Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. Illustrates the use of Facebook and Twitter in a university research unit
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
Social media has changed communication and knowledge sharing. It empowers individuals to become digital creators, curators, critics, and collaborators. Social media allows sharing through established platforms like LinkedIn, blogs, tweets, and newer digital mechanisms. Knowledge is now generated through discussions among internet participants, not just scholarly study. Digital technologies provide access to knowledge anywhere, anytime, though there are concerns about information overload. The lecture discusses using social media like LinkedIn, blogs, and Twitter to develop personal learning networks and sharing opportunities to advance scholarly practice in open ways.
Sierra Williams: From academic blog to networked scholarly community: Lessons...Pratt_Symposium
The document summarizes lessons learned from running the LSE Impact Blog, a multi-author academic blog. It finds that blogs allow for more frequent, multimedia posts that reach a wider audience than traditional journals. However, blogging also presents challenges like the significant time commitment required, pressures around maintaining regular posts, and uncertainties around issues like commenting and copyright. Academic incentives still prioritize traditional publications over public engagement. Supporting blogging and social media use remains an ongoing challenge.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
The document examines how digital technologies have impacted scholarly practices since 2011 and revisits Boyer's framework for scholarship. It identifies 5 main themes in how digital scholarship has developed: 1) Mainstreaming of digital scholarship in new methods and open data/science. 2) Shift to open in open access policies, data/science. 3) Policy development in open access policies and funding. 4) Formation of network identity through social media and online profiles. 5) Criticality of digital scholarship through pressures to develop online presence and data/findings being used elsewhere. It concludes that much remains unchanged but digital scholarship is gradually being accepted through an iterative dialogue between traditional and digital approaches.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Perspectives, People and Projects: Social Informatics Research within the Sch...Hazel Hall
Professor Hazel Hall presented at the LETICIC Symposium at the University of São Paulo, Brazil on March 15, 2017. The presentation provided an overview of social informatics research at Edinburgh Napier University in the UK. It summarized the university's computing programs, focus on employability, research areas including social informatics, interdisciplinary study of technology use, and the Creative and Social Informatics research group's projects on digital engagement and communities. Contact information was provided for Professor Hall and her research group.
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
Social media has changed communication and knowledge sharing. It empowers individuals to become digital creators, curators, critics, and collaborators. Social media allows sharing through established platforms like LinkedIn, blogs, tweets, and newer digital mechanisms. Knowledge is now generated through discussions among internet participants, not just scholarly study. Digital technologies provide access to knowledge anywhere, anytime, though there are concerns about information overload. The lecture discusses using social media like LinkedIn, blogs, and Twitter to develop personal learning networks and sharing opportunities to advance scholarly practice in open ways.
Sierra Williams: From academic blog to networked scholarly community: Lessons...Pratt_Symposium
The document summarizes lessons learned from running the LSE Impact Blog, a multi-author academic blog. It finds that blogs allow for more frequent, multimedia posts that reach a wider audience than traditional journals. However, blogging also presents challenges like the significant time commitment required, pressures around maintaining regular posts, and uncertainties around issues like commenting and copyright. Academic incentives still prioritize traditional publications over public engagement. Supporting blogging and social media use remains an ongoing challenge.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
The document examines how digital technologies have impacted scholarly practices since 2011 and revisits Boyer's framework for scholarship. It identifies 5 main themes in how digital scholarship has developed: 1) Mainstreaming of digital scholarship in new methods and open data/science. 2) Shift to open in open access policies, data/science. 3) Policy development in open access policies and funding. 4) Formation of network identity through social media and online profiles. 5) Criticality of digital scholarship through pressures to develop online presence and data/findings being used elsewhere. It concludes that much remains unchanged but digital scholarship is gradually being accepted through an iterative dialogue between traditional and digital approaches.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Perspectives, People and Projects: Social Informatics Research within the Sch...Hazel Hall
Professor Hazel Hall presented at the LETICIC Symposium at the University of São Paulo, Brazil on March 15, 2017. The presentation provided an overview of social informatics research at Edinburgh Napier University in the UK. It summarized the university's computing programs, focus on employability, research areas including social informatics, interdisciplinary study of technology use, and the Creative and Social Informatics research group's projects on digital engagement and communities. Contact information was provided for Professor Hall and her research group.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
Sourcing Open Educational Resources in the Health Sciences Faculty at the Uni...VeronicaMitchell
This document summarizes a presentation about sourcing open educational resources (OER) in the Health Sciences Faculty at the University of Cape Town. It discusses the faculty's commitment to openness by signing the Berlin Declaration and participating in Open Access Week. It provides examples of successful OER projects in occupational and environmental health, occupational therapy, and health and human rights education. The benefits of OER for individual educators, departments, and the university are presented. Challenges around permissions, funding, academic identity, and technology are also addressed.
This document provides hints and tips for referencing different types of resources, including checking the original web address, publication date, authors, and other details to properly cite the work. It highlights where to find certain publications like Ofsted reports and Acts of Parliament. Examples are given of PDFs found online as well as referencing guides available in Moodle and from the ILS website. Contact information is included for getting additional referencing advice.
Online learning is a type of distance education where the teacher and students are separated by time or space. It is growing rapidly, increasing by 30% each year. It expands access to education and provides more curriculum options for students. Some key benefits of online learning are that it allows students to access coursework anytime from anywhere, promotes student-centered teaching, and helps shy students feel more comfortable participating. It also teaches valuable technology skills and decreases potential biases compared to face-to-face interactions. Many groups benefit from online learning, including working students, shy students, self-motivated students, and those who need different class options than their local school provides. While critics argue it lacks social interaction and warmth, proponents respond that students
The document discusses how lecture capture is transitioning from a faculty-driven normal process to a more disruptive student-driven process. It suggests that in the future, lecture capture will be more focused on social reading, adaptive learning environments, learning analytics, and sharing lectures more openly. The document advocates letting students record lectures themselves and sharing lectures more widely as ways for educators to embrace this disruption.
Presentation by Dr. Emily J. Lyons, MRC Centre for Outbreak Analysis and Modelling
Imperial College, London at the Research Information Network's E-journals revolution: how the use of scholarly journals is shaping research event on 1 July 2009. Emily takes a look at the impact e-journals are having from her perspective as an academic researcher and the impact on her teaching work.
This document discusses the role of social media in communicating science. It provides an overview of the author's experience using social media for their Superfund Research Center since 2001. Key points include:
- Social media allows researchers to directly engage stakeholders, the public, and other scientists.
- The author has expanded their social media use over time, now utilizing tools like Twitter, Facebook, podcasts, and blogs to share their research.
- Metrics can measure the impact of social media engagement, such as number of followers, retweets, and page views. Future opportunities include crowdsourcing, citizen science, and building social media capacity through training.
The presentation looks at subject-specific Web 2.0 portals for academic and National Health Service researchers and moves to discussion of the pitfalls encountered and lessons learnt in choosing a portal hosting service. Hosted on iGoogle, Pageflakes and Netvibes, the portals bring together news, journal content, funding opportunities, events and tailored searches.
Socinfo - teaching social network analysisKaty Pearce
Undergraduates are interested in social media careers, so an undergraduate social network analysis (SNA) course could appeal to them. NodeXL is a good platform for such a course since it provides a conceptual framework, access to social media APIs to overcome barriers, and low costs. The course should provide an organizing framework, peer learning in teams, accessible computer labs, step-by-step assignments, and applied learning through repetition of tasks like analyzing and visualizing hashtags and online communities.
2009 AHA "Expanding Global and Technological Boundaries: Teachers Learning Hi...Kelly inKansas
1. The document discusses the Project eHIKES program which delivered an MA in History to rural teachers through online courses and seminars using a content management system and online resources.
2. Teachers developed skills using online databases and tools like blogs and digital cameras to share resources and reflections on their teaching practices.
3. The program migrated from using Blackboard to tools like iGoogle, Wikispaces, blogs, and YouTube to provide more open access to resources and better preserve content.
This document discusses personal learning environments (PLEs). It defines a PLE as an individualized approach to learning using digital tools, rather than a single technology. Adopting PLEs will require shifting attitudes toward technology. The document outlines strategic questions for teachers to consider regarding PLEs and their role, and provides examples of student and classroom PLE dashboards. It discusses the benefits of PLEs in supporting independent learning, critical thinking, and access to information.
Ray Kirby: Lectures are STILL AppropriateChris Evans
The document argues against replacing face-to-face lectures with digital lectures in three main points:
1. Pedagogically, face-to-face lectures allow for more interaction between the lecturer and students, enabling discussions, questions, and active learning. Digital lectures encourage passive consumption and remove this interactivity.
2. Culturally, prospective students and parents expect the university experience to include attending lectures as part of being a student. Removing face-to-face lectures could harm recruitment.
3. Practically, replacing lectures could make the university's key statistics look worse and increase student attrition rates if students do not engage with the digital replacements.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
This document summarizes a presentation given by PhD student Yimei Zhu on her research into how PhD students use blogs, Twitter, and Facebook for scholarly communication. She conducted interviews and participant observation of 7 PhD students to understand their use of social media and strategies employed. Key findings included blogs, Twitter, and Facebook being helpful for networking and dissemination but concerns around lack of academic rewards and privacy. Future work will include a survey and more interviews.
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
Use of Facebook for Teaching and Learning - Engaging students in online socia...Matt Cornock
This session comprises of two complementary papers to inform discussion on whether Facebook can and should be used to support teaching and learning. We focus particularly on the way Facebook groups could be used for
sustaining learning beyond the classroom and discuss the role of the tutor within such online spaces. The themes presented may apply to other forms of communication and interaction where students are asked to use third-party
online tools for learning that are not controlled by the institution. Presented at the University of York Learning and Teaching Conference 2012. Annotated slides available at http://www.mattcornock.co.uk/university-of-york
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
Cornell University #Scicomm 5660 Workshop
Feb 28, 2015
Presentation by DNLee
Discussing the the use of social media for scientists to chronicle science activities and enhancer their careers
The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Social media for researchers [beginners!] (web version)Jamie Bisset
This document provides an overview of a session on social media for researchers. The session will include an introduction to Twitter including setting up an account and making the most of Twitter. It will also cover other digital tools for sharing, collaborating and disseminating research. Before the session starts, available guidance and advice on using social media for researchers will be discussed. The session will include hands-on activities for setting up Twitter and exploring other tools.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
Sourcing Open Educational Resources in the Health Sciences Faculty at the Uni...VeronicaMitchell
This document summarizes a presentation about sourcing open educational resources (OER) in the Health Sciences Faculty at the University of Cape Town. It discusses the faculty's commitment to openness by signing the Berlin Declaration and participating in Open Access Week. It provides examples of successful OER projects in occupational and environmental health, occupational therapy, and health and human rights education. The benefits of OER for individual educators, departments, and the university are presented. Challenges around permissions, funding, academic identity, and technology are also addressed.
This document provides hints and tips for referencing different types of resources, including checking the original web address, publication date, authors, and other details to properly cite the work. It highlights where to find certain publications like Ofsted reports and Acts of Parliament. Examples are given of PDFs found online as well as referencing guides available in Moodle and from the ILS website. Contact information is included for getting additional referencing advice.
Online learning is a type of distance education where the teacher and students are separated by time or space. It is growing rapidly, increasing by 30% each year. It expands access to education and provides more curriculum options for students. Some key benefits of online learning are that it allows students to access coursework anytime from anywhere, promotes student-centered teaching, and helps shy students feel more comfortable participating. It also teaches valuable technology skills and decreases potential biases compared to face-to-face interactions. Many groups benefit from online learning, including working students, shy students, self-motivated students, and those who need different class options than their local school provides. While critics argue it lacks social interaction and warmth, proponents respond that students
The document discusses how lecture capture is transitioning from a faculty-driven normal process to a more disruptive student-driven process. It suggests that in the future, lecture capture will be more focused on social reading, adaptive learning environments, learning analytics, and sharing lectures more openly. The document advocates letting students record lectures themselves and sharing lectures more widely as ways for educators to embrace this disruption.
Presentation by Dr. Emily J. Lyons, MRC Centre for Outbreak Analysis and Modelling
Imperial College, London at the Research Information Network's E-journals revolution: how the use of scholarly journals is shaping research event on 1 July 2009. Emily takes a look at the impact e-journals are having from her perspective as an academic researcher and the impact on her teaching work.
This document discusses the role of social media in communicating science. It provides an overview of the author's experience using social media for their Superfund Research Center since 2001. Key points include:
- Social media allows researchers to directly engage stakeholders, the public, and other scientists.
- The author has expanded their social media use over time, now utilizing tools like Twitter, Facebook, podcasts, and blogs to share their research.
- Metrics can measure the impact of social media engagement, such as number of followers, retweets, and page views. Future opportunities include crowdsourcing, citizen science, and building social media capacity through training.
The presentation looks at subject-specific Web 2.0 portals for academic and National Health Service researchers and moves to discussion of the pitfalls encountered and lessons learnt in choosing a portal hosting service. Hosted on iGoogle, Pageflakes and Netvibes, the portals bring together news, journal content, funding opportunities, events and tailored searches.
Socinfo - teaching social network analysisKaty Pearce
Undergraduates are interested in social media careers, so an undergraduate social network analysis (SNA) course could appeal to them. NodeXL is a good platform for such a course since it provides a conceptual framework, access to social media APIs to overcome barriers, and low costs. The course should provide an organizing framework, peer learning in teams, accessible computer labs, step-by-step assignments, and applied learning through repetition of tasks like analyzing and visualizing hashtags and online communities.
2009 AHA "Expanding Global and Technological Boundaries: Teachers Learning Hi...Kelly inKansas
1. The document discusses the Project eHIKES program which delivered an MA in History to rural teachers through online courses and seminars using a content management system and online resources.
2. Teachers developed skills using online databases and tools like blogs and digital cameras to share resources and reflections on their teaching practices.
3. The program migrated from using Blackboard to tools like iGoogle, Wikispaces, blogs, and YouTube to provide more open access to resources and better preserve content.
This document discusses personal learning environments (PLEs). It defines a PLE as an individualized approach to learning using digital tools, rather than a single technology. Adopting PLEs will require shifting attitudes toward technology. The document outlines strategic questions for teachers to consider regarding PLEs and their role, and provides examples of student and classroom PLE dashboards. It discusses the benefits of PLEs in supporting independent learning, critical thinking, and access to information.
Ray Kirby: Lectures are STILL AppropriateChris Evans
The document argues against replacing face-to-face lectures with digital lectures in three main points:
1. Pedagogically, face-to-face lectures allow for more interaction between the lecturer and students, enabling discussions, questions, and active learning. Digital lectures encourage passive consumption and remove this interactivity.
2. Culturally, prospective students and parents expect the university experience to include attending lectures as part of being a student. Removing face-to-face lectures could harm recruitment.
3. Practically, replacing lectures could make the university's key statistics look worse and increase student attrition rates if students do not engage with the digital replacements.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
This document summarizes a presentation given by PhD student Yimei Zhu on her research into how PhD students use blogs, Twitter, and Facebook for scholarly communication. She conducted interviews and participant observation of 7 PhD students to understand their use of social media and strategies employed. Key findings included blogs, Twitter, and Facebook being helpful for networking and dissemination but concerns around lack of academic rewards and privacy. Future work will include a survey and more interviews.
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
Use of Facebook for Teaching and Learning - Engaging students in online socia...Matt Cornock
This session comprises of two complementary papers to inform discussion on whether Facebook can and should be used to support teaching and learning. We focus particularly on the way Facebook groups could be used for
sustaining learning beyond the classroom and discuss the role of the tutor within such online spaces. The themes presented may apply to other forms of communication and interaction where students are asked to use third-party
online tools for learning that are not controlled by the institution. Presented at the University of York Learning and Teaching Conference 2012. Annotated slides available at http://www.mattcornock.co.uk/university-of-york
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
Cornell University #Scicomm 5660 Workshop
Feb 28, 2015
Presentation by DNLee
Discussing the the use of social media for scientists to chronicle science activities and enhancer their careers
The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Social media for researchers [beginners!] (web version)Jamie Bisset
This document provides an overview of a session on social media for researchers. The session will include an introduction to Twitter including setting up an account and making the most of Twitter. It will also cover other digital tools for sharing, collaborating and disseminating research. Before the session starts, available guidance and advice on using social media for researchers will be discussed. The session will include hands-on activities for setting up Twitter and exploring other tools.
This document provides an overview of a session on using social media for researchers. The session will include an introduction to Twitter and hands-on practice setting up an account and making the most of Twitter. It will also cover other digital tools for sharing, collaborating and disseminating research. Presenters will be James Bisset, an academic librarian, and Elaine Tann, an IT specialist. The session aims to help researchers engage with social media to enhance their research capacity.
Can social media help with post-graduate studies?DrCameronWebb
These are the slides from a professional development lecture I gave to University of Sydney post-graduate students at Westmead Research Hub in August 2016. The aim of this lecture was to showcase some of the ways I use social media as a researcher and public health advocate. The presentation touches on issues such as engagement with the community and mass media, increasing exposure of published research and gathering data to use for grant applications. For more on my use of social media, visit my blog https://cameronwebb.wordpress.com/
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
Social Media for Research Communication - Talk at SciDevDavid Girling
The document discusses the use of social media for research communication. It provides three main reasons the author uses social media in their academic practice: for research, creativity, and engagement. It then lists various social media platforms and tools that can be used for different academic purposes, such as Academia.edu for creating profiles and uploading papers. The document also discusses lessons for researchers from policymakers, including that policymakers have limited time and prefer briefs and reports. It provides tips for communicating research for policy influence, such as using data visualization.
Social media is an increasingly prominent feature of contemporary academic practice. Many academics are using social media platforms to extend their professional networks, refine their researcher identities, discover the latest developments in their field, enhance learning experiences within teaching, and to share their research with new audiences. This workshop explores how you, as postgraduate researchers, can make full use of new and emerging online spaces for your research and your employability. #SSAPChat
A workshop for PhD researchers in the School of Social Sciences and Psychology, University of Western Sydney.
Social media is an increasingly prominent feature of contemporary academic practice. Many academics are using social media platforms to extend their professional networks, refine their researcher identities, discover the latest developments in their field, enhance learning experiences within teaching, and to share their research with new audiences. This workshop explores how you, as postgraduate researchers, can make full use of new and emerging online spaces for your research and your employability. #SSAPChat
A workshop for the HDR retreat at Sebel Resort, Hawkesbury Valley for the School of Social Sciences and Psychology, University of Western Sydney.
Lee Dunn social media benefits and challenges in learning57211801259
The document provides a critical assessment of social media tools and their benefits and challenges for education. It summarizes research that found most students use social media like Facebook and Twitter, but primarily for personal use rather than academics. Both students and staff saw potential for using social media to interact with professors and enhance classes. However, concerns with social media include privacy, time commitment, and lack of expertise. The document reviews literature finding social media can increase engagement but also presents risks if not implemented carefully. Overall, the document examines the current state of social media use in education and debates their pros and cons.
This document discusses using social media from a research perspective. It outlines strategies for individual researchers and universities to establish an online presence that increases visibility and reputation. For researchers, maintaining an active online community presence through channels like blogs, Twitter and Academia.edu can help disseminate their work, engage other researchers, and increase citations. Universities should develop communication strategies on social media to highlight research outputs and rankings. The document encourages researchers to contribute to online conversations, collaborate digitally, and make publications openly accessible online.
The BYOD4L Project aims to revitalize interest in learning and teaching through open cross-institutional professional development. It brings educators and students together in a distributed online community to share experiences and learn using their own smart devices. The project extends engagement in meaningful professional development that is useful for practice and creates opportunities for collaboration across institutions. It shares resources and expertise through an inquiry-based approach using social media in a framework of 5Cs (Connect, Converse, Construct, Contribute, and Confirm). Participation has grown from individuals in 2014 to include 9 higher education institutions and 2 partners by 2015. Feedback from participants indicates the power of collaborative development and an extended sense of community.
Similar to Using social media heu on facebook and twitter (20)
1. HEU on Facebook &
Twitter in 2012
Allison Stevens
Health Economics Unit, University of Cape Town
RESYST Research Uptake Workshop
September 2012, Cape Town
3. Entering the social media
landscape
• Reciprocal communication and attribution
(Priego, 2012)
– Discover viewpoints
• Help others by sharing interesting links
– Include information from other institutions
• Source news
• Reach more people
• Becoming mainstream, if not already?
Priego, E. 2012. How Twitter will revolutionise academic research and teaching. Guardian professional online
4. Loose networks
Photo Source: http://commons.wikimedia.org/wiki/File:SNA_segment.png
We live in a world of loose connections – you will discover news
from someone you will never know via a series of repostings that
eventually reach you via social media (Neylon 2012)
Neylon, C. 2012. Research assessment to support research impact, UCT seminar, August
5. Social media @ the HEU
• 2009:
– RSS feeds Still very popular
– Blog Discontinued in 2011
• 2012:
– Facebook
– Twitter
18. Other Twitter functions
• Conversations
• Live Twitter chats
• Search for topics and who to follow
• Hashtag major events
19. Digital professionalism
• Practise good online management
– Constant updating
– Content creation
– Hootsuite
• Coach researchers within your institution to
use social media