning and Teaching", February 16, 2010
Using microblogging in education - Workshop Villach ICL 2009Gabriela Grosseck
This is a presentation (a draft one!!!) for the workshop "Using microblogging in education" , held in Villach, Austria, between 23-25 Sept. 2009, at ICL Conference, http://www.icl-conference.org/
Why should scientists care about social media and communications? Don Stanley of 3Rhino Media and the University of Wisconsin-Madison Department of Life Sciences Communication answers this question in this presentation.
He also addresses how to get started with LinkedIn as a first social media platform
Reach Out Pro Module - Connecting Our Worlds
Part 2
This document is designed to give you a basic overview of some of the popular programs, sites and technologies in use by young people. This overview is intended to give you a flavour of the technologies, but is not intended as a complete guide to the programs.
Final 559 Presentation: Information Literacy, Web 2.0, and Public LibrariesUBC
My final presentation for LIBR 559. The paper that I wrote was about using social media to teach information literacy skills to public library patrons, and this slideshow
These are the slides I presented at RWJ School of Medicine Grand Rounds, University Day when new faculty were inducted into the Master Educator's Guild.
Præsentation af Brønderslev Erhverv og de opgaver vi løser som erhvervskontor.
Med bl.a. rådgivning, tilskud og inspiration.
Vi klarer erhvervsservice i tæt samarbejde med mange forskellige aktører, kommunalt, regionalt og nationalt.
Alicia García Holgado
Research Group of InterAction and eLearning (GRIAL)
University of Salamanca (Spain)
aliciagh@usal.es
Zamora, Spain, June 2nd, 2016
How to measurably increase your email response rates webinar.041411.1Trinity Web Works
Your reason for using email as a tangible marketing medium may be to teach, to advise, to inform, to encourage, to motivate, to inspire, to lead, or to sell. By sending out email to an opt-in audience, you as an advertiser are targeting interested consumers. Response rates to legitimate, opt-in email campaigns average just over 6%, depending on the targeting and the freshness of the list. In 2009, the total amount of U.S. companies spent on email marketing was about $520 million (eMarketer, 2009).
Twitter for Academics: Get Better Connected - Slides from a talk given by Dr Helen Dixon to the Scholarly Educational Research Network (SERN), Centre for Medical Education at Queen's University Belfast
NeuroDevNet NCE in collaboration with York University's KMb Unit reviewed and assessed existing guides for researchers to use social media for dissemination of research finding and engaging with their stakeholders (end users). The guides are ranked from beginner to advanced, and are presented in an annotated bibliography format which also indicates platforms/tools reviewed in each guide.
Presentation introducing the influence of social media on scholarship. Also highlights DABEL model for professional development.
YouTube Videos, and complete show can aso be viewed here: http://tinyurl.com/2dmzth5
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Twitter can be used to engage library users and for research advocacy. Benefits for librarians include professional networking, work place learning, and joie de vivre inspiration!
Similar to Twitter: Professional Development and Instruction Tool: Faculty Handout (20)
Find company reports in EBSCO Business Source CompleteJulie Anne Kent
Created for an Organizational / Human Resource course (BBUS) at Thompson River's University, this guide is embedded into the research guide in support of student learning outcomes. http://libguides.tru.ca/BBUS3810.
Information literacy instruction session delivered to first year students. Topics covered included APA ciation, Google syntax and search strategies, library catalogue searching, and database interface features and functionality.
Twitter: Professional Development and Instruction Julie Anne Kent
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Trends in Teaching and Learning: Enhancing Academic Library ServicesJulie Anne Kent
Collaboration, Technologies, and Interactive instruction are foundational trends in the context of university teaching and learning. Each have functioned in isolation, often independently of another, as three separate silos.
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4) I believe that blended learning is heavily influenced by social / web 2.0 technologies engaging both instructors and students in new ways not only to the material covered but in the process of discovery which might be referred to as interactive engagement and include gaming. I believe blended learning is going to be the most changed trend in coming years.
Designing one-time short library / information literacy instruction is challenging. This example present a structure and resources used to instruct a first year university class in visual community.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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How to Split Bills in the Odoo 17 POS ModuleCeline George
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Twitter: Professional Development and Instruction Tool: Faculty Handout
1. TWITTER
INSTRUCTIONAL &
PROFESSION AL
RESOURCE TOOL
INTRODUCTION
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking
tools, connecting people and information in real time. In an education or training context, Twitter
is a powerful way for educators / instructors / trainers / researchers to publicize research,
communicate with students, connect with broader learning or scholarly community, or alert
“followers” to resources and events.
Presentation Part ONE: Professional Resource
Presentation Part TWO: Instructional Tool
Hashtag: #TRUTECHTALK
Sign up for Twitter: https://twitter.com/signup
PART ONE
PROFESSIONAL RESOURCE
BEST PRACTICES
Settings: Under “Account” choose user name that best reflects your profession or role. Ideally your
real name; however, that is not always possible. It should be memorable, spelled correctly, and
short. No underscores. No numbers. Learn more at Twitter’s Help page “Guidelines & Best
Practices”.
Profile: Use a professional photo or one that reflects your profession. Avoid cutesy images, avatars,
and emoticons. Use your real name. Link to a website that you can maintain – your ePortfolio,
professional blog, course page, or Research Guide for your course or subject area. In the BIO section
list role, TRU identity; use authoritative words such as “official”, “speaker”, “expert”, “educator”,
“instructor”, “biologist”, “nurse”, and “geologist”.
Updated 10/12 – Julie Kent, Hons. B.A., M.L.I.S
1
2. TWITTER
WHOM TO FOLLOW?
Consider following authors, news agencies, radio programs and personalities (CBC), museums,
conferences, colleagues, professional associations, or other agencies and institutions pertinent to
your field and research interests.
Use directories, such as:
• We Follow http://wefollow.com/twitter/education
• Just Tweet It (education) http://justtweetit.com/education/
• Inside Higher Education Twitter Directory
http://www.insidehighered.com/twitter_directory
• Tweet Find (Educational) http://www.tweetfind.com/Education.html
• Follow Education http://followedu.com/
WHAT TO TWEET?
Share links to educational websites
Share news articles related to your area of research or instruction
Invite followers to attend a conference or workshop
Post video links
Post updates on your research or publications
Share resources
SOCIAL MEDIA MANAGEMENT
Use a social media management program to leverage the power of Twitter.
Hootsuite
Tweetdeck
Twhirl
Tweetie
What to know some stats (percentage of view, re-tweets, mentions, etc.? Use some anayliser
software such as Hootsuite, Rowfeeder, and Tweetstats
SHORTEN LINKS
• Compress that Address! http://is.gd.com
• Tiny URL http://tinyurl.com
Updated 10/12 – Julie Kent, Hons. B.A., M.L.I.S
2
3. TWITTER
• Bitly: Save, share & discover links http://bit.ly (has tracking)
• SNIPURL: Snippetty snip snip. http://snurl.com
HASTAGS
When composing a tweet, enter the pound symbol (#), followed by a keyword or keyword
phrase that represents the topic of the message.
Hashtags can contain multiple words or numbers. For example, you might use a hashtag
such as "#Water" or "#GroundWater" for messages about a water resources.
Add the hashtag to the end of the message or in the body of the message by placing the
pound symbol in front of a word.
Use the “#Discover” feature in Twitter to find hastags to follow or when creating one for
your needs to ensure it will be unique and not already used
Find hashtags at: http://www.hashtags.org/
PART TWO
INSTRUCTIONAL TOOL
R E S E A R C H / S TU D I E S
1) The Joint Information Systems Committee (JISC) funded a project to explore the usefulness
of Twitter as a teaching tool.
Conclusion
Stimulated teaching staff and learners to think about new forms of interactivity
Helped teaching staff think about alternative methods of formative assessment
Enabled teaching staff to better understand learning styles and preferences in a
Web 2.0 context
Mistry, V., p.1296
Article available through CINAHL
Mistry, V. (2011). Critical care training: using Twitter as a
teaching tool. British Journal of Nursing, 20(20), 1292-
1296.
2) “COFA Online is an academic unit responsible for the development and management of a
wide range of fully online and blended undergraduate and postgraduate courses in art and
Updated 10/12 – Julie Kent, Hons. B.A., M.L.I.S
3
4. TWITTER
design disciplines at the College of Fine Arts (COFA), The University of new South Wales
(UNSW), Sydney, Australia.”
McIntyre, S., Watson, K., and Larsen, S. (n.d.). Strategies for large scale blended learning initiatives:
Training, teaching and management. Retrieved from
http://unsw.academia.edu/SimonMcIntyre/Papers/144027/Strategies_for_large_scale_blended_learning_i
nitiatives_Training_teaching_and_management
Lubna Alam, Instructor, teaches a class called “Social Infomatics” at
University of Canberra. Lubna describes Twitter as one of the Web 2.0 tools
used to connect students to content, information, debates, each other, and her
highlighting how this can improve student engagement, communication, and
collaboration.
Video on COFA site
Video on YouTube
CLASSROOM SET-UP
Instructors are using Twitter as a one-time class instructional tool, embedded function of a course
protocol, and into the interface of Moodle or BlackBoard course management systems, or as a back-
channel conversation/collaboration tool in both face-to-face classrooms and virtual. Twitter is used to
promote small group discussions, distributed group investigations, presentations, and collective
brainstorming. Twitter heightens student engagement promoting connection through various uses, such
as: facilitating debates, commenting on discussions, enabling quick and informal sharing of information,
and efficiently contributing outside links and internet resources.
Instructors can send links to class materials, resources, content questions, assessment polls, updates and
changes in venue, reminders, and links to assignments, all in real time.
Students can ask questions, share links, respond to instructor and peer questions, participate in back-
channel conversations. From this, an instructor can assess levels of contribution and degrees of
understanding.
Library Instruction with Twitter by Transliteracy Librarian (Julie Kent)
Twitter – in the classroom Christine @CMoz
Hashtag – use careful consideration, search Twitter first to find similar hashtags, choose one easy
to remember, quick to type, and as close as possible to your course, assignment, or subject. For
example: #BIOL1110, #GEO@2450, #NURSETALK
Etiquette – establish code of conduct early and assign appropriate consequences for misuse.
Create a use agreement gaining student buy-in. Consequences include blocking and un-following.
Updated 10/12 – Julie Kent, Hons. B.A., M.L.I.S
4
5. TWITTER
Specify that Twitter is a place for focused, class-specific interaction and content not a place for
random chats or to talk about your new jeans or your weekend away. Tweet only those comments
that you would feel comfortable saying in person.
Follow a Twitter style guide:
Grammar Girl’s Twitter Style Guide
Social Media Today Twitter Style Guide
Mashable Twitter Guide Book
GLOSSARY
Tweet – an individual post
RT – (retweet) resending someone else's tweet
@username – mention or opening a message to a specific person
Message – direct and private message to a follower
#hashtag – a tag that tracks groups and discussions
Groups – allows users to place followers in a single feed
The Twitter Glossary
SUMMARY
Studies and research are presenting strong cases for integrating Twitter and other Web 2.0
technologies into student learning.
Updated 10/12 – Julie Kent, Hons. B.A., M.L.I.S
5