Searching for "discussions"

11
Jan
2016

Visualisation and Gamification of e-Learning and Programming Education

categories: announcement, gamification, gaming

Visualisation and Gamification of e-Learning and Programming Education

Read full-text

Electronic Journal of e-Learning Article · January 2016
Marie Olsson, Peter Mozelius, Jonas Collin

This paper presents and discusses visualisation as a channel to improve learner’s control and understanding of programming concepts and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelor’s programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students’ study paths and digital badges for gamification.

11
Dec
2015

convocation winter 2016

categories: audio editing, badges, Bring Your Own Device BYOD, clickers, Digital literacy, gamification, gaming, information technology, instructional technology, social media, technology, technology literacy

Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th–

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

05
Nov
2015

online discussion with Plovdiv University

categories: learning, student-centered learning

April 21, 2016

Culture and Education

Adobe Connect Recording http://scsuconnect.stcloudstate.edu/p53yxcavsih/

online discussions with faculty from School of Education at St. Cloud State University, faculty and students from Plovdiv University and faculty from New Bulgarian University.

http://www.stcloudstate.edu/sped/faculty-staff.aspx
John Hoover: jhhoover@stcloudstate.edu – SCSU
Martin Lo: hlo@stcloudstate.edu – SCSU

Kyounghee Seo: kseo@stcloudstate.edu – SCSU

Galin Tzokov: g_tzokov@mail.bg, Gal.tzokov@gmail.com g – Plovdiv

zlaty.sh@gmail.comg – Plovdiv

Vladimira Angelova: vladiang@abv.bg – Plovdiv

Ludmil Duridanov : duridanov@gmail.com – NBU

++++++++++++++++++++++++++++++++++++++++

community based learning, project based learning, personalized learning

Adobe Connect link: http://scsuconnect.stcloudstate.edu/ims/
Adobe Connect Recording from the December 10, 8AM (4PM local time in Bulgaria) with students and faculty from Plovdiv University and practitioners from K12 school in Plovdiv: http://scsuconnect.stcloudstate.edu/p20nzpx5g02/

online discussion with faculty, pre-service teachers and K12 teachers on the definitions and connection among these types of learning. Please share your questions and observations in the the comment section under the blog entry.

обучение в общности (community based learning), обучение базирано на проекти 9 project based learning ) и индивидуално обучение (personalized learning)

за краткото време от един час, ще се дискутираме дефинициите и връзката между три вида обучение, които са обект на внимание като част от реформата в американското обучение. Моля споделете мненията си и въпросите си в секцията за коментарии под блога

Constructivism: Lecture and project-based learning

10 Tips for Assessing Project-Based Learning

Inquiry Learning

Community-Based Learning (CBL)

CBL

CBL

http://www.swarthmore.edu/lang-center-civic-social-responsibility/community-based-learning-cbl

Community Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context-providing, foundational knowledge, and intellectual analysis.The opportunity for students to bring thoughtful knowledge and ideas based on personal observation and social interaction to a course’s themes and scholarly arguments brings depth to the learning experience for individuals and to the content of the course. The communities of which we are a part can benefit from the resources of our faculty and students, while the courses can be educationally transformative in powerful ways.

http://www.princeton.edu/cbli/

community based learning project based learning

community based learning project based learning

The Community-Based Learning Initiative (CBLI) connects students’ academic work with their interest in and concern for the communities around the University. Working with local nonprofits, students develop research projects, collect and analyze data, and share their results and conclusions, not just with their professors, but also with organizations and agencies that can make use of the information. Working with CBLI, students can do community-based research in courses, as a summer research internship, and as part of their junior paper or senior thesis.

Community-Based Learning

http://nationalcenterforcommunityschools.childrensaidsociety.org/sites/default/files/community-based-learning.pdf

Introduction to community based learning

http://academics.holycross.edu/files/cbl/Introduction_to_Community-Based_Learning.pdf

another form of experiential learning. Wide variation of definitions: off-campus academic learning or service learning. Field work, internships, community based research etc. connects classroom learning objectives with civic engagement.

service learning

service learning

service learning

https://en.wikipedia.org/wiki/Service-learning

Service-Learning must properly connect the traditional classroom experience with the real life lessons that come through service.

What is Project Based Learning (PBL)?

обучение базирано на проекти

http://bie.org/about/what_pbl

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. http://www.edutopia.org/project-based-learning

https://www.pinterest.com/rxinsider/experiential-learning-service-learning-experientia/

https://www.youtube.com/watch?v=LMCZvGesRz8

Project Based Learning Ideas, Lesson Plans, Examples, Templatesproject based learning

http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html

Personalized Learning персонализирано обучение

http://edglossary.org/personalized-learning/

http://www.personalizelearning.com/

personalizelearning

personalized-learning

personalized-learning

 

student-centered learning

обучение фокусирано около студента

student-centered learning

student-centered learning

student-centered learning

Socratic method

Socratic method, also known as method of elenchus, elenctic method, or Socratic debate, is named after the classical Greek philosopher Socrates. It is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.

https://en.wikipedia.org/wiki/Socratic_method

student-centered learning socratic method

28
May
2015

Gaming 2015

categories: announcement, gamification, gaming

Gamification and Learning: conference presentations and discussions in June 2015

  1. Invitation by the Plovdiv University, Bulgaria: plovdiv university invitation to lead a discussion on gamification, June 15, 2015. 2PM local time. Draft of the plan for the discussion:
    http://web.stcloudstate.edu/pmiltenoff/conf2015/plovdiv/
  2. Western Balkan Information Literacy Conference,  Bihać Bosnia & Herzegovina June 17-20th 2015. http://www.wbilc2015.kbbi.ba/en/
    Link to the paper for the conference: http://web.stcloudstate.edu/pmiltenoff/conf2015/bihac/gaming.pdf
  3.  SOCIO-INT15 – 2nd INTERNATIONAL CONFERENCE ON EDUCATION, SOCIAL SCIENCES AND HUMANITIES 8th, 9th and 10th of June, 2015 – ISTANBUL (TURKEY). http://www.socioint15.org/
    http://socioint15.org/files/socioint15_programme10%281%29.pdf
    alternative link to the program: http://web.stcloudstate.edu/pmiltenoff/conf2015/istanbul/socioint15_programme.pdf
    Link to presentation for the conference:http://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings. Short URL: http://scsu.mn/1Rvqao2
11
May
2015

Inquiry Learning

categories: student-centered learning

Why Inquiry Learning is Worth the Trouble

http://ww2.kqed.org/mindshift/2013/01/29/what-does-it-take-to-fully-embrace-inquiry-learning/

EduCon 2.5

it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.”

In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more.

“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”

Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled. (see IMS blog entry on academic dishonesty: https://blog.stcloudstate.edu/ims/2015/05/04/cheating-inadvertently/)

Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities (see IMS blog entry on cross-disciplinary idea and subjects versus topics equivalent https://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/)

29
Mar
2015

BYOD

categories: Bring Your Own Device BYOD

5 Essential Insights About Mobile Learning

http://ww2.kqed.org/mindshift/2014/07/15/5-essential-insights-about-mobile-learning/

1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself.

St. Vrain Valley School District in Colorado,

Mooresville Graded School District

Consolidated High School District 230

2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.

Forsyth County Schools in Georgia.

3. Think about equity, but don’t let it stop forward motion.

includes both urban and rural areas,

4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.

5. Some of the biggest lessons learned include giving up control and trusting students.

included students in the discussions

STAY NIMBLE

While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.

“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”

The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.

=====================================

My note: Kathrina Schwartz offers an opinion, which reflects the second wave (withdrawl) in the 3 steps of innovation

The Struggles and Realities of Student-Driven Learning and BYOD

http://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/

A 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools.

Many advocates of using mobile technologies say the often cited issues of student distraction are just excuses not to try something new.
“The way you discourage it is engage them in the activity so they don’t even think of sending a text. You’ve got to jump in and play their game or you’re going to lose them.”

Angela Crawford has heard all the arguments of BYOD evangelists, but doesn’t see how they match the reality of her classroom. “BYOD is very problematic in many schools, mine included, because we have a prominent engagement problem,” Crawford said.

Tactics to improve engagement like making work relevant to her students’ lives or letting them use their phones in class to look up information, haven’t worked for Crawford, although she’s tried.

When she first started, Crawford was enthusiastic about jumping into collaborative, project-based learning. “I thought my colleagues were monsters because of how they were teaching,” she said of a school where she previously worked and where teachers lectured all the time. She tried to teach students through projects, but found it was a disaster. To her students’ parents, her efforts to make the classroom “student-centered” looked like she wasn’t teaching. “There is a different perception of what a teacher should be in different cultures,” Crawford said. “And in the African-American community in the South the teacher is supposed to do direct instruction.”

“What works best for each student is really the heart of student-centered learning,” Crawford said. “Sometimes what the student needs best is direct instruction. They need that authoritative, in-control figure who is directing their learning and will get them where they need to go.” Many of Crawford’s students come from homes run by single mothers who rule with an iron hand. She tries to replicate that attitude and presence. “They respond to that; they like it,” Crawford said. “It’s comforting to them.”

Still, Crawford will not be experimenting with a bring-your-own-device program. “My problem with education innovation is we tend to want to take a new technology or a new idea and go forth with it as if it’s the silver bullet,” Crawford said. “What happens is that teachers who teach in my type of environment realize this would be a disaster in my classroom.”

Crawford is skeptical that kids in higher income areas aren’t misusing technology too. Her children attend school in a more affluent district and they tell her that kids are constantly messing around on their devices. They just switch screens when a teacher comes by. They get away with it because their teachers trust them to do their work.

“I think kids in middle class or upper middle class schools are equally distracted as low-income students,” said Bob Lenz, director of innovation at Envision Schools, a small charter network that’s part of the deeper learning movement. “It’s just that because of the privilege of their background the content and the skills that they need to gain in school — they’re coming with a lot of those skills already– so it’s not as urgently needed.”

20
Mar
2015

MakerSpace in the library

categories: announcement, Digital literacy, Library and information science

Library Makerspaces: From Dream to Reality

Instructor: Melissa Robinson

Dates: April 6 to May 1st, 2015

Credits: 1.5 CEUs

Price: $175

http://libraryjuiceacademy.com/114-makerspaces.php

Designing a makerspace for your library is an ambitious project that requires significant staff time and energy. The economic, educational and inspirational rewards for your community and your library, however, will make it all worthwhile. This class will make the task of starting a makerspace less daunting by taking librarians step by step through the planning process. Using readings, online resources, discussions and hands-on exercises, participants will create a plan to bring a makerspace or maker activities to their libraries. Topics covered will include tools, programs, space, funding, partnerships and community outreach. This is a unique opportunity to learn in depth about one public library’s experience creating a fully-functioning makerspace, while also exploring other models for engaging libraries in the maker movement.

Melissa S. Robinson is the Senior Branch Librarian at the Peabody Institute Library’s West Branch in Peabody, Massachusetts. Melissa has over twelve years of experience in public libraries. She has a BA in political science from Merrimack College, a graduate certificate in Women in Politics and Public Policy from the University of Massachusetts Boston and a MLIS from Southern Connecticut State University. She is the co-author of Transforming Libraries, Building Communities (Scarecrow Press, 2013).

Read an interview with Melissa about this class:

http://libraryjuiceacademy.com/news/?p=733

Course Structure

This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.

Payment Info

You can register in this course through the first week of instruction. The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants to pay using a purchase order, please contact us to make arrangements.

==============================

Making, Collaboration, and Community: fostering lifelong learning and innovation in a library makerspace
Tuesday, April 7, 2015 10AM-11:30AM PDT
Registration link: http://www.cla-net.org/?855

Travis Good will share insights garnered from having visited different makerspaces and Maker Faires across the country. He will explain why “making” is fundamentally important, what its affecting and why libraries are natural place to house makerspaces. Uyen Tran will discuss how without funding, she was able to turn a study room with two 3D printers into a simple makerspace that is funded and supported by the community. She will also provide strategies for working with community partners to provide free and innovative maker programs and creating a low cost/no cost library maker environment. Resources and programming ideas will also be provided for libraries with varying budgets and staffing. Upon completing this webinar, every attendee should be able to start implementing “maker” programs at their library.

19
Feb
2015

Stop Using LinkedIn like Facebook

categories: social media

Ten signs you’re using LinkedIn like Facebook (and how to stop)

1. A profile picture that won’t get you hired.

Do yourself a favour and click the “People you may know” button and pick something you like that has a little more respectability to it. The same applies for avatars and pictures with someone else other than you in them.

2. A professional headline that is anything but.

Use a description that is both accurate and related to either the benefit you provide or your title within your company. Either way, this is guaranteed to return your profile in some searches.

3. Shameless friend collecting.

It’s a bad first impression. Give people a reason to connect with you and start off on the right foot.

4. Not even really wanting to be friends.

What do you do with all those connections? Do you actively keep in touch? What do you do when you get a message from a contact about business? Do you tut, sigh and ignore them? Fly into a rant about people contacting you on LinkedIn to talk business opportunities?

5. Going all “selly sell” right off the bat.

Do you send spam messages? The LinkedIn inbox delivers into your recipient’s inbox. It might be a warmer and softer way to get noticed but there is no relationship. Better to create rapport by asking questions, sharing content, joining the same group and showing your expertise and counselling side there.

6. Joining groups and not getting involved.

If you join groups and then don’t contribute, you’re partially responsible for the failure of the group. Quickest remedy is to set your group digest emails to once weekly and comment on a few discussions once a week when your email lands.

7. Liking and commenting on absolutely everything.

Liking and commenting on everything works well on Facebook and gives your friends a vanity boost but on LinkedIn less so. Think of it as being at that networking event and you’re the loud self absorbed guy no-one wants to talk to. Not quite so appealing?

8. Sending tweets directly into LinkedIn.

The automatic #in from Twitter was removed several years ago but it doesn’t stop the socially savvy copying and pasting or using a third party like Hootsuite to update multiple platforms at the same time. I do this but do try to tailor the messages to not include @ and #. Are your tweets even relevant to your LinkedIn audience? You’ll see they might jar after a while.

9. Asking people you barely know for endorsements and testimonials.

It’s a bit like asking your Facebook page to be liked but actually more vulgar because they haven’t presumably sampled your expertise yet.

10. Insharing Richard Branson’s (and other influencer) updates.

OK, it’s not Richard’s fault, but my point is, I often get to see what Richard and many others have to see a hundred times in my feed thanks to this piece of functionality. It’s got to Facebook like proportions.

When hundreds of people do the obvious, have the bottle to stay true to yourself and go your own way.

https://www.linkedin.com/pulse/ten-signs-youre-using-linkedin-like-facebook-how-stop-ren%C3%A9-power?trk=prof-post

11
Feb
2015

Discussion Boards, Blogs and Wikis

categories: blog, Digital literacy, Discussion List, e-learning, instructional technology, online learning, open learning, social media

Differences between Discussion Boards, Blogs and Wikis

http://www.adelaide.edu.au/myuni/staff/resources/tutorials/content/Differences_between_Discussion_Boards__Blogs_and_Wikis.html

Differences

Discussion Forums are TOPIC centred.

  • discussions are organised into topics by ‘threads’
  • anyone in the community can start a thread on a topic of their choosing
  • all participants have an equal voice
  • posts require someone to reply for a discussion to take place
  • you can follow through a thread on a particular topic
 Blogs are AUTHOR centred.

  • posts are made by the blog’s author only (may be a group)
  • posts are usually opinion pieces and written in the authors voice
  • readers can add comments to the author’s post
  • organised in reverse chronological order so the most recent posts show on the entry page
  • reflect the authors identity in the tone, look and feel and content
 Wikis are CONTENT/DOCUMENT centred.

  • wikis are for group authoring
  • editable website with a complete version history kept
  • aim is to reach a consensus or compromise on the content of the page
  • the focus is the content produced, not the individual authors
  • usually neutral and objective
  • discussion/comment is separated from the wiki content
03
Feb
2015

research with social media

categories: Digital literacy, educational technology, information literacy, information technology, Library and information science, mobile apps, mobile learning, social media, technology literacy

Doctoral Cohorts and Research using Social Media

Explore social media sites to find out what is the most pertinent “talk” in your scientific community. What are the latest trends and discussions, topics of research and interests. Most prominent social media sites, such as
LinkedIn, https://www.linkedin.com/
Twitter, https://twitter.com/
Facebook, https://www.facebook.com/
Pinterest https://www.pinterest.com/
Instagram, http://instagram.com/
use hashtags.
LinkedIn has “professional groups.”

Identify your hashtag strategy similarly to your keyword strategy when searching peer-reviewed articles

  E.g., if your interest is #principalship, you can seek channels and conversations by using it as a hashtag

  Search and subscribe to LinkedIn “Interests/Groups” and lurk or actively participate in the conversations.

  Consider start and maintenance of your own blog with your daily reflections on your research progress

  E.g., LinkedIn can be very much used as a blog, although you can subscribe for a free one such as Edublog

p. 141. Chapter 8 “Using Social Media in Research.”
Bell, J. (1999). Doing your research project: A guide for first-time researchers in education and social science (3rd ed.). Buckingham [England] ; Philadelphia: Open University Press. (Available on Google and at SCSU Library through ILL)

Crowdsourcing, social networking. Consider the following questions:

  1. What are your goals?
  2. Who do you want to reach?
  3. Why do you want to reach them?
  4. Which digital tool or platform will be most effective in enabling you to reach your goals?
  5. If you already spend time each day using social media for personal reasons, how much time are you able to set aside each day to use social media for research?
  6. at what time of day will you engage in social media? (time differences, if you are communicating globally)

the value of social media: Community, Content, Conversations.

 

Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University. Accessed January 27, 2015 http://works.bepress.com/hfdavis/2/

 

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