A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Trailblazing and Annotation Systems: Documenting Connectivity through Hyperli...Laura Gogia
This document discusses using annotation systems and hyperlinking to document student connectivity in online courses. It summarizes a study analyzing student blog posts and tweets from 4 courses with 300+ participants. The study found students used hyperlinks to connect ideas across courses, provide context and examples, and cite references. Students linked to news, journals, websites, videos, and each other's work. Posts demonstrating high connectivity varied hyperlink types. Images and videos promoted connectivity when students created them and added context. The document concludes annotation systems like hyperlinking can support student connectivity, but instructors should discuss expectations and provide feedback to help students use hyperlinking skills.
Connected Assessment for Connected LearningLaura Gogia
The document discusses connected assessments for connected learning. It proposes generating metrics from student participation in online platforms like tweets, posts, and mentions. These metrics could provide real-time data for instructors and students to assess participation, contribution, connection, and interpretation in a classroom. Examples of assessment activities and units are provided, such as establishing a personal learning network and curating data sources. The proposed assessments aim to evaluate participation formatively and summatively in a way that is pedagogically aligned, flexible, and scalable.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Trailblazing and Annotation Systems: Documenting Connectivity through Hyperli...Laura Gogia
This document discusses using annotation systems and hyperlinking to document student connectivity in online courses. It summarizes a study analyzing student blog posts and tweets from 4 courses with 300+ participants. The study found students used hyperlinks to connect ideas across courses, provide context and examples, and cite references. Students linked to news, journals, websites, videos, and each other's work. Posts demonstrating high connectivity varied hyperlink types. Images and videos promoted connectivity when students created them and added context. The document concludes annotation systems like hyperlinking can support student connectivity, but instructors should discuss expectations and provide feedback to help students use hyperlinking skills.
Connected Assessment for Connected LearningLaura Gogia
The document discusses connected assessments for connected learning. It proposes generating metrics from student participation in online platforms like tweets, posts, and mentions. These metrics could provide real-time data for instructors and students to assess participation, contribution, connection, and interpretation in a classroom. Examples of assessment activities and units are provided, such as establishing a personal learning network and curating data sources. The proposed assessments aim to evaluate participation formatively and summatively in a way that is pedagogically aligned, flexible, and scalable.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
This document discusses hybrid online collaborative learning environments that combine both face-to-face and online learning. It notes that current asynchronous online and in-person models have limitations, but that a hybrid model allows for more interaction and accessibility. A hybrid model incorporates tools like simulations, visualizations, and collaborative activities. It also lists benefits like personalized and accessible learning that better accommodates different needs and styles. The document outlines considerations for implementing hybrid learning environments and barriers to overcome, such as developing effective pedagogical approaches and gaining institutional support.
The document discusses changing roles for faculty in higher education. It notes predictions that lecture halls will disappear and the role of professors will transform with the rise of technology and new learning models. Interviews with faculty found they are adapting through pedagogical transformation, developing personal learning networks, shifting identities to embrace technology, and finding new ways to connect with students through technology. The document concludes more research is needed to understand how faculty can remain central in a more project-focused and technology-driven future for higher education.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
The document provides information about a workshop on using social software like blogs and podcasts in the classroom. It includes an agenda for the workshop that covers an overview of social software, creating and using blogs and podcasts, and reflection. It also discusses establishing a learning culture and the changing digital landscape and needs of digital native students. Instructions are provided on setting up blogs using Blogger.com.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Promoting the Use of Social Media in Education Alisa Cooper
This document discusses promoting the use of social media in education. It defines social media and lists common social media platforms like Facebook, Twitter, YouTube, and blogs. The document then outlines various ways social media can be used in education for professional development, course assignments, online learning, and integrating real-world applications. It provides examples like requiring student blogs, facilitating guest discussions with hashtags, and connecting with subject experts. Finally, it discusses using a personal learning network to connect, collaborate, and contribute to becoming a more confident learner.
This document provides best practices for using social media:
1. Set specific, measurable, achievable, realistic, and time-bound objectives and integrate social media into a wider marketing strategy.
2. Research which social media channels are best for reaching your target audiences and consider future audiences.
3. Generate engaging, relevant content and establish your company as an expert while avoiding copyright infringement and sending consistent brand messages.
4. Engage promptly, politely, and personally on social media and outsource management if needed to avoid dormant accounts, and measure performance to focus resources.
The document discusses how social media is changing the role of education by allowing learning to occur outside of traditional institutions. Many benefits traditionally provided by higher education, such as access to resources, experts, and communities, can now be found on social media. However, it also creates challenges as the production and consumption of information has become more democratic and decentralized. The role of educators is shifting from gatekeepers of knowledge to guides who teach students how to learn, contribute, and navigate the online information landscape.
Peace Is Every Post: Peace Education and Social Mediastephknox24
Social media has potential for promoting peace education but also poses challenges. It was invaluable for Teachers Without Borders in publicizing their program, developing partnerships, and facilitating on-the-ground workshops reaching over 300 teachers. However, sustaining meaningful discussions online has been difficult. While social media can build community, transforming mindsets and cultivating reflection requires moving beyond just passive sharing to more engaged dialogue and real-world action. Facilitating this remains a challenge for organizations using social media in peace education.
The document discusses nurturing a professional development ecosystem using an analogy to biological ecosystems. It describes using an ecosystem approach to professional development by viewing it as a network of interconnected systems with various roles like producers, consumers, and decomposers. Tools like blogs, wikis, and social networks can help facilitate information sharing and learning at different levels of engagement within this professional development ecosystem.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document provides an overview of a self-guided social media training manual. It defines social learning as learning from others through social interaction and change. Social media tools like Facebook, Google Docs, Pinterest and YouTube can improve collaboration, problem solving and strengthen business relationships. These tools allow users to share resources, communicate and learn visually from each other. The conclusion states that social learning occurs daily through social interaction and media, and these tools change how people learn by providing additional information and research capabilities.
- The document describes Cathy Barnes, who teaches online courses and founded iDesignPartners. She is concerned with humanizing digital learning experiences.
- Barnes taught a MOOC called HumanMOOC multiple times, with over 2800 participants. The MOOC focused on establishing instructor, social, and cognitive presence using the Community of Inquiry framework.
- HumanMOOC participants reported that the course helped them think of practical ways to improve presence and engagement in their own online courses, such as using video introductions, discussions, and providing voice/video feedback.
Kimberly began the technology course feeling overwhelmed by the variety of tools available but learned about their educational benefits. She was introduced to blogging, podcasting, wikis and other resources and saw opportunities to incorporate them in her future role as a school administrator, such as using a wiki to gather stakeholder input. Though initially fearful, she gained confidence through practice and understands the importance of modeling technology use and supporting staff development. Blogging in particular can facilitate collaboration and student publishing, though also requires addressing safety and responsibility concerns. Kimberly now recognizes the need to advocate for technology to meet student needs and support professional growth.
How should Medical Students Interact with Social Media Networking Sites?meducationdotnet
This document discusses how medical students should interact with social networking sites professionally. It notes that while 75% of medical students have Facebook profiles, interactions on social media can jeopardize patients' confidentiality and the doctor-patient relationship if not managed carefully. The document advocates introducing a module in undergraduate medical education to teach students how to manage their digital footprint and reduce risks to confidentiality posed by social media use. The goal would be for students to harness social media's potential while maintaining professional standards of conduct online.
Google Groups is an online tool that allows users to form online communities to communicate and interact over the internet. Teachers can use Google Groups to communicate with students by providing instructions, study notes, homework, and integrating other online resources. This provides students with 24-hour access to course materials as long as they have an internet connection and a Gmail account. Google Groups offers a free and user-friendly platform to facilitate online discussion, resource sharing, and communication between teachers, students, and parents.
A 15-20 minute presentation for PGCLTHE students (which I am on a student on, and will be teaching next year) on Twitter, which I have been using since February 2009, and some ideas for using it in the classroom.
A social media revolution: Using social media to enhance teaching, student le...Sue Beckingham
This keynote presentation discusses how social media can be used to enhance teaching, student learning, and engagement with professional networks. It provides examples of how students at Sheffield Hallam University have created social media groups to facilitate peer learning. The presentation also outlines how academics can develop an online presence through professional networking platforms like LinkedIn and building a personal learning network on Twitter to stay informed on their field and collaborate with international colleagues. Building an online scholarly identity and participating in digital communities of practice are presented as important aspects of becoming a digitally savvy academic.
This document discusses hybrid online collaborative learning environments that combine both face-to-face and online learning. It notes that current asynchronous online and in-person models have limitations, but that a hybrid model allows for more interaction and accessibility. A hybrid model incorporates tools like simulations, visualizations, and collaborative activities. It also lists benefits like personalized and accessible learning that better accommodates different needs and styles. The document outlines considerations for implementing hybrid learning environments and barriers to overcome, such as developing effective pedagogical approaches and gaining institutional support.
The document discusses changing roles for faculty in higher education. It notes predictions that lecture halls will disappear and the role of professors will transform with the rise of technology and new learning models. Interviews with faculty found they are adapting through pedagogical transformation, developing personal learning networks, shifting identities to embrace technology, and finding new ways to connect with students through technology. The document concludes more research is needed to understand how faculty can remain central in a more project-focused and technology-driven future for higher education.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
The document provides information about a workshop on using social software like blogs and podcasts in the classroom. It includes an agenda for the workshop that covers an overview of social software, creating and using blogs and podcasts, and reflection. It also discusses establishing a learning culture and the changing digital landscape and needs of digital native students. Instructions are provided on setting up blogs using Blogger.com.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Promoting the Use of Social Media in Education Alisa Cooper
This document discusses promoting the use of social media in education. It defines social media and lists common social media platforms like Facebook, Twitter, YouTube, and blogs. The document then outlines various ways social media can be used in education for professional development, course assignments, online learning, and integrating real-world applications. It provides examples like requiring student blogs, facilitating guest discussions with hashtags, and connecting with subject experts. Finally, it discusses using a personal learning network to connect, collaborate, and contribute to becoming a more confident learner.
This document provides best practices for using social media:
1. Set specific, measurable, achievable, realistic, and time-bound objectives and integrate social media into a wider marketing strategy.
2. Research which social media channels are best for reaching your target audiences and consider future audiences.
3. Generate engaging, relevant content and establish your company as an expert while avoiding copyright infringement and sending consistent brand messages.
4. Engage promptly, politely, and personally on social media and outsource management if needed to avoid dormant accounts, and measure performance to focus resources.
The document discusses how social media is changing the role of education by allowing learning to occur outside of traditional institutions. Many benefits traditionally provided by higher education, such as access to resources, experts, and communities, can now be found on social media. However, it also creates challenges as the production and consumption of information has become more democratic and decentralized. The role of educators is shifting from gatekeepers of knowledge to guides who teach students how to learn, contribute, and navigate the online information landscape.
Peace Is Every Post: Peace Education and Social Mediastephknox24
Social media has potential for promoting peace education but also poses challenges. It was invaluable for Teachers Without Borders in publicizing their program, developing partnerships, and facilitating on-the-ground workshops reaching over 300 teachers. However, sustaining meaningful discussions online has been difficult. While social media can build community, transforming mindsets and cultivating reflection requires moving beyond just passive sharing to more engaged dialogue and real-world action. Facilitating this remains a challenge for organizations using social media in peace education.
The document discusses nurturing a professional development ecosystem using an analogy to biological ecosystems. It describes using an ecosystem approach to professional development by viewing it as a network of interconnected systems with various roles like producers, consumers, and decomposers. Tools like blogs, wikis, and social networks can help facilitate information sharing and learning at different levels of engagement within this professional development ecosystem.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document provides an overview of a self-guided social media training manual. It defines social learning as learning from others through social interaction and change. Social media tools like Facebook, Google Docs, Pinterest and YouTube can improve collaboration, problem solving and strengthen business relationships. These tools allow users to share resources, communicate and learn visually from each other. The conclusion states that social learning occurs daily through social interaction and media, and these tools change how people learn by providing additional information and research capabilities.
- The document describes Cathy Barnes, who teaches online courses and founded iDesignPartners. She is concerned with humanizing digital learning experiences.
- Barnes taught a MOOC called HumanMOOC multiple times, with over 2800 participants. The MOOC focused on establishing instructor, social, and cognitive presence using the Community of Inquiry framework.
- HumanMOOC participants reported that the course helped them think of practical ways to improve presence and engagement in their own online courses, such as using video introductions, discussions, and providing voice/video feedback.
Kimberly began the technology course feeling overwhelmed by the variety of tools available but learned about their educational benefits. She was introduced to blogging, podcasting, wikis and other resources and saw opportunities to incorporate them in her future role as a school administrator, such as using a wiki to gather stakeholder input. Though initially fearful, she gained confidence through practice and understands the importance of modeling technology use and supporting staff development. Blogging in particular can facilitate collaboration and student publishing, though also requires addressing safety and responsibility concerns. Kimberly now recognizes the need to advocate for technology to meet student needs and support professional growth.
How should Medical Students Interact with Social Media Networking Sites?meducationdotnet
This document discusses how medical students should interact with social networking sites professionally. It notes that while 75% of medical students have Facebook profiles, interactions on social media can jeopardize patients' confidentiality and the doctor-patient relationship if not managed carefully. The document advocates introducing a module in undergraduate medical education to teach students how to manage their digital footprint and reduce risks to confidentiality posed by social media use. The goal would be for students to harness social media's potential while maintaining professional standards of conduct online.
Google Groups is an online tool that allows users to form online communities to communicate and interact over the internet. Teachers can use Google Groups to communicate with students by providing instructions, study notes, homework, and integrating other online resources. This provides students with 24-hour access to course materials as long as they have an internet connection and a Gmail account. Google Groups offers a free and user-friendly platform to facilitate online discussion, resource sharing, and communication between teachers, students, and parents.
A 15-20 minute presentation for PGCLTHE students (which I am on a student on, and will be teaching next year) on Twitter, which I have been using since February 2009, and some ideas for using it in the classroom.
A social media revolution: Using social media to enhance teaching, student le...Sue Beckingham
This keynote presentation discusses how social media can be used to enhance teaching, student learning, and engagement with professional networks. It provides examples of how students at Sheffield Hallam University have created social media groups to facilitate peer learning. The presentation also outlines how academics can develop an online presence through professional networking platforms like LinkedIn and building a personal learning network on Twitter to stay informed on their field and collaborate with international colleagues. Building an online scholarly identity and participating in digital communities of practice are presented as important aspects of becoming a digitally savvy academic.
7 1/2 Steps to Flatten Your Classroom: Move to Global Collaboration One Step ...Vicki Davis
You can connect your classroom. It doesn't have to be overwhelming. These 7 (and a half) simple steps will get you there. Your students need connections to other students and the world. It is a powerful learning experience when you connect so get started today! Presented by Vicki Davis at #aste2015 in February 2015.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
Invited Workshop for the Blended Learning Conference
#blend14
Title: Supporting Blended Learners' Engagement: Curriculum and Community Involvement Using Social Media & Experiential Learning
July 8, 2014
Denver, CO, USA
This document provides a summary of a webinar on using social media effectively for non-profit organizations. The webinar covered how to make the most of limited time and resources on social media, balancing calls to action with educational content, and integrating social strategies into existing plans. Speakers from GlobalGiving, Argyle Social and TechSoup discussed metrics for measuring social media success and challenges such as defending social media properties and generating peer-to-peer learning. The webinar concluded with a question and answer session.
This document discusses using social media in nonprofits. It begins by asking if the reader is active on various social media platforms like Facebook, YouTube, and LinkedIn. It then discusses what social media is, noting it allows for public participation and engagement. The document stresses that social media is a means of communication, not the message itself. It discusses why nonprofits should care about social media and stories of nonprofit success using social media. It provides tips for nonprofits starting with social media, like starting small, listening first, and establishing goals. It warns of potential pitfalls and stresses the importance of measuring return on investment. The document concludes by providing resources for nonprofits regarding social media.
This document provides guidance on becoming digitally active and utilizing digital tools and networks. It discusses microblogging, collaborative working, information management, social bookmarking, and developing one's digital profile and networks. Examples of tools are provided like Twitter, Google Docs, Evernote, blogs, and LinkedIn. Benefits mentioned include research advancing more quickly through sharing, gaining knowledge from others, and opportunities for fame and reputation.
Changing Roles in Communications Departments (What's social media got to do w...Susan T. Evans
This presentation was a general session for the 2012 UCDA Design Summit. Summary - For the best results: everything is connected to everything else. Social media is most effective when it is a part of an integrated brand strategy and tightly linked to other communication initiatives. And these days, Twitter and Facebook are not just the purview of social media strategists. More case study discussion will demonstrate how you incorporate social media channels into key communication projects. And, while you're at it, you might as well use social media for your own renewal and rejuvenation as you meet the challenges of new roles and responsibilities on your campus.
The document discusses social media in practice and provides tips for businesses. It defines social media as online tools people use to share content and perspectives. It emphasizes three aspects of social media in practice: findability, participation, and authenticity. It provides examples and argues that in the 21st century, businesses need to focus on findability by creating an online and offline presence to help customers find them. It also stresses the importance of participation in online communities and discusses tools and tips for businesses to engage authentically in social media.
This document discusses how school leaders can use social media to communicate with staff, the community, and develop professionally. It begins with establishing goals for the session and explaining the rationale for being a "connected leader". The document then outlines specific social media tools for each audience, including Twitter, podcasting, blogging, and web/photo sharing. It provides examples of how each tool can be used and exercises for participants to learn tools like Polleverywhere, TodaysMeet, and Diigo. Resources are provided for participants to continue developing their skills after the session.
People's Insights Volume 1, Issue 20 : Celebrate What WorksMSL
50+ thinkers and planners within MSLGROUP share and discuss inspiring projects on corporate citizenship, crowdsourcing and storytelling on the MSLGROUP Insights Network. Every week, we pick up one project and do a deep dive into conversations around it -- on the MSLGROUP Insights Network itself but also on the broader social web -- to distill insights and foresights. We share these insights and foresights with you on our People’s Insights blog and compile the best insights from the network and the blog in the iPad-friendly People’s Lab Quarterly Magazine, as a showcase of our capabilities. This week, our topic is Celebrate What Works. For more, see: http://peopleslab.mslgroup.com.
Social Media: Taking It to the Next Level - Business applicationCindy Royal
This document discusses taking social media to the next level. It provides statistics on the growth and influence of major social media platforms like Facebook, Twitter, and LinkedIn. It then discusses developing a social media strategy with goals for outreach, engagement and promotion. It emphasizes authenticity, engagement, and thought leadership. Finally, it discusses best practices, resources, and tools for measuring social media effectiveness.
The document discusses the power of learning communities and professional learning networks (PLNs) for educators. It provides examples of digital tools and strategies for educators to connect, collaborate, share resources and knowledge, learn from others, and develop professionally. These include using blogs, Twitter, RSS feeds, Google Reader, Diigo, Ning, and wikis to expand one's network, find reliable information sources, and contribute to collective knowledge. The goal is to model digital citizenship and facilitate technology-enhanced learning.
Seminar 2: Social Media Tools For BusinessMelien Lavoie
This document provides an overview of social media tools and how businesses can leverage social media for marketing purposes. It discusses the major social media platforms like Facebook, Twitter, Pinterest, LinkedIn and blogs. It provides tips on developing a social media strategy including researching target audiences, creating relevant content, engaging with customers and analyzing results. The document also estimates how much time businesses should allocate to different social media activities each month such as research, publishing content, social broadcasting and engaging with customers.
Social Media in Real Life: How YorkU won gold by bringing social to live eventsMark Farmer
York University won gold at the CASE awards for its live interactive social media projection project. Find out how they did it, how you can achieve great results with your own live projection, "gotchyas" to know beforehand and more.
Using social media to enhance your research handoutEmma Gillaspy
This document provides an overview of how social media can be used to enhance research. It discusses using social media for information management, networking, collaboration, and building an academic profile. Some key benefits highlighted include facilitating collaboration, managing one's online presence, staying up-to-date on the latest research, and engaging in academic discourse. The document also provides guidance on copyright and IPR, recommends various social media tools for academics, and encourages researchers to consider how social media aligns with the "wisdom of crowds" concept.
Harnessing the Noise: Turning Social Media Buzz Into Outreach StrategyJeremy Fern
Ok, so you already know the critical role social media plays for your higher ed institution. Chances are you’re using it to communicate with your many constituencies (prospects, students, staff, faculty, community members, donors, and more). So what’s the next level of utilizing social media? This presentation teaches you how to turn your social media buzz into opportunity. You will learn how to use social media to listen, analyze, align, and ultimately craft an integrated marketing and media plan that ties directly to your institution’s mission and strategic priorities.
Research & pedagogy In digital environment : Imperatives & Implications Sanjeev Deshmukh
The digital environments calls for a number of innovative measures to sustain and enhance research. Social media and use of alt-metrics can enhance visibility of research.
Similar a Building and Leveraging Social Networks (20)
An Educational Leadership class presentation describing how to use data and information visualization in team leadership, change management, and complex problem solving. Also skills for developing infographics
Annotation-Centric Assessment of Blogging in Higher Education Laura Gogia
Open Education Conference 2015 Presentation on preliminary results from a study that aimed to explore the appropriateness of assessing student performance through student annotation use in digital learning environments
Assessing Student Connectivity in the Connected Learning Spaces of Higher Edu...Laura Gogia
The document discusses assessing student connectivity in connected learning spaces in higher education. It focuses on understanding how students use online and digital tools to support their learning. The assessment seeks to understand factors like how often students interact online, what resources they access virtually, and how the online space facilitates collaboration with peers and instructors. The goal is to determine how connected learning spaces can be enhanced to better support student learning and engagement.
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
Open Access Publishing: An Author's PerspectiveLaura Gogia
This document provides an overview of open access publishing from an author's perspective. It defines open access as permitting users to access, use, and distribute scholarly articles without financial, legal, or technical barriers. The document discusses various open access models used by publishers, the gold and green routes for authors to pursue open access, trends in open access publishing numbers and disciplines, article processing charges, and resources for authors to consider open access options and evaluate journals.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Liberal Approach to the Study of Indian Politics.pdf
Building and Leveraging Social Networks
1. Building & Leveraging Social Networks
LAURA GOGIA, MD - @GOOGLEGUACAMOLE
VCU ACADEMIC LEARNING TRANSFORMATION LAB
WWW.LAURAGOGIA.COM
@googleguacamole / #VCUSMClass
http://portodiravenna.com/wp-content/uploads/2015/04/foto-meme_low.jpg
2. @googleguacamole / #VCUSMClass
BEFORE WE GET STARTED:
• Please feel free to have your digital devices in your hands
at all times. The research suggests most of you are using
them for good reasons when you are using them.
• Please feel free to live tweet or take pictures of anything
you see or hear.
• When I ask you what something means, please feel free to
google it for an answer. Please don’t leave me hanging.
Long silences are boring for us all.
3. Slides are available at
www.slideshare.net/LauraGogia
@googleguacamole / #VCUSMClass
4. Q: What does it mean to “leverage” something?
@googleguacamole / #VCUSMClass
5. Q. What does it mean to “leverage” something?
A: To use something to maximum advantage
@googleguacamole / #VCUSMClass
6. Q. How do we define influence in social media?
@googleguacamole / #VCUSMClass
7. Q. How do we define influence in social media?
A. Ability to drive action or behaviors in others
What does this look like in professional contexts?
@googleguacamole / #VCUSMClass
8. Q. What does this look like outside a celebrity context?
@googleguacamole / #VCUSMClass
Business - ZARA NonProfit – British Red Cross
9. Klout defines influence…
Number of people who
will see your message
Number of people who
will relay it to their
networks
Number of times other
people with influence will
relay your message
https://klout.com/home
1. Reach
2. Amplification
3. Impact
@googleguacamole / #VCUSMClass
10. Impact is the endgame of influence.
The ability to impact someone’s behavior or opinion; to affect change.
@googleguacamole / #VCUSMClass
15. Evidence of Influence
•I had reach.
•900+ people had access to my message.
•I had minimal amplification.
• 1 retweet.
•But I had serious impact.
•People did what I wanted them to do,
which was help me think about this
presentation.
@googleguacamole / #VCUSMClass
16. So how do we “get” influence?
R e a c h – A m p l i f i c a t i o n - I m p a c t
@googleguacamole / #VCUSMClass
18. To contribute to the conversation
is to participate.
“To contribute and curate resources on an area of interest.” --Bonnie Stewart
@googleguacamole / #VCUSMClass
23. Network theory is the study of graphs as
they represent relationships between
people or things.
@googleguacamole / #VCUSMClass
24. A Need-To-Know Tutorial in
Social Network Analysis
Who has influence and why?
@googleguacamole / #VCUSMClass
http://www.orgnet.com/sna.html
25. Diane is popular.
Diane has degree centrality.
Has highest number of unique contacts.
@googleguacamole / #VCUSMClass
http://www.orgnet.com/sna.html
26. Ferdinando & Garth are the first to know.
They have closeness centrality.
Shortest path to the most nodes. Monitor flow.
@googleguacamole / #VCUSMClass
http://www.orgnet.com/sna.html
27. Heather is important.
Heather has betweeness centrality.
Connects clusters within a network. Controls the
flow of information through the network.
http://www.orgnet.com/sna.html
@googleguacamole / #VCUSMClass
28. Message: Be a Heather.
Know where you are and who you connect.
Who are the key players in your network?
Who is talking with whom?
Who aren’t they talking to but maybe should be?
How might you introduce them to each other?
@googleguacamole / #VCUSMClass
29. Aim for betweeness. People who bridge
different groups stand to benefit from:
•Collective IQ
•Seeing more ideas
•Being useful to others
Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press
Howard Rheingold says…
@googleguacamole / #VCUSMClass
31. Stewart, B. (2015). Open to influence: what counts as academic influence in scholarly networked Twitter participation.
Learning, Media and Technology, 1-23.
What online qualities make you
more likely to have influence?
•Individually-centered (not institutionally centered)
•Metrics matter, but not as much as you’d think
•Commonalities of interest are key
•Automated signals = low-influence
@googleguacamole / #VCUSMClass
32. @googleguacamole / #VCUSMClass
METRICS SAY I
SPEND TIME ON
TWITTERAVATAR SAYS I’M
SERIOUS ABOUT
DIGITALLY
NETWORKED
PARTICIPATION
PINNED TWEET
SAYS I’M IN FINAL
STAGES OF
DISSERTATION
RESEARCH
HASHTAGS TELL YOU MY
PROFESSIONAL INTERESTS. TEXT
TELLS YOU MY PERSONAL INTERESTS
MY DIGITAL
PORTFOLIO
BACKGROUND:
I LIKE ART
33. Message: Don’t be the egg.
•Be thoughtful about your profile.
•Be aesthetically pleasing.
•Be human.
•Be consistent BUT
•Don’t feel like you can’t experiment or evolve over
time. Humans do that. Resumes do that. You
should too.
@googleguacamole / #VCUSMClass
35. Howard Rheingold says...
• Pay it forward.
• Don’t just consume, create.
Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press
@googleguacamole / #VCUSMClass
36. Message:
There are many ways to make yourself
useful. They all start with listening.
@googleguacamole / #VCUSMClass
37. Pay it forward.
• Find answers.
• Amplify their message.
• Live tweet conferences.
• Summarize webinars, articles, books on your blog.
• Curate.
38. “To contribute and curate resources on an area of interest.”
Create.
@googleguacamole / #VCUSMClass
39. Content Curation
•Transforming the massive amounts of information found on
the web into something organized and useful for a specific
niche.
•Arranging things so it is easy to access and relevant.
http://www.verticalmeasures.com/content-strategy/examples-of-content-curation/
@googleguacamole / #VCUSMClass
40. You don’t have to be an established knowledge
expert to help, curate, and become a discussion
leader.
In fact, students excel at these activities.
@googleguacamole / #VCUSMClass
41. Take Home Points
• Influence is the capacity to get people to do things.
• Greatly increased by your ability to get the message
out through other influencers.
• Know your network: Trends, key players, their needs
• Know yourself
• Your location and (real and desired) role in the
network
• Your goals, skillsets, and strengths
• Contribute to the conversation
• Invest the time
• Do favors
• Create/Curate
@googleguacamole / #VCUSMClass
Notas del editor
To use (something) to maximum advantage.
To use (something) to maximum advantage.
To use (something) to maximum advantage.
According to the dictionary, leverage means to use something to the maximum advantage. In the context of social media, we tend to move quickly from the idea of leverage to influence – as if the ability to influence others is the ultimate use of social media – this assumption definitely needs to be questioned and discussed (but not in today’s presentation).
These people are considered influential on social media. Why? What is influence?
Influence is the ability to drive behaviors or actions in others.
So in professional contexts that could mean a lot of things – examples? – Example:
What does this look like outside a celebrity context?
What behaviors are these social media influencers trying to drive?
Klout is an online service that measures influence (but not without controversy or questions about it’s accuracy). While I don’t necessarily agree with these “indicators” or their definitions, there is an underlying message here that’s worth thinking about. Social media facilitates exponential rates of transmission. So having large numbers of followers is great, but it’s more important to have large numbers of followers who have large numbers of followers. And what’s even more important is that you have followers who are willing to do something for you and they have followers who are willing to actually do something for them. This is the process by which things go viral and things get done.
So, to put a picture with the words, reach is important, but it’s more important to have followers who will take action when you signal. And, given the actual definition of impact, I think Klout has mislabeled their’s; impact should be considered the ability to affect change, either by affecting a person’s behavior or opinion or change.
I want to offer a “small” example of influence via social media, to demonstrate that you don’t have to be Kim Kardashian to have influence.
This is me on Twitter. As you know, Twitter is place of overlapping communities and interests – I’m a resident of Academic Twitter and I’m signaling that in different ways in this profile and we’ll get to what that means in a little while, but as you can see I have a decent number of followers – not crazy large or anything.
Well, the first time I gave this talk, I was filling in at the last minute for a colleague who’d had emergency surgery. Even though I live this stuff, I’d never thought about what to put into a talk to this sort of class. I needed to come up with something fast, so I pinged my twitter network for help.
Giving a talk tomorrow to undergrads on building social media communities. What should I talk about?
Within minutes, I had responses that go far beyond what is on this slide. Dr. Bonnie Stewart, who researches influence in academic Twitter, offered an organizing framework from Howard Rheingold (and you’ll see that I took her up on the recommendation in a minute). One of the other respondents was a social media project manager at a major nonprofit organization – he and I spent time direct messaging – he confirmed for me that my (education-based) experience and advice was relevant to business/public relations-based social media.
Now how did that happen? Bonnie and I follow each other and have a relationships, but the others weren’t people I’d known previously.
They came from just one retweet – one retweet, but it was from a major player in Academic Twitter – one who could get my message out to people who could help me.
So to put this example through my pyramid of influence. I had reach, I had some amplification, but I had serious impact, because I have relationships with my followers, one of whom retweeted and got me help from her network.
Bonnie Stewart, who as I said, studies influence in academic Twitter, says it boils down to being able to contribute to the conversation?
What she mean by that? What does it mean to contribute to the conversation?
Participation implies a relationship. It’s what I meant when I said I have a relationship with my followers. Participation implies a give-and-take around relevant and valuable ideas and resources.
Ultimately, I believe achieving influence is about knowing your network, knowing yourself and your strengths, and then making yourself useful. We’re going to briefly walk through these three points.
To understand your network, you need to understand networks in general. This is a snapshot of my Twitter network, created through social network analysis.
http://www.connectedaction.net/wp-content/uploads/2009/09/2009-September-NodeXL-CHI-2010-Tag-Network.pnghttp://www.connectedaction.net/wp-content/uploads/2009/09/2009-September-NodeXL-CHI-2010-Tag-Network.png
This is social network analysis of your class, still within the first week or so of tweeting. And you can begin to see how social network tells a story. So far, you professor has done most of the tweeting. You guys aren’t really talking to each other with the course hashtag yet.
Hopefully after a while you’ll begin to look like this VCU course.
We aren’t here today to talk about network theory per se, but what you need to understand is that networks – all networks - are about relationships and we can analyze social networks through something called social network analysis
A very common tutorial graph for SNA.
If you are interested in SNA, one of the better places to start is here: http://www.orgnet.com/sna.html
Diane has the most direct connections in the network, making hers the most active node in the network. She knows a large number of people.
Common wisdom in personal networks is "the more connections, the better“ and that’s great, but there are other ways to have influence.
Fernando and Garth have fewer connections than Diane, yet the pattern of their direct and indirect ties allow them to access all the nodes in the network more quickly than anyone else. They have the shortest paths to all others -- they are close to everyone else. They are in an excellent position to monitor the information flow in the network -- they have the best visibility into what is happening in the network.
However, Heather is arguably the MOST IMPORTANT because she lies between two important constituencies. She plays a 'broker' role in the network. The good news is that she plays a powerful role in the network, the bad news is that she is a single point of failure. Without her, Ike and Jane would be cut off from information and knowledge in Diane's cluster.
A node with high betweenness has great influence over what flows -- and does not -- in the network. One could argue that it is more important for you to be a Heather than a Diane.
If you need someone other than me saying this, you can listen to Howard Rheingold.
How many of you are eggs on blue backgrounds?
What online profiles qualities are more likely to evoke influence?
Individually-centered information – what you’ve done, who you are, not necessarily what your institution has done.
Metrics matter – like the number of followers you have or number of tweets, but not as much as you think – people tend to use these as signs of how likely you are to stick around
Commonalities of interest are key – which is why it’s important to have that individually-centered info up there.
Automated signals are a turn off
Know your skills.
Know your skills and use them to pay it forward.
Know your skills.
“transform information overload into useful information.”
Summarize webinairs,