Searching for "social media teaching"
Social network platforms for HigherEd
Excellent discussion on the blend-online listserv on :
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Robert Tousignant
Sent: Wednesday, January 21, 2015 11:50 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Social network platforms for HigherEd
Also, as mentioned in my previous post, Schoology (http://www.schoology.com) offers an LMS with a modern social media interface and integrations with Facebook, Microsoft OneDrive, etc… you might want to add it to the list as well.
Bes,
Bob
From: Victoria Cardullo <vmc0004@AUBURN.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, January 21, 2015 at 12:37 PM
To: “BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Social network platforms for HigherEd
I added both thanks for the update and clarification.
| Facebook Group |
“Groups for Schools” feature today which will allow American colleges to create Group pages accessible only within the school community. |
| LinkedIn |
LinkedIn is a business-oriented social networking service. Founded in December 2002 and launched on May 5, 2003, it is mainly used for professional networking. |
| K-12 Edmodo |
Edmodo is a social networking site for teachers and students where over 46 million teachers, students, and parents are connecting to collaborate on assignments, discover new resources. Edmodo is a web 2.0 social networking tool for educators to use to communicate with students and parents. |
| Microsoft OneDrive |
A file hosting service that allows users to upload and sync files to a cloud storage and then access them from a Web browser or their local device. |
| 12manage.com |
A free management education and business education platform for management and organization of business or education. |
| Yammer |
Yammer a private social network collaboration software and business applications that allows the user to connect to the right people, share information across teams and organize around projects. |
| Celly |
Celly is a platform for ad-hoc social networks that is accessible via iPhone, Android, Web, SMS text and even email. Networks connect individuals and communities for instant and easy communication. |
| Jive |
Jive is a communication and collaboration platform solution for business. Jive enables employees, partners and customers to work together. |
| Twitter |
Twitter is a powerhouse for marketing, communication, business, and even education, letting people from around the world work together, share ideas, and gain exposure to concepts. |
| Google+ Communities |
Google+ is a place to connect with friends and family, and explore interests. Google+ allows the user to share photos, send messages, and stay in touch with the people globally. |
| Hive Social |
Hive Social is a specialist Social Media consultancy, that helps businesses and brands find, connect, build and engage with their online audience through Social Media and Digital Marketing. |
| Enterprise Hive |
HiveSocial for higher education is an enterprise social software, communication and collaboration platform with embedded game mechanics |
| Socialtext |
Socialtext applies Web 2.0 technologies such as enterprise microblogging, enterprise social networking and wikis to the critical challenges facing businesses. Socialtext’s platform allows employees to share expertise, speed workflows, and get their jobs done faster. |
| Elgg |
Elgg an open source social networking software that provides individuals and organizations with the components needed to create an online social environment. It offers blogging, microblogging, file sharing, networking, and groups |
Dr. Victoria Cardullo
Auburn University
Assistant Reading Professor
Curriculum and Teaching
vmc0004@auburn.edu
334-844-6882
“Learning is finding out what you already know, Doing is demonstrating that you know it, Teaching is reminding others that they know it as well as you do. We are all learners, doers, and teachers.”
— Richard David Bach
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [BLEND-ONLINE@listserv.educause.edu] on behalf of Kampmann, David L [David.Kampmann@SOUTHEASTTECH.EDU]
Sent: Tuesday, January 20, 2015 3:02 PM
To: BLEND-ONLINE@listserv.educause.edu
Subject: Re: [BLEND-ONLINE] Social network platforms for HigherEd
A Facebook group is probably the quickest, easiest, and will give you the best engagement. Data shows that in the under 25 age group, Facebook groups is still popular.
If you were trying to reach mainly current and future, I would shift to LinkedIn.
All of those other social networks and white label networks require people to remember another log in, site, and place to check and update. You might get good engagement up front, but it will deteriorate.
David Kampmann, M.S. in Ed, CFD | Southeast Technical Institute
Instructional Facilitator | p: (605) 367-5531 | @mrkampmann
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay
Sent: Tuesday, January 20, 2015 11:07 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: [BLEND-ONLINE] Social network platforms for HigherEd
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
I am familiar with Google+ Communities, Yammer, Jive and Socialtext, but I am wondering if there are other solutions worth investigating. Facebook at Work might be a possibility, but it is too early to tell. Elgg is also a viable option, especially, a hosted Elgg instance, but identifying a fully functional, customizable and super easy to use and administrate Cloud-first solution is most desirable.
Thank you very much.
— Ed Garay
University of Illinois at Chicago
http://www.twitter.com/garay
google.com/+EdGaray
IPad.
the use of social media, personal versus institutional, or personal in the context of an institutional repercussions, is a complex and thorny issue. How much can one criticize the institution in their personal social media? And if the institution responds, when does it become silencing the social media as expression of free speech?
Is the article below touching only a specific [political] issue, or academia, as an institution, goes beyond this issue in imposing on freedom of speech?
Why I Was Fired
http://chronicle.com/article/Why-I-Was-Fired/233640
My tweets might appear uncivil, but such a judgment can’t be made in an ideological or rhetorical vacuum. Insofar as “civil” is profoundly racialized and has a long history of demanding conformity, I frequently choose incivility as a form of communication. This choice is both moral and rhetorical.
Academics are usually eager to contest censorship and deconstruct vague charges of vulgarity. When it comes to defending Israel, though, anything goes.
Students are capable of serious discussion, of formulating responses, of thinking through discomfort. They like my teaching because I refuse to infantilize them; I treat them as thinking adults. My philosophy is simple: Teach them the modes and practices of critical thought and let them figure out things on their own.
Professors are often punished for disrupting convention in informal ways, however. My case is interesting because administrators ignored the de facto standards that regulate our behavior and exercised their power directly. This should be worrisome to any scholar who isn’t a sycophant.
The coming of “academic capitalism” has been anticipated and praised for years; today it is here.
Benjamin Ginsberg points out that in the past 30 years, the administrator-to-student ratio has increased while the instructor-to-student ratio has stagnated. The rise of untenured, or non-tenure-track, faculty exacerbates the problem; a significant demographic in academe lacks job security or the working conditions that allow them to maximize their pedagogical talent. Over a recent 10-year period, spending on administration outpaced spending on instruction. At American universities, there are now more administrators and their staffers than full-time faculty. In the past 10 years, administrative salaries have steadily risen while custodians and groundskeepers suffer the inevitable budget cuts — as do the students whose tuition and fees supplement this largess.
When so much money is at stake, those who raid the budget have a deep interest in maintaining the reputation of the institution. Their privilege and the condition of the brand are causally related. The brand thus predominates. Its predominance often arrives at the expense of student well-being.
critical thinking is a terribly undesirable quality in the corporate world, much more damning than selfishness or sycophancy. Let us then be honest about critical thinking: On the tongues of cunning bureaucrats, it is little more than an additive to brand equity, the vainglorious pomp of smug, uptight automatons who like to use buzzwords in their PowerPoint presentations.
Critical thinking by faculty is even more undesirable. In research institutions, we are paid to generate prestige and to amass grant money; in teaching-centered colleges, we enjoy excess enrollments according to fine-tuned equations that maximize the student-teacher ratio. (In elite liberal-arts colleges, we pamper the kids with simulations of parental affection.) Critical thinking is especially harmful to adjuncts, reliant as they are for income on the munificence of well-paid bosses who cultivate a distended assemblage of expendable employees.
more on social media in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=social+media&submit=Search
Does social media make room for critical thinking?
social media critical thinking
Sinprakob, S., & Songkram, N. (2015). A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students. Procedia – Social And Behavioral Sciences, 174(International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France), 2027-2030. doi:10.1016/j.sbspro.2015.01.871
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Bailey, A. (2014). Teaching Alice Walker’s The Color Purple: Using Technology and Social Media To Foster Critical Thinking and Reflection. Virginia English Journal, 64(1), 17.
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Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
Baldino, S. (2014). The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction. Voices From The Middle, 22(2), 29.
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Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning?. Journal Of Computer Assisted Learning, 28(3), 177-182. doi:10.1111/j.1365-2729.2012.00484.x
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finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated
project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Key to using social media is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using social media because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
http://www.tandf.co.uk/journals/access/white-paper-social-media.pdf
#tfsocialmedia
Social media objectives:
- promotion
- collection management tool
- Outreach
- teaching and learning
Opportunities and challenges
- opportunity to build a sense of community between the library and its users
- the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
- maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
- Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
- Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
- difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
- framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
- In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
- A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
Engaging Students on Social Media
http://robertbochnak.wordpress.com/2014/10/19/1859/
Mark Feltham
Please watch a great video inquiry by SCSU MassComm student Colette Jackson
https://www.youtube.com/watch?v=MLNWWZN8BAA
- What social media tools do you use?
- How do you use them?
- privately?
- for educational purposes?
- both?
- How do you see social media being used for learning and teaching purposes?
- Do you use social media in your classes?
- How do you think social media can be used successfully in your classes?
How Social Media Is Being Used In Education
http://www.edudemic.com/social-media-in-education/
Here is also an IMS blog entry about the use of Twitter in education:
https://blog.stcloudstate.edu/ims/2013/12/05/twitter-resources-for-its-use-in-education/
- Zohoorian-Fooladi, N., & Abrizah, A. A. (2014). Academic librarians and their social media presence: a story of motivations and deterrents. Information Development, 30(2), 159-171.
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Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups.
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups. (p. 169)
- Collins, G., & Quan-Haase, A. (2014). Are Social Media Ubiquitous in Academic Libraries? A Longitudinal Study of Adoption and Usage Patterns. Journal Of Web Librarianship, 8(1), 48-68. doi:10.1080/19322909.2014.873663
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- Reynolds, L. M., Smith, S. E., & D’Silva, M. U. (2013). The Search for Elusive Social Media Data: An Evolving Librarian-Faculty Collaboration. Journal Of Academic Librarianship, 39(5), 378-384. doi:10.1016/j.acalib.2013.02.007
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- Chawner, B., & Oliver, G. (2013). A survey of New Zealand academic reference librarians: Current and future skills and competencies. Australian Academic & Research Libraries, 44(1), 29-39. doi:10.1080/00048623.2013.773865
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- Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy, 12(2), 139-153.
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The general consensus emerging to date is that the Web 2.0 applications now widely used in academic libraries have given librarians new tools for interacting with users, promoting services, publicizing events and teaching information literacy skills. We are, by now, well versed in the language of Web 2.0. The 2.0 tools – wikis, blogs, microblogs, social networking sites, social bookmarking sites, video or photo sharing sites, to name just a few – are said to be open, user-centered, and to increase user engagement, interaction, collaboration, and participation. Web 2.0 is said to “empower creativity, to democratize media production, and to celebrate the individual while also relishing the power of collaboration and social networks.”4 All of this is in contrast with what is now viewed as the static, less interactive, less empowering pre-Web 2.0 online environment. (p. 140)
Taking into account the social, political, economic, and ethical issues associated with Web 2.0, other scholars raise questions about the generally accepted understanding of the benefits of Web 2.0. p. 141
- The decision to integrate commercial social media into existing library services seems almost inevitable, if not compulsory. Yet, research that considers the short- and long-term implications of this decision remains lacking. As discussed in the sections above, where and how institutions choose to establish a social media presence is significant. It confers meaning. Likewise, the absence of a presence can also confer meaning, and future p. 149
- Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social Media, Academic Research and the Role of University Libraries. Journal Of Academic Librarianship, 37(5), 373-375. doi:10.1016/j.acalib.2011.06.023
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- BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24.
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Establishing an open leadership relationship with these stakeholders necessitates practicing five rules of open leadership: (1) respecting the power that your patrons and employees have in their relationship with you and others, (2) sharing content constantly to assist in building trust, (3) nurturing curiosity and humility in yourself as well as in others, (4) holding openness accountable, and (5) forgiving the failures of others and yourself. The budding relationships that will flourish as a result of applying these rules will reward each party involved.
Whether you intend it or not, your organization’s leaders are part of your audience. As a result, you must know your organization’s policies and practices (in addition to its people) if you hope to succeed with social media. My note: so, if one defines a very narrow[sided] policy, then the entire social media enterprise is….
Third, be a leader and a follower. My note: not a Web 1.0 – type of control freak, where content must come ONLY from you and be vetoed by you!
All library staff have their own login accounts and are expected to contribute to and review
- Dority Baker, M. L. (2013). Using Buttons to Better Manage Online Presence: How One Academic Institution Harnessed the Power of Flair. Journal Of Web Librarianship, 7(3), 322-332. doi:10.1080/19322909.2013.789333
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his project was a partnership between the Law College Communications Department, Law College Administration, and the Law Library, involving law faculty, staff, and librarians.
- Van Wyk, J. (2009). Engaging academia through Library 2.0 tools : a case study : Education Library, University of Pretoria.
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- Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior, 28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016
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#SocialMedia and students place a higher value on the technologies their instructors use effectively in the classroom. a negative impact of social media usage on academic performance. rather CONSERVATIVE conclusions.
Students should be made aware of the detrimental impact of online social networking on their potential academic performance. In addition to recommending changes in social networking related behavior based on our study results, findings with regard to relationships between academic performance and factors such as academic competence, time management skills, attention span, etc., suggest the need for academic institutions and faculty to put adequate emphasis on improving the student’s ability to manage time efficiently and to develop better study strategies. This could be achieved via workshops and seminars that familiarize and train students to use new and intuitive tools such as online calendars, reminders, etc. For example, online calendars are accessible in many devices and can be setup to send a text message or email reminder of events or due dates. There are also online applications that can help students organize assignments and task on a day-to-day basis. Further, such workshops could be a requirement of admission to academic programs. In the light of our results on relationship between attention span and academic performance, instructors could use mandatory policies disallowing use of phones and computers unless required for course purposes. My note: I completely disagree with the this decision: it can be argued that instructors must make their content delivery more engaging and thus, electronic devices will not be used for distraction
- MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education, 58(35), A20.
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Academia.edu
While Mendeley’s users tend to have scientific backgrounds, Zotero offers similar technical tools for researchers in other disciplines, including many in the humanities. The free system helps researchers collect, organize, share, and cite research sources.
“After six years of running Zotero, it’s not clear that there is a whole lot of social value to academic social networks,” says Sean Takats, the site’s director, who is an assistant professor of history at George Mason University. “Everyone uses Twitter, which is an easy way to pop up on other people’s radar screens without having to formally join a network.
- Beech, M. (2014). Key Issue – How to share and discuss your research successfully online. Insights: The UKSG Journal, 27(1), 92-95. doi:10.1629/2048-7754.142
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the dissemination of academic research over the internet and presents five tenets to engage the audience online. It comments on targeting an audience for the research and suggests the online social networks Twitter,LinkedIn, and ResearchGate as venues. It talks about the need to relate work with the target audience and examines the use of storytelling and blogs. It mentions engaging in online discussions and talks about open access research
For those students who hate group work Manager’s Choice
Mary BartEditor, Faculty FocusTop Contributor
“I’d really rather work alone. . .” Most of us have heard that from a student (or several students) when we assign a group project, particularly one that’s worth a decent amount of the course grade. It doesn’t matter that the project is large,…
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Twitter, Rape and Privacy on Social Media – The Cut
http://nymag.com/thecut/2014/03/twitter-rape-and-privacy-on-social-media.html?mid=facebook_nymag
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Three thoughtful and thought-provoking essays about teaching social media use:
“Why students should not be required to publicly participate online” online at http://prpost.wordpress.com/2010/04/25/why-students-should-not-be-required-to-publicly-participate-online/
“Notes on Student Privacy and Online Pedagogy” online at http://joshhonn.com/?p=65
“Why the Loon does not assign public social-media use” online at http://gavialib.com/2014/02/why-the-loon-does-not-assign-public-social-media-use/
I don’t necessarily advocate the point of view expressed in these posts, but I do think they merit both attention and discussion in a course focused on social media.
Keith Ewing
Professor, Library Systems & Digital Projects