This presentation was made at the 2012 Business Professor Teaching Summit at Drexel University in Philadelphia. Presenters were Hannah Redmond and Leon Fraser.
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.
The document discusses using social networking tools like Facebook and Google+ in education. It notes that 90% of college students regularly use social media and today's students want to share their thoughts in a timely manner. While social media can create new learning channels, teachers face challenges in ensuring its use promotes learning rather than distraction. The document provides examples of how Facebook and Google+ can be used for communication, project management, and collaboration between students and teachers.
Lenandlar Singh presented on using Facebook groups in undergraduate education at the University of Guyana. The university recently developed a Moodle platform and lecturers are exploring various tools, with Facebook being the most popular. Singh discussed related work showing both benefits and challenges of using Facebook for education. He outlined how Facebook groups are designed at the university to share files, discuss course materials, and communicate between students and lecturers. While not a replacement for an LMS, Facebook groups provide affordances like a central space for contact and modeling social learning.
1) The document discusses using Web 2.0 technologies like Facebook in the classroom to engage students. It argues these technologies can create a powerful learning environment by merging creative, collaborative, and social capabilities.
2) Some benefits mentioned are allowing students to communicate and learn in ways they are already familiar with, promoting collaboration, and enabling blended learning. However, concerns about privacy and professionalism are also raised.
3) The document provides examples of how Facebook could be used as a learning management system, including for sharing content, hosting discussions, and collaborating. It emphasizes the need for instructors to approach social media use responsibly and supplement it with good teaching.
Social Media and Institutional Leadership in UK Higher EducationSue Beckingham
This research project examines how senior leaders in UK higher education deploy social media to the benefit of their institutions, their staff and their students. As universities become increasingly digital institutions within complex distributed networks, we suggest it is vitally important for senior leaders to directly embrace social approaches to communication and engagement. Drawing on paradigms from other sectors and outside the UK, we begin the work by establishing the rationale for university leaders to communicate regularly, personally and responsively to support strategic change.
Specifically, we explore how ‘digital leadership’ through social media can:
promote institutional successes and strategies within and outside the University
enhance direct engagement with students, staff and other stakeholders
role model behaviours in relation to digital capabilities
Our work is underpinned by a data gathering exercises, mapping how Vice-Chancellors of all UK universities currently use social media, with specific focus on Twitter and LinkedIn. We have selected these channels because of their widespread use in prof4essional contexts. The quantitative data we provide will establish how regularly these senior leaders use social media and what reach they have with particular networks.
This will be complemented by a number of detailed case studies, looking at how individual Vice-Chancellors build their networks through disseminating interesting and valuable content. Qualitative analysis of the nature and tone of engagement employed by Vice-Chancellors will help illustrate to what extent they reveal individual personalities, humanising themselves, their roles and their examples of student engagement using social media, asking of the greater visibility and personalisation for senior institutional affiliation and belonging amongst the institution’s student body.
Rafael Scapin presented on integrating a Moodle course into Facebook at Dawson College in Montreal. He discussed how one teacher, Pauline Fresco, started a pilot project connecting her illustration and design course on Moodle to a Facebook group. Most students at Dawson College are active Facebook users and prefer interacting there over Moodle. The project aimed to bridge this gap and engage students more in the course material through a space they already use. Student surveys found that a majority accessed Facebook daily and were open to using the group to stay updated on assignments and class discussions.
Campus Technology 2011 -Social Media in the Classroomgradeguru
The document discusses using social media in the classroom and provides examples. It recommends making a plan that fits educational needs and goals. Not all social media will work the same for every instructor. Examples given include using Twitter to increase class discussion, connecting with students on Facebook, using Skype for virtual office hours and field trips, sharing videos on YouTube, and the potential of Google+ to integrate features from multiple platforms. The bottom line is that social media can help students learn from each other and build confidence through collaboration.
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.
The document discusses using social networking tools like Facebook and Google+ in education. It notes that 90% of college students regularly use social media and today's students want to share their thoughts in a timely manner. While social media can create new learning channels, teachers face challenges in ensuring its use promotes learning rather than distraction. The document provides examples of how Facebook and Google+ can be used for communication, project management, and collaboration between students and teachers.
Lenandlar Singh presented on using Facebook groups in undergraduate education at the University of Guyana. The university recently developed a Moodle platform and lecturers are exploring various tools, with Facebook being the most popular. Singh discussed related work showing both benefits and challenges of using Facebook for education. He outlined how Facebook groups are designed at the university to share files, discuss course materials, and communicate between students and lecturers. While not a replacement for an LMS, Facebook groups provide affordances like a central space for contact and modeling social learning.
1) The document discusses using Web 2.0 technologies like Facebook in the classroom to engage students. It argues these technologies can create a powerful learning environment by merging creative, collaborative, and social capabilities.
2) Some benefits mentioned are allowing students to communicate and learn in ways they are already familiar with, promoting collaboration, and enabling blended learning. However, concerns about privacy and professionalism are also raised.
3) The document provides examples of how Facebook could be used as a learning management system, including for sharing content, hosting discussions, and collaborating. It emphasizes the need for instructors to approach social media use responsibly and supplement it with good teaching.
Social Media and Institutional Leadership in UK Higher EducationSue Beckingham
This research project examines how senior leaders in UK higher education deploy social media to the benefit of their institutions, their staff and their students. As universities become increasingly digital institutions within complex distributed networks, we suggest it is vitally important for senior leaders to directly embrace social approaches to communication and engagement. Drawing on paradigms from other sectors and outside the UK, we begin the work by establishing the rationale for university leaders to communicate regularly, personally and responsively to support strategic change.
Specifically, we explore how ‘digital leadership’ through social media can:
promote institutional successes and strategies within and outside the University
enhance direct engagement with students, staff and other stakeholders
role model behaviours in relation to digital capabilities
Our work is underpinned by a data gathering exercises, mapping how Vice-Chancellors of all UK universities currently use social media, with specific focus on Twitter and LinkedIn. We have selected these channels because of their widespread use in prof4essional contexts. The quantitative data we provide will establish how regularly these senior leaders use social media and what reach they have with particular networks.
This will be complemented by a number of detailed case studies, looking at how individual Vice-Chancellors build their networks through disseminating interesting and valuable content. Qualitative analysis of the nature and tone of engagement employed by Vice-Chancellors will help illustrate to what extent they reveal individual personalities, humanising themselves, their roles and their examples of student engagement using social media, asking of the greater visibility and personalisation for senior institutional affiliation and belonging amongst the institution’s student body.
Rafael Scapin presented on integrating a Moodle course into Facebook at Dawson College in Montreal. He discussed how one teacher, Pauline Fresco, started a pilot project connecting her illustration and design course on Moodle to a Facebook group. Most students at Dawson College are active Facebook users and prefer interacting there over Moodle. The project aimed to bridge this gap and engage students more in the course material through a space they already use. Student surveys found that a majority accessed Facebook daily and were open to using the group to stay updated on assignments and class discussions.
Campus Technology 2011 -Social Media in the Classroomgradeguru
The document discusses using social media in the classroom and provides examples. It recommends making a plan that fits educational needs and goals. Not all social media will work the same for every instructor. Examples given include using Twitter to increase class discussion, connecting with students on Facebook, using Skype for virtual office hours and field trips, sharing videos on YouTube, and the potential of Google+ to integrate features from multiple platforms. The bottom line is that social media can help students learn from each other and build confidence through collaboration.
The document discusses using social networks for learning. It defines social networking and social media, and outlines the key differences between the two. It then discusses the most popular social networking sites like Facebook, Twitter, LinkedIn, YouTube, and blogs. The document also explores how effective social networks can be for education, providing examples like addressing information overload, knowledge transfer, and increasing participation in learning. It examines uses of social networks for higher education, such as facilitating collaboration between students and faculty. Finally, it provides examples of how social networks have been used in education, such as for blogging, collaborative calendaring, podcasting, and mind mapping.
Social media is an increasingly important part of work practices in higher education providing opportunities for promoting academic work, networking, and learning. However, alongside
opportunities, it poses challenges about how to engage and represent yourself online. This workshop asks about your use of social media and presents some ideas on engaging with social media.
This document discusses how social media can be used by communication students to prepare for careers. It outlines the major social media platforms and how they can be used professionally. The author recommends students focus their social media presence in specific areas, be consistent in posting, and think about building academic networks and sharing research. Social media allows students to develop their public persona and adds a new dimension to teaching.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
The document discusses using social media for educational purposes. It covers getting started with Twitter, building networks, and hashtags. It also discusses using social media for pedagogical goals like increasing communication and engagement. Specific social media like Twitter, Facebook, YouTube are explored with examples of educational uses. Managing social networks through linking and dashboards is also covered.
This document summarizes a presentation about using social media to connect, collaborate, and share for professional development purposes. It discusses how social media allows educators to develop personalized learning networks and join online communities to gain resources, ask questions, and share best practices. Specific social media platforms covered include Facebook, Twitter, blogs, Pinterest, LinkedIn, and Scoop.it. Strategies are provided for using each platform, along with recommendations for accounts and hashtags to follow.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
Paper presentation at 19th Annual Graduate Research Symposium at Saint Louis University, April 26, 2013. Educators' perceptions and reported behaviors associated with participation in informal, online professional development networks.
Learning and Leading with Emerging TechnologyKaren VItek
This document provides an overview of emerging technologies that can be used for learning and leadership. It discusses social learning theory and the TPACK framework as contexts for integrating technology. Several specific tools are then outlined, including Twitter for sharing updates, Diigo for bookmarking and annotation, Facebook and Edmodo as social platforms, and Pinterest for collecting resources. Blogs, wikis, and content management systems like Moodle and Drupal are presented as ways to create an online leader presence. Google Docs, Prezi, and Poll Everywhere are highlighted as tools for collaborative meetings. The presentation emphasizes guiding students and staff in the proper use of technologies to support learning and change.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
The document discusses integrating social media into a learning management system (LMS) to facilitate collaboration and information sharing. It provides examples of social media tools that can be used, such as Google Docs for real-time collaboration, Twitter for announcements, Facebook for discussion forums, blogs for longer posts, and YouTube/Voicethread for embedding videos. The goal is to engage students with the course content by using familiar social media tools within the LMS.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
Opening Keynote for Informa Conference on Social LearningStella Lee
This document summarizes a presentation about the relationship between social media, instructional design, and higher education from a Canadian perspective. It discusses trends in social media usage in Canada and implications for higher education, including marketing, teaching and learning, professional development, and research. It also provides examples of how Athabasca University in Alberta, Canada incorporates social media into its open learning model, including through platforms like Flickr, Facebook, Twitter, and an internal social learning network called the Landing. The presentation advocates for open and collaborative instructional design approaches using social media and discusses principles of digital literacy.
Using Social Media in Higher Education discusses how social media can be utilized across various functions in higher education including recruitment, student guidance, teaching, peer support, university communication, student and academic professional development, and research. Specific social media platforms are highlighted for each function such as using Facebook and wikis for student FAQs, blogs and Google Drive for project collaboration, and Twitter and LinkedIn for academic professional development and research dissemination. The document provides an overview of how social media can enhance and support key areas in higher education.
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Informa keynote - Social Media in Higher EducationStella Lee
The document discusses the relationship between social media, instructional design, and higher education from a Canadian perspective. It provides an overview of social media trends in Canada and implications for higher education, including marketing, teaching and learning, professional development, and research. It then discusses Athabasca University's use of social media like Flickr, Facebook, Twitter, the Landing, and E-Lab for teaching and learning. The document advocates for an open instructional design approach using social media and emphasizes developing students' digital literacy skills like attention, participation, critical consumption, cooperation, and network awareness.
Social media is becoming increasingly integrated into K-12 education. It allows students to connect, communicate, and collaborate both locally and globally when used appropriately. However, schools must thoughtfully plan social media use and educate students on digital citizenship and managing their digital footprint. Effective social media policies and guidelines are needed to address legal issues like copyright and ensure proper use while still encouraging creativity and engagement. When implemented correctly, social media can be a valuable tool to prepare students for today's digital world.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
The document discusses MOOCs for professional development of PK-12 educators. It defines MOOCs and their key characteristics, such as being free and open online courses. It then reviews literature on connectivism and transference of learning. The document presents research questions on how a MOOC on social media tools contributed to educators' use of social media. Qualitative findings show increased social media knowledge and connectivity. Recommendations include examining barriers to social media use and providing formative feedback using social media.
The document discusses using social networks for learning. It defines social networking and social media, and outlines the key differences between the two. It then discusses the most popular social networking sites like Facebook, Twitter, LinkedIn, YouTube, and blogs. The document also explores how effective social networks can be for education, providing examples like addressing information overload, knowledge transfer, and increasing participation in learning. It examines uses of social networks for higher education, such as facilitating collaboration between students and faculty. Finally, it provides examples of how social networks have been used in education, such as for blogging, collaborative calendaring, podcasting, and mind mapping.
Social media is an increasingly important part of work practices in higher education providing opportunities for promoting academic work, networking, and learning. However, alongside
opportunities, it poses challenges about how to engage and represent yourself online. This workshop asks about your use of social media and presents some ideas on engaging with social media.
This document discusses how social media can be used by communication students to prepare for careers. It outlines the major social media platforms and how they can be used professionally. The author recommends students focus their social media presence in specific areas, be consistent in posting, and think about building academic networks and sharing research. Social media allows students to develop their public persona and adds a new dimension to teaching.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
The document discusses using social media for educational purposes. It covers getting started with Twitter, building networks, and hashtags. It also discusses using social media for pedagogical goals like increasing communication and engagement. Specific social media like Twitter, Facebook, YouTube are explored with examples of educational uses. Managing social networks through linking and dashboards is also covered.
This document summarizes a presentation about using social media to connect, collaborate, and share for professional development purposes. It discusses how social media allows educators to develop personalized learning networks and join online communities to gain resources, ask questions, and share best practices. Specific social media platforms covered include Facebook, Twitter, blogs, Pinterest, LinkedIn, and Scoop.it. Strategies are provided for using each platform, along with recommendations for accounts and hashtags to follow.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
Paper presentation at 19th Annual Graduate Research Symposium at Saint Louis University, April 26, 2013. Educators' perceptions and reported behaviors associated with participation in informal, online professional development networks.
Learning and Leading with Emerging TechnologyKaren VItek
This document provides an overview of emerging technologies that can be used for learning and leadership. It discusses social learning theory and the TPACK framework as contexts for integrating technology. Several specific tools are then outlined, including Twitter for sharing updates, Diigo for bookmarking and annotation, Facebook and Edmodo as social platforms, and Pinterest for collecting resources. Blogs, wikis, and content management systems like Moodle and Drupal are presented as ways to create an online leader presence. Google Docs, Prezi, and Poll Everywhere are highlighted as tools for collaborative meetings. The presentation emphasizes guiding students and staff in the proper use of technologies to support learning and change.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
The document discusses integrating social media into a learning management system (LMS) to facilitate collaboration and information sharing. It provides examples of social media tools that can be used, such as Google Docs for real-time collaboration, Twitter for announcements, Facebook for discussion forums, blogs for longer posts, and YouTube/Voicethread for embedding videos. The goal is to engage students with the course content by using familiar social media tools within the LMS.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
Opening Keynote for Informa Conference on Social LearningStella Lee
This document summarizes a presentation about the relationship between social media, instructional design, and higher education from a Canadian perspective. It discusses trends in social media usage in Canada and implications for higher education, including marketing, teaching and learning, professional development, and research. It also provides examples of how Athabasca University in Alberta, Canada incorporates social media into its open learning model, including through platforms like Flickr, Facebook, Twitter, and an internal social learning network called the Landing. The presentation advocates for open and collaborative instructional design approaches using social media and discusses principles of digital literacy.
Using Social Media in Higher Education discusses how social media can be utilized across various functions in higher education including recruitment, student guidance, teaching, peer support, university communication, student and academic professional development, and research. Specific social media platforms are highlighted for each function such as using Facebook and wikis for student FAQs, blogs and Google Drive for project collaboration, and Twitter and LinkedIn for academic professional development and research dissemination. The document provides an overview of how social media can enhance and support key areas in higher education.
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Informa keynote - Social Media in Higher EducationStella Lee
The document discusses the relationship between social media, instructional design, and higher education from a Canadian perspective. It provides an overview of social media trends in Canada and implications for higher education, including marketing, teaching and learning, professional development, and research. It then discusses Athabasca University's use of social media like Flickr, Facebook, Twitter, the Landing, and E-Lab for teaching and learning. The document advocates for an open instructional design approach using social media and emphasizes developing students' digital literacy skills like attention, participation, critical consumption, cooperation, and network awareness.
Social media is becoming increasingly integrated into K-12 education. It allows students to connect, communicate, and collaborate both locally and globally when used appropriately. However, schools must thoughtfully plan social media use and educate students on digital citizenship and managing their digital footprint. Effective social media policies and guidelines are needed to address legal issues like copyright and ensure proper use while still encouraging creativity and engagement. When implemented correctly, social media can be a valuable tool to prepare students for today's digital world.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
The document discusses MOOCs for professional development of PK-12 educators. It defines MOOCs and their key characteristics, such as being free and open online courses. It then reviews literature on connectivism and transference of learning. The document presents research questions on how a MOOC on social media tools contributed to educators' use of social media. Qualitative findings show increased social media knowledge and connectivity. Recommendations include examining barriers to social media use and providing formative feedback using social media.
Self Guided Social Media Training PresentationCristen Yancey
This document provides an overview of social learning and discusses four social media tools - Facebook, Pinterest, Google, and YouTube - that can be used to create an effective social learning environment. It describes the benefits and limitations of each tool and how they apply to social learning. For example, Facebook enhances communication and collaboration, Pinterest provides a way to visually share ideas, Google enables real-time collaboration, and YouTube hosts educational videos. The document also addresses barriers to social learning, how problems can be solved through social learning versus formal training, and how social media can help address business issues and strengthen relationships.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
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.
Using social media as academics for learning, teaching and researchSue Beckingham
Social Media: what, when, how
Are you considering using social media within your learning and teaching but unsure of the best approach?
At this session we will discuss different ways social media can be used to support learning and teaching. There will be 'top tips' for getting started as well as discussions on how to integrate it into teaching activities in a manageable and sustainable way.
Erik mooij mdl501-o - mastery journey timeline 2Erik Mooij
Erik Mooij outlines his journey to attain mastery in instructional design and technology through a 12-course program. He plans to broaden and deepen his knowledge by taking courses in topics like learner engagement, emerging technologies, corporate training, and evaluation. Erik also aims to find an IDT mentor and connect with industry leaders through activities like interviewing professionals, attending conferences, and joining professional organizations. He documents his goals and timeline for the program through 2018 to work step-by-step towards attaining IDT mastery.
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
Living and Working on the Web Intro Session 2016Lisa Harris
This document provides an overview of a session plan on digital literacy. It introduces the topics that will be covered, including evaluating online information, curating relevant articles, satire, the latest from an expert, and a student video on living and working on the web. It then discusses building a professional digital profile by managing digital experiences for effective learning, career opportunities, and digital citizenship. Finally, it encourages students to join a group called "Digichamps" who help with educational technology applications and digital skills development.
The document discusses how school librarians can use social media to engage students and address concerns from administrators. It provides examples of how social media platforms like Facebook, blogs, wikis and mind-mapping tools can be used to share information, showcase student work and promote collaboration. The document also stresses the importance of instructing students on responsible social media use, netiquette, privacy and protecting their online reputation.
Social media to enhance online learningTanya Joosten
The document discusses how social media can be used to enhance online learning by expanding professional networks through platforms like Twitter and Facebook, engaging students with rich content on YouTube, and providing tips for setting up accounts and using hashtags to connect with colleagues and students. It also addresses managing social media use by developing strategies to meet pedagogical needs and improve the learning process and outcomes.
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.
Using social media as academics for learning, teaching and researchSue Beckingham
Using social media in higher education for teaching, academic professional development, research,student guidance, per support, student professional development, recruitment and university communication.
Erik Mooij outlines his journey to attain mastery in instructional design and technology through a 12-course program. He plans to broaden and deepen his knowledge by taking courses in topics like learner engagement, emerging technologies, and evaluation. Erik also aims to find a mentor and engage with the industry through conferences, interviews with professionals, and joining special interest groups to expand his vision. Upon completing the program, he hopes to demonstrate mastery by publishing research, creating media assets, and designing an online lesson.
This document discusses how BROSDI, a rural development initiative in Uganda, uses social media to improve lives in poorer communities. It provides examples of how BROSDI uses platforms like blogs, YouTube, Facebook, and Skype to directly engage communities and disseminate information. Key considerations for using social media include listening to communities, having appropriate content, flexibility, internet access, electricity, and training locals. The document shares success stories from farmers BROSDI has helped and provides links to the organization's blogs on agriculture, health, and education.
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Using Social Media as a Professor and as a Thought Leader in the business world
1. Using Social Media as a Professor
and as a thought leader in the business world
Business Professor Teaching Summit 2012
May 18, 2012
Leon Fraser and Hannah Redmond
Rutgers Business School
2. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Agenda
•Introduction
•Social Media in the Classroom
•You, as a Thought Leader
•Conclusion
3. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Introduction
• Internet provides 24-7 access to information,
news, entertainment and communication
• It has given rise to user-generated content, also
known as Web 2.0
• Social Media is the #1 activity on the web
• Mobile devices such as smart phones have
intensified access to web and social media
4. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Rationale
• Today‟s college and grad students are in the
Gen Y demographic (born in 1980s and early
1990s), also known as the Net Generation
• 85% of students at 4-year universities have
Facebook profiles
• “Students will expect their learning to mirror
their interactive lives”
• Should professors change to enhance pedagogy?
5. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Social Media in the classroom
• Facebook
• Twitter
• LinkedIn
• Chat Rooms
• Blogs
6. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Facebook: Features
7. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Facebook: In the Classroom
• Professor‟s sole course platform for students
• Student-only page for intra-communication
• Student-created page for Entrepreneurship
course
8. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Facebook: Potential Uses
• Mentoring
• Facebook Groups for Schools
9. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Twitter: Features
10. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Twitter: In the Classroom
• Professor tweets students
• Professor tweets other professors
• Professor tweets followers
11. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Twitter: Potential Uses
Profs:
• Send re-tweets
Students:
• Submit assignment queries
• Follow news feeds
• Enter „search‟ term
• Tweet a company rep
12. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
LinkedIn: Features
13. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
LinkedIn: In the Classroom and Possible Uses
• Create a LinkedIn profile
• Create a LinkedIn group
14. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Chat : In the Classroom and Possible Uses
• Give class participation points
• Create multiple threads
• Answer student queries
• Keep “chat room hours”
15. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Blogs in the Classroom and Possible Uses
• Comment on professor blog
• Comment on student blog
• Comment on public blog
16. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Course Platforms with Social Media Features
Traditional:
Blackboard, Sakai, CourseSmart
Innovative:
Edmodo, My Big Campus, Socrative
17. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Social Media as a Thought Leader
• Promoting your work
• Brand awareness for your school
• Make comments on news and blogs
• Use Twitter to promote thought leadership
18. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Conclusion
• Why should professors incorporate social media in their
teaching?
– Will learning increase measurably?
– Will it make money or save money?
– Will teaching ratings go up?
• What are the barriers to increase use of social media?
– Professor knowledge, comfort level, and time investment
– University policies and committees
– Student access to computers and smart phones
• Do you have any suggestions, stories, or case studies?
19. Using Social Media in the Classroom as a Professor
and as a thought leader in the business world
Contact
Leon Fraser
Lecturer, Rutgers Business School
lfraser@business.rutgers.edu
800 520 0818 x1495
www.linkedin.com/in/leonfraser
Hannah Redmond
Senior Public Relations Specialist, Rutgers Business School
hbredmond@gmail.com
www.linkedin.com/in/hannahredmond
@hannahlah & @rutgersbschool
hannahredmond.com
Editor's Notes
Hannah
Leon
Hannah-Overview of how it works-In April ‘12 Facebook reaches 900 million users (CNN Money)-Average Time spent per visit: 20 minutes-31% check into facebook more than once per day
Leon
HannahProfessors can use it as a vehicle for mentoring (Roybler). They can communicate with their students about subject matter and career management off hours and continue a mentoring relationship after a class is over.Facebook Groups: These are very new, and some schools have been setting up specific groups on facebook per class, to allow students and faculty to communicate without having to friend each other, shedding privacy concerns.Google Groups for Schools
HannahOverview of how it works + hashtags500 million registered users Twitter users send 175 million tweets each dayCreate specific accounts for specific purposes – many of our faculty have personal separate from professor account
Leon
Leon
HannahOverview of how it works – profiles and groups161 million members80% of recruiters use social media to recruit; 95% of those use LinkedIn (Qualmann)35% of students search for jobs on LI, 700% increase since 2010http://www.talenthq.com/2012/05/the-latest-social-media-stats-for-2012/?goback=.gmp_2087986.gde_2087986_member_114656544
Leon
Leon
Leon
HannahThe innovative examples we have all help educators harness the power of social media to customize and enhance the classroom.Edmodo – 1:25 minEdmodo provides teachers and students a secure place to connect and collaborate, share content and educational applications, and access homework, grades, class discussions and notifications. My Big Campus: collaborative learning platform that provides access to resources and people that make learning engaging, fun, and real. -Activity feed, notifications, wall, grading, collaboration, filesSocrative 3:45 min- Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises quizzes and games via smartphones, laptops, and tablets.
Be an influencerFaculty at the University of Chicago Law School contribute tweets regarding what they are doing and thinking about during the day. (Gruzd)Researchers blog because they want to reach multiple audiences. (Veletsianos p. 4)Sites like peerevalution.org and citedin.org are innovative ways that scholars are sharing their work (Gruzd)A blog can help you sell copies of your book, promote public speaking engagements, and brand yourself as a thought leader in your specified niche (Wankel p. 60)Comment on blogs, tweet, connect with peopleAttract media to your research or publicationsBring brand awareness to your school