p. 1 definition of social media for libraries
six primarytypes exist: “collaborative projects, blogs, content communities, social networking sites,” and two types of virtual worlds: “virtual game worlds, which ask users to follow the rules of the game, and virtual social worlds, wherein users can behave without rules in almost any way they like” (Kaplan and Haenlein, 2010: 59) it is not that I disagree with such definition, but i wish there was a “door” mentioning “flexibility” and “necessity to reassess” what social media is every year, 3 year, 5 years
p. 2 definition what is strategic planning
identify the needs of your target audiences,
identify the ways in which you can meet those needs, and
identify ways to respond confidently and proactively to changesin those needs.
Where the organization is
Where the organization should go
How the organization can get there (McNamara, 2011)
It must be:
Flexible
Based on data
Maintainable
Regularly cared for
covers and confirms my notes to the SCSU library use of its social media:
p. 83 ask uncomfortable questions
in planning, we must be prepared to ask, critically consider and answer questions that make us uncomfortable (not only that I was not let to ask questions, I was ousted from any body that was making decisions regarding social media. I was openly opposed and rebuked for asking why 3 reference librarians will keep the passwords to the account for the library SM)
p. 83 Communicate
If your team communicates honestly and thoroughly, then positive feelings and advocates for your social media endeavors will grow. In the span of 6 months, I had to ask three times where are the notes of the social media committee kept and eventually i will receive an answer, which in it nebulous and apologetic form was practically not an answer.
p. 83 Don’t rush to conclusions
Satisficing often works, but it can also lead to conclusions that are less then optimal. In the fall of 2013, I had to fight an overwhelming majority opposing my proposal that social media needs to include student representation, since SM is about dialog, not broadcasting (see page 86) and the current staff and faculty see SM as another form of broadcasting. In the span of six months, by the summer of 2014 library staff and faculty had fallen in the other extreme, letting one single student run all library SM. That student did/could not have understanding of the scope and goals of the library resulting in satisficing.
p. 84 aim for consensus, but don’t require it Consensus was the leitmotiv of the dean; it failed in general, and it failed in SM.
p. 84 get an external reviewer
p. 84 value and celebrate small success
a strategic plan will be realized through a series of small actions, not one or two pivotal plots.
p. 84 create accountability
p. 86 maintain a consistent tone and brand
visual and tone based consistency. This library DOES maintain consistency by posting Instagram pictures of people covering their faces with books, so part of their face compliments a face on cover of books. It is done by other libraries and it would have been cute and original if not overdone. If the SM activities of a library consist mostly of such activities then the “branding” part definitely is hurt. Yet, the faculty in this library vehemently adhere to “let’s see what other libraries are doing,” but does not understand that it needs further conceptualizing to figure out how to transform into “brand.”
p. 86 capitalize on the strengths of social media
“in many cases, business and libraries use SM exactly as they use their websites: to push content. This has been the main criticism from the start: the three reference librarians holding the passwords to the SM account were using Facebook as a announcement board and kept dormant the other accounts. The resolution of the library faculty who was called to arbitrate the argument with these three librarian: “I don’t understand very well Facebook.” The interim dean, who, subsequently had to resolve this dispute: “I don’t use Facebook.”
p. 87 Metrics
Analyze and tweak plan
measuring success is about maximizing time and efforts, not about laying blame for shortcomings or failures. this applies to daily tasks and responsibilities and shuffling time, but when the organization does not have a clear overarching goal and clear strategy how to achieve it, then issues must be raised up. which leads to:
p. 92 Plan for conversation
the inclusion of conversation. incorporate your patrons as primary content creators (not appointing just a single student worker to broadcast)
p. 92 use SM as an assessment or feedback tool
p. 93 plan to monitor your brand
if you decide to start watching these types of mentions, you’ll want to consider whether you’ll adopt a passive or an active role in responding to them.
Beyond social media, there is also a clear disconnect between how college admins reach out to their students and what students actually pay attention to. While the average college admin, like most adults, is used to reading and sending emails, students are quickly moving away from using email in their daily lives and getting them to check it regularly is painful.
A fantastic New York Times article in the fall examined college student use of technology and the results were fascinating.
While some faculty members are hesitant to contact students on whichever social media platform is in vogue, others have explored texting as an alternative to email.
The paper, which is being presented at next month’s Information and Telecommunications Education and Research Association conference, also recommends colleges should consider using texting and social media platforms to reach students. However, the findings still suggest email can be an effective method of communication.
How Millennials use and control social media, Published
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Social Media Usage Trends Among Higher Education Faculty ;
Building/Education 5.0? The Future of Learning, the Future of Schools
1.2 Themes of the Parallel Program
Thursday features a parallel program with four workshop sessions and four presentation sessions, grouped according to the following themes which will be further modified in the CfP in September:
– Participation and Democracy in Education
– Learning Strategies and Instruction
– Human Resource Management / Professionalization of Educational Actors
– Health
– Leadership Development
– Migration and Education
– School Turnaround
– Governance and Educational Policy
– Collaboration, Networked Systems and System Leadership
1.4 Pre-Conference: International Seminar
As a pre-conference, the «International Seminar» takes place September 5-6, 2017. It mainly addresses international guests and those who want to network internationally in a more intimate atmosphere. Emphasis is put on the exchange of knowledge and experiences across countries and the discussion of challenges.
Groups of school leaders who participate in professional development programs are particularly welcome. As last time, we already have a few groups who signed up for 2017.
Besides a presentation of the Swiss school system(s), participants will have the opportunity to visit local schools in the canton of Zug.
authors have been subject matter experts and content developers as well as teachers and facilitators.
A clear trend at universities in the 21st century has been the transformation of traditional face-to-face rostrum teaching to blended learning or pure distance education in virtual learning environments (Graham, 2006; Lim & Morris, 2009; Park & Choi, 2009).
“Colorado’s Digital Badging Initiative: A New Model of Credentialing Technical Math Skills and More”.
Educators and innovative industry leaders agree that digital badges are evolving into a key credential that can be used to meet current education and workforce needs. As part of its TAACCCT grant, the Colorado Community College System is leading a collaborative effort to develop micro-credentials or digital badges to serve post-secondary and workforce in partnership. Learn about early pilot uses of digital badges in technical math and advanced manufacturing, as well as plans for the future. The presenter will also share perspectives garnered from her participation in the Badge Alliance/OPEN badges workgroup that is shaping the national conversation on this emerging topic.
Presenter: Brenda Perea, Instructional Design Project Manager, Colorado Community College System
Plan to log on 15 MINUTES BEFORE THE HOUR so you will be up and running before the webinar begins. (It may take a few minutes to download the software to your computer.)
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badges are integrated with the industry partners of the educational institution
how to determine the value of a badge.
Faculty writing a competencies, online and blended environment. All agree that this means competency. Need to faculty buy in, if issuing badges. Objective versus subjective measures. Faculty member is the one who tells students how to earn badges. Not punitive, but a reward.
building the eco system in Colorado. But it can be taken on a national level. Employers in other states to accept. MS, Sisco are issuing badges, which will be internationally.
badges are transferable. not person to person, but repository
of 200 issues badges, they were shared 6K+ times over social media: LinkedIn, FB etc. by employers.
backpack, or stored in Mozilla backpack. Most of LMS developing badging capabilities.
some LMS want to create their own badging, gatekeep in LMS, but losing
Canvas allows any badging
LCI in any LMS. LMS allow the vehicle to be issued, but does not create it.
Please develop a one hour workshop for faculty on using a new (or old but new to them) technology tool. The aim is not to only show the technical operation, but the pedagogical use of the tool helping faculty think about what this might mean in their own teaching.
Who: students, faculty and staff
Where: TBD
When: Friday, June 17, 2016. 10-11:30 AM
5 min introduction of workshop presenter Plamen Miltenoff and workshop participants
5 min plan of the workshop
5 min introduction to the topic:
Outline In financially-sparse times for educational institutions, one viable way to save money is by rethinking pedagogy/methodology and adapt it to the burgeoning numbers of mobile devices (BYOD) owned by students, faculty and staff.
In 5 min,
we will be playing a game, using Kahoot (https://kahoot.it). Kahoot is an application from Norway, which is increasingly popular in K12 and gradually picking momentum at higher ed.
Why Kahoot and not any of the other similar polling apps (AKA formative assessment tools), such as PollEverywhere, PollDaddy etc. (https://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/)?
1. Kahoot has gained momentum; at least one third of your undergraduates have used it in high school and are familiar with the interface.
2. I personally like Kahoot for the kahoots. J
3. I like badges as “badges in gamification.” Let me know, if you want to work on this topic some other time and lets schedule work time after this session (https://blog.stcloudstate.edu/ims?s=badges).
In 10-15 min,
lets try to create an account and build our first kahoot (https://getkahoot.com/). You can use any topic and focus on the features, which Kahoot provides. Split in groups and help each other; if you feel stuck, please let me know and I will do my best to help advance further.
Here are two YouTube lectures how to create an account and a kahoot quiz (5 min) and how to play a kahoot (3 min): https://blog.stcloudstate.edu/ims/2016/06/13/how-to-kahoot/
In 5-10 min,
let’s display 1-2 kahoot’s to the entire audience and think about situations, when and where such kahoots can be used for educational purposes.
Let’s think about the implications, which the use of kahoots on BOYD may trigger in the classroom
Let’s think about the preparation needed for the smooth use of the kahoots (is your WiFi in that particular classroom robust enough to hold the action of 20? 200? Students?
Let’s think about students’ engagement: what constitutes it? would a kahoot on their BYOD will be sufficient to pick their interest and if not, what else must be added to the magic elixir?
In 5 min, lets discuss Kahoot’s similarities with other educational technologies used in the classroom
Let’s assess the potential of Kahoot.
how does it compare
how does it transfer
is it compatible with Canvas
BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Sharon Strauss Sent: Friday, June 03, 2016 10:46 AM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool
Hello,
Thanks for all the online and offline responses. A quick summary of where I am with this project, and the various solutions offered.
Piazza–Piazza will integrate with our LMS via LTI and we do have it. As far as I can tell, after some initial enthusiasm for it a few years ago, nobody here has been using. Thus, I cannot speak to the spam issue that Nina raised. Still, I looked at it and do not see any vote up/down option on it. It is structured more as a Q & A organizer. There is an option for professors to rate an answer as good or bad, but that it is different from a popular vote.
WordPress Theme or Plugin–I found a couple of vote up/down WordPress solutions. However, as far as I can tell, none are actively maintained. The most recent I saw is a couple of years old.
Google Moderator–This looks like it may have been just what we want, but Google retired the program last year. Currently you just get the message, “We’ve retired Google Moderator. The site is no longer available in any form, but you can get to data from past Moderator series through our “Download your Data” tool.
Brightspace–May work for those that have it, but we do not.
Canvas–Perhaps another area where it beats Moodle. However, we do not have it and I’m not sure we want to get it at this time.
Drupal–This might work! I did not see an up/down vote option with http://skill-tree.org, but it seems there are a few options. I’m looking into this further.
Commercial options–I got suggestions for commercial software such as http://crowdicity.com and https://www.uservoice.com/. Both seem like they could work, but I don’t know if we have a budget for this.
FYI, I got more detail from the professor about the project. I learned he is not looking for a classroom solution. He is looking to lead a potentially sensitive and controversial campus-wise conversation. Thus, this might not be the best place to have posted. Still, maybe someone else on the list will also find this useful.
For years educators have leveraged curation tools such as Scoop.it, Storify, and Pinterest to help students critically evaluate online resources.
(my bold to emphasize the difference between the definition of digital literacy, which I am fighting to establish at SCSU LRS and the continuous “information literacy” trend of the reference librarians )
Mapping Digital Literacy Policy and Practice in the Canadian Landscape
A well-rounded digital literacy incorporates print literacy but adds new capacities, competencies and comportments into the mix. Now included is the technical know-how to create a website, produce and upload a video, edit an image, design a functional information architecture for accessing or sharing knowledge – as well as many “soft skills” such as critical thinking and ethical behaviour. One of the primary transformations of the digital era in the 21st Century has been the introduction of end-users as actors in the world of communication, autonomous (producers and consumers of information) who can access and disseminate content in Web 2.0 domains without the regulatory controls of traditional filters and gatekeepers. Given this development, end-users now need greater critical thinking capacities to manage content: to decide what is valid and truthful and be able to incorporate multiple perspectives and voices into expanding worldviews. Additionally, exhibiting ethical behaviour in what may be said or posted online is essential to contemporary civic mindedness whether in a local context or the broader global village.
In recent years, digital badging systems have become a credible means through which learners can establish portfolios and articulate knowledge and skills for both academic and professional settings. Digital Badges in Education provides the first comprehensive overview of this emerging tool. A digital badge is an online-based visual representation that uses detailed metadata to signify learners’ specific achievements and credentials in a variety of subjects across K-12 classrooms, higher education, and workplace learning. Focusing on learning design, assessment, and concrete cases in various contexts, this book explores the necessary components of badging systems, their functions and value, and the possible problems they face. These twenty-five chapters illustrate a range of successful applications of digital badges to address a broad spectrum of learning challenges and to help readers formulate solutions during the development of their digital badges learning projects.
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Badges and Leaderboards: Professional Developments for Teachers in K12
