Getting the best from LinkedIn

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Sue Beckingham

How to develop a professional profile and make the most of the LinkedIn tools.

Art & Photos Business Technology

Webinar Getting the best out of Linkedin Sue Beckingham Educational Developer Faculty of ACES

http://www.alexa.com/topsites/global LinkedIn Demographics ,[object Object]

Nearly 2 billion people searches on LinkedIn,[object Object]

2m+ companies have a page,[object Object]

Additional Info:(Websites, Twitter, Interests, Groups and Associations, Honours and Awards) ,[object Object],[object Object]

Groups Choose groups related to your career Join up to 50 groups Search Groups Directory Create your own group 18 million members in LinkedIn Groups

Jobs Recommended jobs you may be interested in. Advanced search by location, function, experience, industry. Facility to save jobs and searches.

Inbox Email function to contact connections Facility to ask connections to forward an introduction to one their connections. View invitations sent

Keep your friends close and your competition closer! More than 2 million companies are now on LinkedIn Companies Featured Companies http://www.linkedin.com/directory/groups/ Search companies Follow companies

News LinkedIn Today(customisable news) Saved Articles Signal (your connections updates)

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Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease. Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.

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Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.

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From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online". Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them? This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.

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Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.

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Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond. A summary of our fireside chat at #SocMedHE21 Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.

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Presentation at the Practical Pedagogy Conference. The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches. Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.

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Getting the best from LinkedIn

1. Webinar Getting the best out of Linkedin Sue Beckingham Educational Developer Faculty of ACES

2. Why would you want to use LinkedIn?

5. 11m+ are recent graduates (2005-10)

6. 20m+ members in Europe

7. 5m+ members in the UK

8. Company presence

10.

11. Tip: A minimalistic approach to your profile won’t do you or anyone else any favours!

12. Building your profile #1 Complete your profile

13. Think about the keywords you would use in a search and include relevant ones within yourprofile so that people searching for your expertise can find you. Building your profile #2 Use keywords

14. Building your profile #3 Include a picture

15. Building your profile #4 Customize your profile URL

16. LinkedIn ranks highly! Building your profile #5 Google yourself!

17.

18. Experience

19. Skills

20. Education

21. Recommendations

22.

23. Groups Choose groups related to your career Join up to 50 groups Search Groups Directory Create your own group 18 million members in LinkedIn Groups

24. Jobs Recommended jobs you may be interested in. Advanced search by location, function, experience, industry. Facility to save jobs and searches.

25. Inbox Email function to contact connections Facility to ask connections to forward an introduction to one their connections. View invitations sent

26. Keep your friends close and your competition closer! More than 2 million companies are now on LinkedIn Companies Featured Companies http://www.linkedin.com/directory/groups/ Search companies Follow companies

27. News LinkedIn Today(customisable news) Saved Articles Signal (your connections updates)

28. More A variety of other tools you can sync with your LinkedIn profile

29. Tip: Promote conferences and workshops you are hosting.

30. Tip: Upload your conference slides on SlideShare and show them on your LinkedIn profile.

31. Tip: Include books you have authored/edited Follow other people's lists

32. Tip: Share poll via Facebook and Twitter to maximise responses

33. Tip: From Twitter add #in to tweets and it will also appear as an update on LinkedIn

34.

35. Find new opportunities for internships, placements and full-time positions

36. Manage what potential employers can learn about them

37. Research companieshttp://www.linkedin.com/studentjobs

38.

39. Demonstrate your expertise and answer questionshttp://www.linkedin.com/answers/

40. Sue Beckingham @suebecks

Editor's Notes

http://www.kaplang.com/blog/2009/12/25/pc-social-media-icons/
http://www.alexa.com/topsites/globalhttp://press.linkedin.com/about
http://press.linkedin.com/about
Apps
http://blog.linkedin.com/2011/03/22/linkedin-100-million/
http://marketing.linkedin.com/sites/default/files/LinkedinCompanyPageGuide.pdf
http://www.linkedin.com/studentjobs
http://www.linkedin.com/answers/

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