Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Academic visibility online presentation 13 october 2011Laura Czerniewicz
A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
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.
21st century research profiles: Using social media to benefit your researchEmma Gillaspy
Are you making the most of new technologies in your research and career?
The way in which researchers work, communicate and collaborate is changing. To help you stay ahead of the game, this one-day workshop will explore how the use of social media can benefit your research, your networks and your profile.
Training session for new academics at the University of Manchester in March 2011. Objectives of the session:
Explore the digital world and how you can use it to:
- Understand why your online profile is important
- Develop your reputation through your digital identity
- Extend your research connections
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Academic visibility online presentation 13 october 2011Laura Czerniewicz
A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
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.
21st century research profiles: Using social media to benefit your researchEmma Gillaspy
Are you making the most of new technologies in your research and career?
The way in which researchers work, communicate and collaborate is changing. To help you stay ahead of the game, this one-day workshop will explore how the use of social media can benefit your research, your networks and your profile.
Training session for new academics at the University of Manchester in March 2011. Objectives of the session:
Explore the digital world and how you can use it to:
- Understand why your online profile is important
- Develop your reputation through your digital identity
- Extend your research connections
How social media is changing the learning landscape finalScott Bradbury
Slides from the social media session at the 2012 Alliance for Continuing Education in the Health Professions Medical Specialty Societies Member Section Meeting. August 8 & 10, Rosemont, IL and Alexandria, VA.
Developed by Anne Grupe, Scott Bradbury, and Dino Damalas, with credit to Brian McGowan.
Making researchers famous with social mediaMal Booth
Workshop presentation for UTS Research Week 2012
(Sometimes I really have no idea why I persist with Slideshare other than it being a free service. Again, the embedded hyperlinks have not been uploaded from the original document. This will present problems for the actual blogs linked on slide 11. I'll need to provide those links later. Sorry.)
"Social media as a research and collaboration tool" - social media tips for PhD students presented at the University of Queensland School of Tourism, 18th July 2012
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Part One of presentation used in a Web 2.0 / Library 2.0 familiarisation session for Dublin City Public Libraries' staff, 2007. Thanks in particular to H for use of some content.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
How social media is changing the learning landscape finalScott Bradbury
Slides from the social media session at the 2012 Alliance for Continuing Education in the Health Professions Medical Specialty Societies Member Section Meeting. August 8 & 10, Rosemont, IL and Alexandria, VA.
Developed by Anne Grupe, Scott Bradbury, and Dino Damalas, with credit to Brian McGowan.
Making researchers famous with social mediaMal Booth
Workshop presentation for UTS Research Week 2012
(Sometimes I really have no idea why I persist with Slideshare other than it being a free service. Again, the embedded hyperlinks have not been uploaded from the original document. This will present problems for the actual blogs linked on slide 11. I'll need to provide those links later. Sorry.)
"Social media as a research and collaboration tool" - social media tips for PhD students presented at the University of Queensland School of Tourism, 18th July 2012
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Part One of presentation used in a Web 2.0 / Library 2.0 familiarisation session for Dublin City Public Libraries' staff, 2007. Thanks in particular to H for use of some content.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Social media practices: Benefits and risks for doctoral researchersAndy Coverdale
Presentation at the SRHE Annual Research Conference 2012, Celtic Manor, 12-14 December 2012, as part of a symposium: Feral spaces? Social media as higher education practice: Blogs, wikis, and twitter feeds with a pedagogical intent (with Pat Thomson, Inger Mewburn, Anna Tarrant and Jeremy Segrott).
http://www.srhe.ac.uk/conference2012/
"Using Social Media in Education" Seminar conducted for faculty of Sultan Qaboos University, Muscat, Oman April 2009 by Vicky Frank, Seward Inc.
'Net'-Working for Your Own Professional DevelopmentHelen Buzdugan
Presentation aimed at higher education careers professionals on how we can use social media tools for networking, sharing, discussing, learning, engaging, collaborating, profile raising and influencing.
Social media tools covered include: LinkedIn, Twitter, blogs, feeds, Dropbox, Googledocs, Slideshare, CiteULike and Delicious.
Presentation to the ESRC Scottish Graduate School of Social Science on the evaluation of the digital impact of research. There is a video associated with these slides available at https://vimeo.com/149665866
Contribution to a training session by Information Services, University of Nottingham for PhD students in Engineering, Medicine and Science. 6th February 2013.
Presentation at the Challenging the Binaries international conference, hosted by the Centre for the Study of Literacies at the School of Education, University of Sheffield, 29 June 2012. http://www.sheffield.ac.uk/education/research/groups/csnl/conference/index
Presentation for Losing Momentum? Doctoral students conference at the School of Education, University of Oxford. Hosted by the Learning and New Technologies Research Group.
Co-presented with LeRoy Hill at Future Learningscapes; a 21st Century Challenge e-Learning Conference, University of Greenwich on 7 July 2010. Case study of a collaborative student-led training initiative with the Jubilee Graduate Centre at the University of Nottingham.
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Three: Collaboration and Networking. 17 February 2008. Co-authored with LeRoy Hill.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session One: Introduction to Social Media. 18 January 2008. Co-authored with LeRoy Hill.
Symposium presented at the Postgraduate and Newer Researchers Conference, Celtic Manor on 7 December 2009. Student Intern research project with the Visual Learning Lab (VLL) at the University of Nottingham. Co-authored with Odessa Petit Dit Dariel and Claire Mann.
Summary of studentship with the Visual Learning Lab (VLL) at the University of Nottingham. Focus on role in Thunder / SBE research project. Presented to the VLL 16 July 2008.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
15. Time-consuming
Lack of knowledge / awareness / ‘best practices’
Insignificant and frivolous
Egocentric, opinionated and self-publicising
Not trustworthy, unreliable content
Lack of academic rigour
Not formally recognised / rewarded by institution
Lack of institutional / departmental support or incentive
Institutional constraints or regulations
Compromises formal publication opportunities
Threats to representation (self, institution, research)
Risks of disclosure (research design, findings etc.)
Technophobia
Low initial rewards
Low regard of contribution – “I’ve nothing to say”
Exposure of academic naivety
Compromises lecturer / student relationships
Compromises existing personal / recreational use and online identity
Potential misinterpretation and misappropriation
Commercial imperative (non-institutional / non-academic)
Issues of privacy
Ownership, copyright and IP issues
17. Facebook LinkedIn Academia.edu Google+ Twitter
General / Professional Dedicated General / Microblogging
recreational networking academic recreational site
social networking (business- network social networking
orientated)
‘Friending’ ‘Connections’ ‘Following’ ‘Following’ ‘Following’
metaphor metaphor metaphor (non- metaphor (non- metaphor (non-
(reciprocal) (reciprocal) reciprocal) reciprocal) reciprocal)
Status updates, Status updates Status updates Circles – Tweets (max. 140
commenting, and messaging. and messaging organisation of characters)
messaging and Professional followers and Retweeting,
live chat profiling privacy settings direct messaging,
lists and
favourites
Facebook Job seeking and Content sharing – Hangouts (group Third-party
Groups, events listing facilities papers etc. video-chat). clients, apps. and
and pages Integration with services
other Google
apps. and
services
18. Twitter: Academic Practices
Knowledge / resource sharing – posting, accessing and ‘retweeting’
microcontent
‘Information overload’ – using people as ‘filters’
Self-promotion – new blog posts etc.
Notification – new publications, events, call for papers, announcements etc.
‘Crowdsourcing’ – asking questions, making enquiries
Real-time discussion
Real-time search engine
Hashtag communities and networks e.g. #phdchat – informal community /
network of PhD students
Events and conferences – the ‘backchannel’ and remote conferencing
23. What?
Type of research work / activities / content etc.
Where?
Social media – platforms and tools
When?
Stages of project / study / tenure
How might this support / compromise formal publication?
How?
Type of format / media etc.
Who (to/with)?
Audience – academic / discipline / public
Stakeholders – participants / partners
24. Blogging
Writing Development
Contribute to development of writing skills
Developing writing ‘voice’
Experimentation with different writing forms / styles
Conceptual Development
Blogs as Narrative - journal-style structure (e.g. research project / PhD)
Blogs as Documentation - contextualised personal / professional development
(chronological / themed)
Blogs as Reflective process - development of ideas / concepts / projects
25. Blogging: Impact Factors
Contexts
Emphasis on personal perspectives and experiences – Informal and
subjective
Opportunity to explore wider contexts – socio-cultural, political and economic
Engaging a wider (non-specialist) audience
The ‘Blogosphere’ – blogging community
Reading, linking to, and commenting on each others blogs
Beyond local research community – geographically and (inter)disciplinary
Establish sustainable channels of discussion, feedback and peer support
Group blogs – guest blogging Institutional / departmental blogs or project
blogs
Increasingly multimodal – RSS feeds, links, tags, images and video
Non-textual formats: video blogging, podcasting
26. Blogging: Relationship with Formal Publication
Work-in-progress – shape ideas,
concepts and methodologies
Draw on personal perspectives
and experiences
Contribution to development of
BLOGS formal publication – thesis, journal
article or report
Develop smaller, specific
components of text FORMAL
Summaries and specific parts PUBLICATION
Informal, personal and subjective
Engage a wider (non-specialist)
audience
27. Based on: Jacob E Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
28.
29. Blog Content
Can include:
Reports on academic events, including workshops, seminars and conferences
Book and article reviews
Commentary on ‘academic life’ including teaching and research projects
Research methods and methodologies, and academic writing
Using research tools and software
Development of theoretical and conceptual ideas
Training and professional development
The academic experience – emotional development and well-being
30. Some Other Social Media
Content Sharing Sites
Sharing of academic content in different formats / media
Tagging and annotation of content - playlists, favourites and comments
Content can be embedded on external sites (blogs etc.)
Presentations e.g. Slideshare
Papers / Reports e.g. Scribd
Images e.g. Flickr
Video e.g. YouTube Vimeo
Networking Sites e.g. LinkedIn Academia
Community Sites (Ning)
Specialist or community-based themes
Multifunctional - profiling / discussion (forums), blog posting, and repository
e.g. Ning SocialGo BuddyPress
31. Some Other Social Media
Text Editing Tools
Wikis – text-based collaborative platform e.g. Mediawiki Wikispaces
Google Docs. – suite of office tools – synchronous editing for multiple users
Social Bookmarking
Personal / collaborative organisation of web-based content
Examples: Delicious Pinboard
Tagging also used in blogging, and content sharing sites (e.g. Flickr
YouTube and Slideshare)
Social Bibliography / Reference & Citation
Personal and social management of academic papers and references
Synchronisation between browser, desktop and web based programmes
Collaboration through group-based and networking activities
e.g. CiteULike Zotero Mendeley
32. Digital
Identity/ies “
“ The persona an individual
presents across all the digital
communities in which he or
she is represented.
http://thisisme.reading.ac.uk
33. Identity is…
Modernist Postmodernist
Determined by dominant Socially constructed and
structures culturally mediated
Stable Flexible and in flux
Singular and developmental Multiple and fragmentary
Unified across multiple Diversified across multiple
contexts contexts
34. Digital Identity and Reputation
Web Presence – ‘Digital Footprint’
New channels of academic discourse, research dissemination and peer review
Permanence and transience – activities and artifacts are increasingly
searchable / traceable
Online Profiles
Professional / institutional site registrations – personal profiles
Self-publishing – e.g. blogs "About” page
Professional Development – Digital / online CVs and e-Portfolios
Digital Artifacts
Academic content and references
Records of social interaction – blog posts, tweets, forum discussions etc.
Modality
Verbal, textual etc.
Multimedia – images, video etc.
35. Digital
Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Literacies
Literacies
for the digital age (LLiDA Project). The Caledonian Academy. JISC.
“ (R)ecognising technology practice as
diverse and constitutive of personal
identity, including identity in different
peer, subject and workplace
communities, and individual styles of
participation.
Beetham et al. (2009:3)
“
37. Resources
Identifying appropriate tools and platforms and evaluating their affordances
Negotiating institutional, proprietary, and open-source resources
Training and Shared Practice
Identifying appropriate training needs within lifelong learning and
professional development contexts
Developing opportunities for shared practice and potential for individual,
participatory and collaborative design
Digital Literacies
Developing new socio-technical workflows
Negotiating new academic (inter)disciplinary communities and networks
Recognising shifts in academic protocols – new modes and means of
production, peer review and knowledge resources
Adapting to new practices in academic integrity and responsibility –
referencing and attribution of digital sources and artefacts
Understanding emerging multimedia and multimodal practices
Managing online identities and reputation