Slides for a workshop on using social media for professional and educational purposes. Covers Twitter and LinkedIn for professional development and using Facebook for connecting with students.
This presentation serves as a broad overview of popular social media technology and was presented by the Capital Area District Library's Online Content/PR Coordinator and Technology Librarian on April 29, 2010.
The Capital Area District Library (CADL) is a mid-Michigan destination for exciting programs, quality materials and services, and access to technology, all free to the residents in our district. CADL serves communities throughout Ingham County (with the exception of East Lansing) with 13 libraries and a Bookmobile.
Your employees are your brand, and if they are not using social networking tools, you have less brand advocates. This presentations helps people knew to Twitter understand the benefits and setup of the social tool. Through screenshots find out how to use Twitter for personal connections, business networking, and why to become brand spokespeople.
Nonprofit 2015 Refresher Jeanine Guidry Social Media for Nonprofits ConferenceConnectVA
Social Media Refresher Clinic for Nonprofits, Jeanine Guidry, Arts in the Alley
Designed for individuals and organizations in need of a refresher, this clinic will get you up-to-speed on the big social media platforms and recent changes that have an impact on your communication strategy.
This presentation serves as a broad overview of popular social media technology and was presented by the Capital Area District Library's Online Content/PR Coordinator and Technology Librarian on April 29, 2010.
The Capital Area District Library (CADL) is a mid-Michigan destination for exciting programs, quality materials and services, and access to technology, all free to the residents in our district. CADL serves communities throughout Ingham County (with the exception of East Lansing) with 13 libraries and a Bookmobile.
Your employees are your brand, and if they are not using social networking tools, you have less brand advocates. This presentations helps people knew to Twitter understand the benefits and setup of the social tool. Through screenshots find out how to use Twitter for personal connections, business networking, and why to become brand spokespeople.
Nonprofit 2015 Refresher Jeanine Guidry Social Media for Nonprofits ConferenceConnectVA
Social Media Refresher Clinic for Nonprofits, Jeanine Guidry, Arts in the Alley
Designed for individuals and organizations in need of a refresher, this clinic will get you up-to-speed on the big social media platforms and recent changes that have an impact on your communication strategy.
BLC10 - Using Twitter to Establish your Personal Learning NetworkLisa Thumann
Liz Davis and I used this slidedeck as we worked with attendees at BLC10 to build their networks on Twitter
Are you wondering what all the fuss is about? Have you tried it and still do not get it? In this session we will focus on the ways Twitter can be harnessed to build a rich and powerful learning community. We will discuss tips and tricks to leverage the potential of this network. Resources will be provided to help attendees set up their own networks during and/or after the session. Finally, we will capitalize on the face-to-face connections within the workshop to further enrich our online learning communities.
Staying Safe On Social Media and Managing the Information DelugeFlutterbyBarb
Part 1: Rules of the Social Game: Staying Safe and Private While Using Social Media and Part 2: How to Turn the Volume Up and Down to Manage the Deluge of Information Available Online
Social Media Strategy for Bloggers - Integration to PromotionSourav Ghosh & Team
So you’ve started your blog? Great! Welcome to the club. Now what? Don’t you want the world to know about your blog? Ofcourse you do, otherwise you could have written on your Diary instead. But if you are not a popular person already or don’t have fan following, how can you reach to a large audience? There are so many blogs out there, how would you stand apart from the rest? A well-defined Social Media strategy for bloggers like you is the answer.
The SlideShare Delhi office needed to name our new conferences rooms.
What better than naming them after some of SlideShare's blockbuster hits - Shift Happens, Panipuri, Footnotes, Thirst. All immensely popular decks that won prizes at previous contests.
BLC10 - Using Twitter to Establish your Personal Learning NetworkLisa Thumann
Liz Davis and I used this slidedeck as we worked with attendees at BLC10 to build their networks on Twitter
Are you wondering what all the fuss is about? Have you tried it and still do not get it? In this session we will focus on the ways Twitter can be harnessed to build a rich and powerful learning community. We will discuss tips and tricks to leverage the potential of this network. Resources will be provided to help attendees set up their own networks during and/or after the session. Finally, we will capitalize on the face-to-face connections within the workshop to further enrich our online learning communities.
Staying Safe On Social Media and Managing the Information DelugeFlutterbyBarb
Part 1: Rules of the Social Game: Staying Safe and Private While Using Social Media and Part 2: How to Turn the Volume Up and Down to Manage the Deluge of Information Available Online
Social Media Strategy for Bloggers - Integration to PromotionSourav Ghosh & Team
So you’ve started your blog? Great! Welcome to the club. Now what? Don’t you want the world to know about your blog? Ofcourse you do, otherwise you could have written on your Diary instead. But if you are not a popular person already or don’t have fan following, how can you reach to a large audience? There are so many blogs out there, how would you stand apart from the rest? A well-defined Social Media strategy for bloggers like you is the answer.
The SlideShare Delhi office needed to name our new conferences rooms.
What better than naming them after some of SlideShare's blockbuster hits - Shift Happens, Panipuri, Footnotes, Thirst. All immensely popular decks that won prizes at previous contests.
Information Literacy in the Age of YouTubeM.J. D'Elia
I delivered this presentation at the APLA 2009 conference in Halifax. Here's the description from the program:
Library notions of information literacy are almost always tied to written information, but an increasing amount of information that is created and consumed is in visual formats (photographs, illustration, video, animation, multimedia, etc.). As we help people negotiate the new media of the Information Age, what should our role as librarians be? Some industries regularly manipulate images to create an ideal reality (e.g. advertising), while others claim that images represent the truth (e.g. journalism). Are we as adept as w think at distinguishing truth from fiction?
Warning: some of the fonts didn't translate perfectly.
The slides might not make sense on their own, so here's my script (that I loosely followed): http://www.slideshare.net/mjdelia/information-literacy-in-the-age-of-youtube-script
Here's a handout of further resources: http://www.slideshare.net/mjdelia/information-literacy-in-the-age-of-youtube-further-reading
Inday LearnIn: What can SlideShare learn from other organisations?Amit Ranjan
SlideShare Delhi put together a 5x5 style presentation party as part of the January LinkedIn Inday with LEARNING as the theme.
We asked employees (lateral industry recruits only) to deliver a 5X5 style presentation about 3 things from your previous organization that SlideShare can learn from. This could be work related, about external markets/competition, HR/admin activities or any social initiatives.
More on 5X5 style - http://www.slideshare.net/peterjthomson/five-in-five-introduction-15466111
Discover a new case with "blue ocean strategy" principles, in mobile sector in France.
Call In Europe did it with zero forfait, breaking codes and habits, for a smart and new low cost offer.
LinkedIn and SlideShare are now one company! This great announcement sparked off celebrations across the globe. Here's the event unfolding at the SlideShare Delhi office just the day after the announcement.
Presentation for the Media Educators of America 2012, on appropriate ways educators can use Social Media in the Classroom. Includes incredible amount of link outs to additional resources.
Loose Connections and the Strength of Weak Ties: How to Use Twitter and Blogs...Philip Mai
Loose Connections & the Strength of Weak Ties: How to Use Twitter & Blogs to Enhance Your Professional Academic Profile. This is a Twitter and blogging 101 for novice. The advice is meant for academics who are thinking about venturing online but it can be useful to other professionals as well. Please let me know what you think. I would love to hear your feedback and advice.
This session will take you by the hand and help you step out into using Twitter. Learn the do's and don'ts in order to make it most effective for using it in an educational environment.
Teaching and Learning with Social Media: TwitterJoshua Murdock
Learn more about Twitter and its use in Education. This presentation dives into the basics, examples, and cool tools to help you be successful on Twitter.
For more tips, tricks, and idea visit http://professorjosh.com
Twitter: @ProfessorJosh
Facebook: http://facebook.com/professorjosh
YouTube: http://youtube.com/theprofessorjosh
Twitter Basics presentation for Washington Women in Public Relations (WWPR) on August, 27, 2009 by Debbie Friez, vice president, BurrellesLuce and vice president, WWPR. Description of Twitter, how to sign-up for Twitter, and basic how-to's.
Twitter will be utilized in COMM 460 (Social Media & Mobile Technologies in Strategic Communications) at the University of Louisville. These are the guidelines for Twitter participation and engagement for the Fall 2013 class, created by Karen Freberg.
This is an easy to use guide for educators and students for incorporating Twitter into the learning experience. This guide uses real world case studies and examples. Tweet me @WahibaChair and let me know how you are using Twitter in your class.
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
7. Elements of a Tweet
@
Used before username
Links to Twitter profile
Example:
Welcome @newuser to Twitter!
@newuser I agree. Twitter is bewildering!!
8. Elements of a Tweet
#
Mark keyword or topic
Also used for humor/emotions
Click on #word to show all Tweets with #word
Example:
At social media workshop. #lafest
Twitter is cool! #doingitforthefirsttime
9. Elements of a Tweet
RT
Re-posting another person’s Tweet
Quick way to share
Gives credit to original poster
Example:
RT @TODAYonline: Harvard University
investigating allegations that 125
undergrads cheated on a take-home final
exam http://t.co/PdeXZuRN
15. Twitter for Professional Purposes
Use # to read tweets about a topic
#edsg #edtech #edusocmedia #education
Respond to people’s posts, ask questions, state
opinions, share news, RT
You don’t only have to tweet about “serious” stuff
People have personalities and real lives!
16.
17.
18. Profile = resume
You don’t have to be job hunting to be on LinkedIn
Connect with present and past colleagues
Get introduced to someone else through those
connections
19. Check this to link FROM LinkedIn to Twitter
To link FROM Twitter to LinkedIn, use IFTTT.com
21. WHY FACEBOOK?
Students don’t check email
They DO check FB / Twitter
ALL THE TIME
“Friend” them for easier
communication flickr.com/photos/rwdave/3130549308
22. PAGES
Creating one is easy
Maintaining it is something else
Post, tag, comment on news and photos
23. GROUPS
You or your students can create it
You don’t have to friend group
members
Post reminders, useful websites,
comment
Easier to maintain than pages
24. STUDENTS ≠ PRIVACY?
Separate account to
connect with students
Stay active during office
hours
Disconnect when you go
home
http://images.sodahead.com/polls/000834515/polls_work_life_balance_sign_2_4125_15825_answer_1_xlarge.jpeg
25. HOW ABOUT TWITTER?
Students follow you for updates
You don’t have to follow back
Link to Facebook account for greater reach
27. Little is private on social media
If you’re too private, you won’t be social
Facebook: privacy settings
Twitter: protect your tweets
Post what you won’t regret