Searching for "collaboration tools"

big data

big-data-in-education-report

Center for Digital Education (CDE)

real-time impact on curriculum structure, instruction delivery and student learning, permitting change and improvement. It can also provide insight into important trends that affect present and future resource needs.

Big Data: Traditionally described as high-volume, high-velocity and high-variety information.
Learning or Data Analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
Educational Data Mining: The techniques, tools and research designed for automatically extracting meaning from large repositories of data generated by or related to people’s learning activities in educational settings.
Predictive Analytics: Algorithms that help analysts predict behavior or events based on data.
Predictive Modeling: The process of creating, testing and validating a model to best predict the probability of an outcome.

Data analytics, or the measurement, collection, analysis and reporting of data, is driving decisionmaking in many institutions. However, because of the unique nature of each district’s or college’s data needs, many are building their own solutions.

For example, in 2014 the nonprofit company inBloom, Inc., backed by $100 million from the Gates Foundation and the Carnegie Foundation for the Advancement of Teaching, closed its doors amid controversy regarding its plan to store, clean and aggregate a range of student information for states and districts and then make the data available to district-approved third parties to develop tools and dashboards so the data could be used by classroom educators.22

Tips for Student Data Privacy

Know the Laws and Regulations
There are many regulations on the books intended to protect student privacy and safety: the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA) and the Health Insurance Portability and Accountability Act (HIPAA)
— as well as state, district and community laws. Because technology changes so rapidly, it is unlikely laws and regulations will keep pace with new data protection needs. Establish a committee to ascertain your institution’s level of understanding of and compliance with these laws, along with additional safeguard measures.
Make a Checklist Your institution’s privacy policies should cover security, user safety, communications, social media, access, identification rules, and intrusion detection and prevention.
Include Experts
To nail down compliance and stave off liability issues, consider tapping those who protect privacy for a living, such as your school attorney, IT professionals and security assessment vendors. Let them review your campus or district technologies as well as devices brought to campus by students, staff and instructors. Finally, a review of your privacy and security policies, terms of use and contract language is a good idea.
Communicate, Communicate, Communicate
Students, staff, faculty and parents all need to know their rights and responsibilities regarding data privacy. Convey your technology plans, policies and requirements and then assess and re-communicate those throughout each year.

“Anything-as-a-Service” or “X-as-a-Service” solutions can help K-12 and higher education institutions cope with big data by offering storage, analytics capabilities and more. These include:
• Infrastructure-as-a-Service (IaaS): Providers offer cloud-based storage, similar to a campus storage area network (SAN)

• Platform-as-a-Service (PaaS): Opens up application platforms — as opposed to the applications themselves — so others can build their own applications
using underlying operating systems, data models and databases; pre-built application components and interfaces

• Software-as-a-Service (SaaS): The hosting of applications in the cloud

• Big-Data-as-a-Service (BDaaS): Mix all the above together, upscale the amount of data involved by an enormous amount and you’ve got BDaaS

Suggestions:

Use accurate data correctly
Define goals and develop metrics
Eliminate silos, integrate data
Remember, intelligence is the goal
Maintain a robust, supportive enterprise infrastructure.
Prioritize student privacy
Develop bullet-proof data governance guidelines
Create a culture of collaboration and sharing, not compliance.

more on big data in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=big+data&submit=Search

sociology and social media

Plan for presentation on social media impact in a “sociology and family” class.

Zuo, Jiping <jzuo@stcloudstate.edu>

“Media, Technology, Market, and Cosmopolitan Communities”

https://kahoot.it

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

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d108299204%26site%3deds-live%26scope%3dsite
http://www.sciencedirect.com/science/article/pii/S0363811114001817

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.

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

the impact of social media on dating patterns (e.g. more like shopping around for a commodity) and dating relations (e.g. more temporary, unstable), along with many positive effects as well

1. Goal: introduce students to” a) social media b) the sociological impact of social media on family and dating issues

2. Learning outcomes: a) at the end of the session, students will have firm grasp of popular versus peer-reviewed (academic resources). b) students will be able allocate sources for information c) students will be able to evaluate [and compile? Zotero] information d) students will be able to discuss the impact of social media in general e) students will be able to discuss and evaluate the impact of social media on family and dating f) at the end of the session, students will understand the concepts of netiquette and privacy (digital citizenship, digital anthropology)

3. Possible q/s for the class:
a) why Tinder, Hinge, etc.?

These are the best pickup lines with the highest success rates, according to dating app Hinge

http://www.businessinsider.com/best-pickup-lines-with-highest-success-rates-according-to-hinge-2015-9

what other social media? Can Instagram, Twitter and FB be counted in this mix?

Is Instagram Flirting Really So Bad?

http://www.askmen.com/dating/dating_advice/social-media-dating-advice.html

b) what is so different in the dating scene? how did social media changed the scene?

If you’re single, these are the 10 best cities to find new love; http://www.businessinsider.com/zillow-best-cities-for-love-2015-9

“I’ve been surprised at what a real impact Facebook has on romantic relationships,” Galena Rhoades, clinical psychologist at the University of Denver, said in Allison McCann’s BuzzFeed article, How Facebook Ruined Dating (And Breaking Up Too). “And I do think Facebook is playing a bigger role in relationship formation and relationship disillusions.” http://psychcentral.com/blog/archives/2013/05/11/dating-and-the-impact-of-social-media/

c) how do family values change, based on the changes in [online] dating?

d) how does online dating differ across race, gender, sexual orientation, age and cultures

e) privacy, security, surveillance

f) mail brides on steroids? how does online dating apps change dubious practices?

g) does online dating impact marriages? are marriages better or weaker after online dating?

Finkel, et al. (2012).Online Dating: A Critical Analysis From the Perspective of Psychological Science. Psychological Science in the Public Interest. 13(1), pp. 3–66. http://www3.nd.edu/~ghaeffel/OnineDating_Aron.pdf
the authors say “yes” to online dating but “we see substantial opportunities for improving the way online dating is practiced. Some of this improvement can come from closer collaboration between scholars and service providers.”

4. possible collaborations. The topic of online dating, social media in particular, is of interest to specialists from Communication Studies (Usera, Fullick), Anthropology (Bocanete), Nursing (Couch), Gender Studies (Robinson), SCSU Counseling and Psychological Services (Houdet) .
E.g.:
Usera, D. (2014). Online Dating Interactions: A discursive look (Dissertation). Graduate College of The University of Iowa, The University of Iowa. Retrieved from https://www.academia.edu/13255554/Online_Dating_Interactions_A_discursive_look
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Bocanete, A. C. (2013). All-male Mobile Dating Apps and their Users in London… After the Magic Wears Out (Dissertation). DEPARTMENT OF ANTHROPOLOGY, UNIVERSITY COLLEGE LONDON. Retrieved from https://www.academia.edu/12884810/All-male_Mobile_Dating_Apps_and_their_Users_in_London…_After_the_Magic_Wears_Out
Couch, D. (2006). Online dating and mating: the use of the internet to meet sexual partners (Master of Public Health). La Trobe University, Victoria, Australia. Retrieved from https://www.academia.edu/12639192/Online_dating_and_mating_the_use_of_the_internet_to_meet_sexual_partners
Robinson, B. (2015). “Personal Preference” as the New Racism: Gay Desire and Racial Cleansing in Cyberspace. Sociology of Race and Ethnicity, 1(2), 317–330. http://doi.org/10.1177/2332649214546870 http://sre.sagepub.com/content/1/2/317
Houdet, A. (2014, August 11). Online Dating Services and McGill: A Study of Usage and Perception (POLI 311: Techniques of Empirical Rsearch Paper). Mcgill, Montreal, Canada. Retrieved from https://www.academia.edu/7935047/Online_Dating_Services_and_McGill_A_Study_of_Usage_and_Perception

bibliography:

Right swiping on Tinderellas: Exploring a mobile dating app’s regulation of identity performances from Stefanie Duguay

and https://blog.stcloudstate.edu/ims/2014/09/25/online-dating/

Synopsis
UWire and The Guardian have a long list of reports. Academia.edu has also plenty of serious academic research. While UWire and the Guardian are explicitly centered on the Anglo-Saxon world (with one exception of report on Iran), Academia.edu presents a great choice of cases from around the world (different cultures) in mostly serious academic research

useful definitions and comparisons here:
Digital dating: a week with Kik, Tinder and OkCupid. (2014, July 30). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA376503724&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=873df6af8e0f1cea1a22a33ca17f2d12
about online dating:
Toma, C. L., Hancock, J. T., & Ellison, N. B. (2008). Separating Fact From Fiction: An Examination of Deceptive Self-Presentation in Online Dating Profiles. Personality and Social Psychology Bulletin, 34(8), 1023–1036. http://doi.org/10.1177/0146167208318067
Wong AnKee, A., & Yazdanifard, R. (2015). The Review of the Ugly Truth and Negative Aspects of Online Dating. Global Journal of Management and Business Research, 15(14). Retrieved from https://www.academia.edu/12317015/The_Review_of_the_Ugly_Truth_and_Negative_Aspects_of_Online_Dating
Fact Sheet 37:  The Perils and Pitfalls of Online Dating: How to Protect Yourself. (2015). Privacy Rights Clearninghouse. Retrieved from https://www.privacyrights.org/perils-and-pitfalls-online-dating-how-protect-yourself
sociology peer-reviewed paper on online dating:
Rosenfeld, M., & Thomas, R. (2012). Searching for a Mate: The Rise of the Internet as a Social Intermediary. American Sociological Review, 77(4), 523–547.

http://web.stanford.edu/~mrosenfe/Rosenfeld_How_Couples_Meet_Working_Paper.pdf

The Tinder-Is-Satan Arms Race Heats Up Further http://nymag.com/scienceofus/2015/08/tinder-is-satan-arms-race-heats-up-further.html

The History of Digital Desire, vol. 1: An Introduction  http://saq.dukejournals.org/content/110/3/583.short

Stampler, L. (2014). The New Dating Game. Time, 183(6), 40.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94317888%26site%3deds-live%26scope%3dsite

Kite, M. (2015). Click and flick: romance is being killed off by the brutal marketplace of dating apps such as Tinder. Spectator, (9729). 12.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.401492069%26site%3deds-live%26scope%3dsite

Hobson, T. (2015). Tinder feelings: Can mobile dating apps move beyond the promise of a one-night stand?. Spectator, (9740). 22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.411742748%26site%3deds-live%26scope%3dsite

(2015). My Tinder date wants to be friends with benefits. I want to be serious. What now? Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade; Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409945005%26site%3deds-live%26scope%3dsite
http://www.theguardian.com/lifeandstyle/2015/apr/16/swipe-right-online-dating-friends-with-benefits-relationships

Wood, M. (2015). Led by Tinder, the Mobile Dating Game Surges. The New York Times. p. 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.400230809%26site%3deds-live%26scope%3dsite

http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?lni=5F7B-R7N1-DXY4-X3K7&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true   http://www.nytimes.com/2015/02/05/technology/personaltech/led-by-tinder-the-mobile-dating-game-surges.html

(2015). Tinder hooks up with Instagram to woo new users to the dating app; Dating app overhauls its user profiles with photo app integration, and extended information pulled from Facebook. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409944725%26site%3deds-live%26scope%3dsite

(2015). Brand love in the time of Tinder; Thanks to dating apps such as Tinder, relationships are changing, but does that include the ones we form with brands too?. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409800099%26site%3deds-live%26scope%3dsite

(2015). A look at modern day dating – Tinder and Match.com. UWIRE Text. http://go.galegroup.com/ps/i.do?id=GALE%7CA401448144&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=4b52e991d97812282b4651b5c2276ca9

Right swipe on Tinder proves lucky for Bruin. (2015, February 13). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA401365769&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=50627eab0b22cfef4795c03ff71f9872
Tinder isn’t just for dating — it’s also a game. (2015, February 8). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA400682488&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=dfde7717895bda12f4d3337a0785d31c
Tinder: Matchmaker or dating disaster? (2015, March 14). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA405561590&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=53e7a3eeae14aa02f237e1b38a7877c8
Dating app Tinder craze on campus. (2015, April 29). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA411697728&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=c00d190c4790e2ec0b35016e676d6727
Tinder is comparable to traditional dating. (2014, September 29). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA383934895&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=0690ccb6861c5fd27b457cbfcc221169
(2015). 42% of people using dating app Tinder already have a partner, claims report; Research firm GlobalWebIndex also claims that 62% of the app’s users are men, while hinting that Tinder’s new premium tier could catch on. theguardian.com. http://www.theguardian.com/technology/2015/may/07/dating-app-tinder-married-relationship
Curington, C. V., Lin, K.-H., & Lundquist, J. H. (2015). Positioning multiraciality in cyberspace: treatment of multiracial daters in an online dating website. American Sociological Review, 80(4), 764+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA425674423&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=7fdadb5f53a7acc0219b8a37c986a8f5
PotarcA, G., Mills, M., & Neberich, W. (2015). Relationship Preferences Among Gay and Lesbian Online Daters: Individual and Contextual Influences. Journal of Marriage and Family, 77(2), 523+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA403937092&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=73d2386ffbd902de46bf3f081854fce3
(2014). Scissr dating app: the new Tinder for lesbians; It’s the latest dating app for women seeking women, but what’s the app, named after a lesbian sex position, all about?. theguardian.com.
Constructing identities on a Japanese gay dating site: Hunkiness, cuteness and the desire for heteronormative masculinity. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/12807514/Constructing_identities_on_a_Japanese_gay_dating_site_Hunkiness_cuteness_and_the_desire_for_heteronormative_masculinity
Sinclair, H. C., Felmlee, D., Sprecher, S., & Wright, B. L. (2015). Don’t tell me who I can’t love: a multimethod investigation of social network and reactance effects on romantic relationships. Social Psychology Quarterly, 78(1), 77+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA408508799&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=d06ca248fc000a2c7bc55a868815b93e
Berlin, R. (2014). The professional ethics of online dating: need for guidance. Journal of the American Academy of Child and Adolescent Psychiatry, 53(9), 935+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA382846474&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=c9ef33658f8c48557c2db8e5bd91a7e4
“4 ways Asian dating apps are anti-Tinder.” CNN Wire. (March 23, 2015 Monday 1:29 AM GMT ): 679 words. LexisNexis Academic. Web. Date Accessed: 2015/08/18. http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?oc=00240&hnsd=f&hgn=t&lni=5FK4-K601-JBSS-S0M1&hns=t&perma=true&hv=t&hl=t&csi=385157&secondRedirectIndicator=true

ROBBINS, A. (2015). Sex and the (Newly!) Single Girl. Washingtonian Magazine, 50(8), 68.

Serjoie, K. A. (2015). Iranian ‘Tinder’ Seeks to Encourage Marriage But Not Dating. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dmih%26AN%3d108327379%26site%3deds-live%26scope%3dsite

Rhodan, M. (2015). Meet Willow, the Dating App That Won’t Judge You By Your Looks. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d100947723%26site%3deds-live%26scope%3dsite

Rutkin, A. (2015). Hackers can see your dating pics and chat. New Scientist, 226(3022), 20. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dulh%26AN%3d102818153%26site%3deds-live%26scope%3dsite

Grigoriadis, V. (2014). Inside the Hookup Factory. Rolling Stone, (1221), 24-26. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d98976542%26site%3deds-live%26scope%3dsite

Jamie, N. (2015, July 9). London launch for US dating app that rivals Tinder. Evening Standard. p. 55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103711119%26site%3deds-live%26scope%3dsite

Internet and the Male Homosexual Identity: A Critical Reading of the Online Dating Space for Homosexual Men in Bengaluru. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14656772/Internet_and_the_Male_Homosexual_Identity_A_Critical_Reading_of_the_Online_Dating_Space_for_Homosexual_Men_in_Bengaluru
Going Offline: An Exploratory Cultural Artifact Analysis of An Internet Dating Site’s Development Trajectories. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14184813/Going_Offline_An_Exploratory_Cultural_Artifact_Analysis_of_An_Internet_Dating_Site_s_Development_Trajectories
Five Tips for Dating Online. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14078925/Five_Tips_for_Dating_Online
Old and New Methods for Online Research: The Case of Online Dating. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13924873/Old_and_New_Methods_for_Online_Research_The_Case_of_Online_Dating
Remediating the Matchmaker: Arranging Marriage Online in the South Asian Diaspora in America. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13897347/Remediating_the_Matchmaker_Arranging_Marriage_Online_in_the_South_Asian_Diaspora_in_America
Stranger Stranger or Lonely Lonely? Young Chinese and dating apps between the locational, the mobile and the social. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13895551/Stranger_Stranger_or_Lonely_Lonely_Young_Chinese_and_dating_apps_between_the_locational_the_mobile_and_the_social
Roeffen, C. (2014). Mobile dating: Romance is just a swipe away Tinders’ Romantic and sexual interactions (Bachellor’s Degree). Urbane Technologieen, Netherlands. Retrieved from https://www.academia.edu/8899473/Mobile_dating_Romance_is_just_a_swipe_away_Tinders_Romantic_and_sexual_interactions
Lemke, R. (2014). Sexual Liberation on the Internet? Sexual Internet Use of MSM in 50 Different Countries. Mainz: Johannes Gutenberg Universitaet. Retrieved from https://www.academia.edu/8662454/Sexual_Liberation_on_the_Internet_Sexual_Internet_Use_of_MSM_in_50_Different_Countries
Kogovsek, T., Svab, A., & Kuhar, R. (2011). Intimacy Transformed? : Perceptions of Love, Intimacy and Partnership Among On-line Daters in Slovenia. Annales, 21(1), 177–186. https://www.academia.edu/7988186/Intimacy_Transformed_Perceptions_of_Love_Intimacy_and_Partnership_Among_On-line_Daters_in_Slovenia
Cacioppo, J. T., Cacioppo, S., Gonzaga, G. C., Ogburn, E. L., & VanderWeele, T. J. (2013). Marital satisfaction and break-ups differ across on-line and off-line meeting venues. Proceedings of the National Academy of Sciences, 110(25), 10135–10140. http://doi.org/10.1073/pnas.1222447110
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Phillips, J. (n.d.). Online Dating: How Culture Affects Self-Presentation of Match.com Users. Retrieved from https://www.academia.edu/3845104/Online_Dating_How_Culture_Affects_Self-Presentation_of_Match.com_Users
Chow, E., Coulombe, D., Garcia, V., Vuu, D., & Wade, J. (2009, May 23). Culture, Power, Cyberspace: Age and Gender in Online Dating Websites: An Analysis of User Profiles on Mingles.com. Retrieved from http://anthrocyber.blogspot.com/2009/05/age-and-gender-in-online-dating.html
Masden, C., & Edwards, W. K. (n.d.). Understanding the Role of Community in Online Dating. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 535–544). Seoul, Korea. http://doi.org/10.1145/2702123.2702417

MN eSummit 2015

#MNsummit2015

Main speaker

Aaron Doering

aaron doening

aaron doening

Engagement not completion

Design experience not product

Create change, not simply respond to it

He was a geography teacher : Dimitrina

Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven

Instructor – content – design

Today: first think is design, content, instructor. So how do we design learning environments is the most important one

Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.

Geotetic  design a learning environment learn geography using GIS

Situated movies (student-centered learning)

Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture

Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.

Design based research

Self-narrative, referencing the experience real world issues in real time

  1. reference knowledge . knowledge overlap. Technological pedagogical content knowledge.

Geotetic not only how prepare teachers, but desing learning environmwer of the story.

we explore: https://www.we-explore.com/

9.5 design as a learner.

the U Media Lab.
The Changing Earth. App GoX (instagram on steroids.  tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).

  1. design experiences
  2. build trust
  3. guide learners as designers
  4. recognize learners as experts
  5. encourage collaboration
  6. inspire self narrative
  7. reference the knowledge domains
  8. teach for change
  9. design as learner

adoering@umn.edi     chasingseals.com   @chasingseals

 

podcast pontification (audio version of blog self reflections)

 Greg Steinke The U
A Digital Story Assignment using WeVideo

wevideo

WeVideo is the Google response to iMovie cloud

The U is on Google email and thus google drive and all other google tools

The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection

Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+

working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?

google communities for sharing

wewideo has a tutorial at Center for Digital Storytelling

students can use the digital story for their eportfolio

the entire exercise is entirely based on mobile devices

time frame: scaffolding options

3d printing products were the tangible result of the project and the digital storytelling just the format to present

Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo

Storyboard template

Faculty Development Programs: Digital Storytelling Community of Practice

http://it.umn.edu/faculty-development-programs-digital-0

Poster sessions:

Brad Hokanson

http://dha.design.umn.edu/faculty/BHokanson.html

iPAD video kit:

ipad video kit

Laurie Conzemius
Critical Thinking

laurie

ISTE: http://conference.iste.org/2016/
Joe Lau critical thinking

apps: Popplet  blog.popplet.com  http://www.popplet.com/ (mindmapping)

into the book: http://reading.ecb.org/

Kahoot – the token system. Polleverywhere  https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade

youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube

quandary games in education. https://www.quandarygame.org/ sim city

citizen science alliance http://www.citizensciencealliance.org/

Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free  storytelling

coding and programming: https://www.makewonder.com/robots/dashanddot  scratch

Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement

chainlink;

kickword; https://play.google.com/store/apps/details?id=com.makario.wordkick

red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en

http://www.mathplayground.com/logicgames.html

http://www.mathplayground.com/thinkingblocks.html

evaluation:

telestory  https://itunes.apple.com/us/app/telestory/id915378506?mt=8

explain everything http://explaineverything.com/

 

Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota

http://pubs.lib.umn.edu/minnesota-elearning-summit/2015/program/23/

http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1023&context=minnesota-elearning-summit

3db 3da 3d lisa

Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow

chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)

printing of atoms

crystalography dbase

Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html
. Pinterest board for3d Printing with resources

Lisa: graphic design. not intuitive.  Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum.  sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.

collaborative learning opportunities.

no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.

the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.

non profit visually impaired students.  how 3d can make difference in special ed.

3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.

only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.

 

3dc 3d lisa 3da 3db

 

The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota

ebook

tnecho@umn.edu
Susan Andre sandre@umn.edu
Linda Buturian butur001@umn.edu
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
http://www.cehd.umn.edu/academics/online/
http://www.cehd.umn.edu/PSTL/water/
http://www.cehd.umn.edu/The-Changing-story/
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.

Main speaker
David Wiley. Making Teaching and Learning Awesome with Open

MN Learning Commons
open educational resources
LUMEN
lumen
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free.  free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
 mad, glad, sad, rad: the grumpy cat. student success per dollar
opennetgroup.org/review
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
responsibilities:
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
github.com/lumenlearning https://github.com/lumenlearning
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
renewable assignment: students see value in doing them; instructor sees value grading them
https://www.youtube.com/watch?v=AsFU3sAlPx4
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom

links generated from the discussion at my presentation:

https://www.google.com/search?q=tin+can&ie=utf-8&oe=utf-8

http://www.uwosh.edu/library/quizsmith

http://glickconsulting.com/resouce_brainegames

https://www.google.com/search?q=techers+skills&ie=utf-8&oe=utf-8

http://www.northeastern.edu/camd/gamedesign/people/sebastian-deterding/

https://www.duolingo.com/  Duolingo. App to learn languages using games

http://www.gamification.co/gabe-zichermann/

https://zebrazapps.com/  ZebraZapps

Instructional Design

7 Things You Should Know About Developments in Instructional Design

http://www.educause.edu/library/resources/7-things-you-should-know-about-developments-instructional-design

Please read the entire EducCause article here: eli7120

discussion of IMS with faculty:

  • pedagogical theories
  • learning outcome
  • design activities
  • students’ multimedia assignments, which lead to online resources
  • collaboration with other departments for the students projects
  • moving the class to online environment (even if kept hybrid)

What is it?

the complexity of the learning environment is turning instructional design into a more dynamic activity, responding to changing educational models and expectations. Flipped classrooms, makerspaces, and competency-based learning are changing how instructors work with students, how students work with course content, and how mastery is verified. Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.

How does it work?

One consequence of these changes is that designers can find themselves filling a variety of roles. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront.

Who’s doing it?

The responsibility for designing instruction traditionally fell to the instructor of a course, and in many cases it continues to do so. Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments— dedicated instructional designers are increasingly common and often take a stronger role.

Why is it significant?

The focus on student-centered learning, for example, has spurred the creation of complex integrated learning environments that comprise multiple instructional modules. Competency-based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.

What are the downsides?

Given the range of competencies needed for the position, finding and hiring instructional designers who fit well into particular institutional cultures can be challenging to the extent that instructors hand over greater amounts of the design process to instructional designers, some of those instructors will feel that they are giving up control, which, in some cases, might appear to be simply the latest threat to faculty authority and autonomy. My note: and this is why SCSU Academic Technology is lead by faculty not IT staff. 

Where is it going?

In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design. My note: SCSU CETL does not understand instructional design tendencies AT ALL. Instead of grooming faculty to assume the the leadership role and fill out the demand for instructional design, it isolates and downgrades (keeping traditional and old-fashioned) instructional design to basic tasks of technicalities done by IT staff.

What are the implications for teaching and learning?

By helping align educational activities with a growing understanding of the conditions,
tools, and techniques that enable better learning, instructional designers can help higher education take full advantage of new and emerging models of education. Instructional
designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional
designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated. Designers can also facilitate the
creation of inclusive learning environments that offer choices to students with varying strengths and preferences.

More on instructional design in this IMS blog:

https://blog.stcloudstate.edu/ims/2014/10/13/instructional-design/

MakerSpace in the library

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.

online course design

From the LinkedIn discussion group Higher Education Teaching and Learning

STUCK IN THE 90S: ONLINE COURSE DESIGN IN TRADITIONAL HIGHER EDUCATION

http://higheredmanagement.net/2014/10/22/stuck-in-the-90s-online-course-design-in-traditional-higher-education/

Of course, not all aspects of online course design require a team of specialists, a longer development time, and more funding. Some things can be done quickly, cheaply and by individuals with focused skill sets.

But technology can, when built with a deep understanding of how students learn, meet both of these needs. We can build online courses that provide students with hundreds of opportunities to test their knowledge. Using scientifically-based learning analytics, we can provide each learner with immediate, context-specific feedback. We can build software that constantly responds to each student’s cognitive and educational differences and serves up activities that address these differences.

  • Michael Berta, Ed.D.Michael

    Michael Berta, Ed.D.

    Educator, technologist, researcher, and innovator in edtech, distance education, and faculty development

    “Placing the burden on lone educators with minuscule (or non-existent) funding and who are not hired for their strengths in instructional media development is neither logical, nor fair. But more to the point, it’s a lost opportunity to leverage high-quality course design to drive improvements in learning outcomes.”

    I could not agree more with this statement and the remainder of the article. I’ve long supported an instructional design partnership model where faculty occupy a leading role along with other professionals capable of making the interactions, activities, and rich-media meet the quality needs of an increasingly complex learning environment (and world).

  • Judith

    Judith Killion

    Editor at Individual Basis

    We need to start imagining new models for building, acquiring and sharing instructional media.

    This has always been an issue. My students love activities that provide them with immediate feedback. I spend extra hours building a wide variety of different activities into each Learning module. It takes time and effort and if I am going to address different learning styles that is an entirely different issue. To create effective interactive learning tools that will not waste my students time and will challenge their skill level consumes more time than planning for a face to face class with different activities. I would love to talk to someone-be able to explain what I want my students to learn, suggest a few interactive choices, and come back later to find age related learning activities that fit different learning styles.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    There is going to be a fight because this model is more like a business product that educators contribute to, rather than own. Perhaps this is the true industrialization of education, replacing the craft model of individual teaching with standardized, high quality product?

  • Maria LaverghettaMaria

    Maria Laverghetta

    Enrollment Advisor – Pearson Embanet

    I have forwarded this article on to members of the course development team within Pearson for their feedback. I am curious to see their impression of the article versus mine, considering I predominantly am a part of recruitment services for Pearson specifically. Within our academic partnerships platform, we do contend with faculty, should they employ our course development team, to this vein because the ownership usually rests with the instructor solely. Editing course content or abridging related material so that it could be received potentially as more either user-friendly or technologically savvy can be a source of major contention with faculty members. I do agree that this is an industrialization of education to an extent, but it also pushes the ownership of traditional education past the instructor, a predominantly sole proprietorship environment, to an completely different team effort. The natural technological growing pains coupled with role expansion and differentiation are also issues needing to be addressed as well.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    Suppose one was to take this seriously. What might such a course look like – for a subject like Biology? Could it be built on existing LMS platforms, or is a new platform required?

  • Judith

    Judith Killion

    Editor at Individual Basis

    I think that both individual ownership and team collaboration are important to the development of successful online learning. We (hopefully) use the concepts of group and team learning in our classroom environments. We should not be afraid to open ourselves up to some of the positive opportunities that could develop from participating in these practices. It does not mean giving up our ownership of content and presentation. I see it as a marketplace of choice where instructors can decide what kinds of activities, helps, prompts, extra materials, and resources they want to add to their class content. The choices could be categorized by learning styles or how they fit into learning paradigms. I think we must face the reality that some parts of education will have to be more industrialized than others just because of the delivery method. This does not have to be a negative issue if there are enough choices to help instructors develop the rigorous content they want to deliver without sacrificing their entire life to the project.

Google Drive features to consider…

6 powerful Google Drive features you’re probably not using

http://www.pcworld.com/article/2466790/6-powerful-google-apps-productivity-features.html

Research Tool

The Research Tool adds a quick citation system. To launch the Research tool, click Tools > Research. You can also use keyboard shortcuts: Ctrl-⌘-Shift-l on a Mac and Ctrl-Alt-Shift-I on a PC.

Power Linking

Control-K or ⌘-K.

surveys and data with Sheets

Unless you’re an Excel power user, Google’s Sheets is probably full-featured enough to handle most spreadsheet needs.

Map It

Charts tab and select Map. GeoMap option

Slides solves the groupwork dilemma

Use Hangouts for face-to-face collaboration

 

The Teacher’s Guide To Twitter

The Teacher’s Guide To Twitter

 http://www.edudemic.com/guides/guide-to-twitter/

Create, Don’t Just Consume
Connect and Network
Share Your Resources

Guide To Education-Oriented Twitter Hashtags

Guide To Education-Oriented Twitter Hashtags
http://edudemic.com/wp-content/uploads/2012/10/education-twitter-hashtags-730×1805.jpg

Getting Connected

With these tips and tools, you’ll be able to get connected with the people that matter most to you on Twitter.

  1. Follow experts: Get useful information from other experts in your field.
  2. Twitterholic: With Twitterholic, you’ll be able to find the most popular users on Twitter.
  3. Make friends with your competition: It may seem counterintuitive, but connecting with your competition can help keep you in the know and well networked.
  4. Twitter Fan Wiki: Find a directory and more in this wiki.
  5. Don’t follow too many new people at once: Follow too many people without reciprocation, and you’ll come off as a spammer.
  6. TwitterPacks: Check out this tool to locate people according to their interest group.
  7. WeFollow: Find people by industry or hobby using WeFollow.
  8. Follow back: When you discover new followers, be sure to follow them back if they are interesting or offer value to you.
  9. Keep your follow ratio balanced: Follow too many people without being followed back, and you will seem spammy, but if you have lots of followers that you don’t follow back, you’ll come off as snobby.
  10. Localtweeps: You can use this tool to filter tweets by zip code.
  11. Participate in Twitter events: Be a part of #followfriday, #musicmonday, and similar events to be a part of the community.
  12. Geofollow: Search for others in your location with this site.
  13. Twitterel: With Twitterel, you can find users with common interests.
  14. Twinfluence: Use Twinfluence to discover users with good reach, velocity, and social capital.
  15. Twellow: Use Twellow to find Twitter users based on category.
  16. Twitter Snipe: Twitter Snipe will auto follow users based on your niche.
  17. Talk to people about their interests: Show that you’re human by discussing things that are important to others.
  18. Follow your followers’ followers: Check out the follow lists of people you find interesting and connect with them.
  19. Be patient: Amassing Twitter followers doesn’t happen overnight. Be patient, and you’ll build a group of valuable followers.

Search

Put Twitter’s massive amounts of information to work by using these search tips and tools.

  1. Twitority: This search engine offers results based on Twitter users with authority.
  2. TwitterLocal: Search for tweets around a specific area with the help of this tool.
  3. Use keyword tricks: Take advantage of the advanced search option on Twitter.
  4. Use quotation marks: If you’re looking for a specific term, put it in quotation marks to get better results.
  5. Twithority: With Twithority, you’ll find Twitter search results with authority.
  6. Use hashtags: If you come across a useful hashtag, click on it to see what else you’ll find.
  7. Subscribe: Keep up with useful keywords and hashtags by setting up an RSS subscription for them.
  8. Pay attention to trends: Stay on top of the latest in your field by seeking out and participating in trending topics. For instance, students enrolled in political science degree programs may want to follow trending topics related to upcoming local and state elections.
  9. Retweetist: Retweetist shares popular trends, topics, and people using retweets on Twitter.
  10. Tweet Volume: With this tool, you can find out if your keywords are popular on Twitter or not.
  11. Tweetmeme: Check out Tweetmeme to learn about retweeting stats for articles on Twitter.
  12. Twitt(url)y: Find out about hot news with this tool that sorts URLs by how frequently they are mentioned in tweets.
  13. Twackle: With this aggregator, you’ll be able to find news and more in a single destination.
  14. Twitter Sniffer for Brands: Twitter Sniffer makes it easy for you to keep track of conversations about you on Twitter.
  15. Twuoted: Find popular quotes with this site that follows the #quote hashtag.
  16. Tweet Scan: Follow Twitter conversations by keyword and category using Tweet Scan.
  17. Monitter: Stay on top of 3 keywords at once with this keyword search tool.
  18. Pay attention to timing: Monitor the most popular hours for your Twitter followers, then concentrate your most important messages in those hours for more effective tweeting.

Organization

With these tips and tools, you can keep all of your information on Twitter well organized.

  1. Use a tool to manage Twitter: Don’t let your research get lost-use a tool to organize everything.
  2. Tweetdeck: Make use of this tool to organize tweets from various groups into easy to manage categories.
  3. Don’t try to read everything: You will be on Twitter all day and all night if you try to read every single tweet from your followers-just drop in when you can.
  4. My Tweeple: This tool will help you organize the people you’re following.
  5. Tweetree: See your Twitter stream in a tree with organized conversations using Tweetree.
  6. Make good use of alert tools: Make sure you’re not missing good conversations by setting up alerts that will tell you when friends and other Twitter users discuss keywords you’re interested in.
  7. Tweet Clouds: Analyze your keyword usage with this tool.
  8. Twitterator: Monitor groups of people while staying organized with the help of this script.

Authority Building

Follow these tips and use these tools in order to establish yourself as an authority in your field.

  1. Own your brand: Even if you don’t want to use your real name on Twitter, at least claim it so that no one else can use it against you.
  2. Be retweetable: Share tweets that others will want to retweet.
  3. Use popular tweets as blog posts: If you share a site or bit of information that turns out to be very popular, use it as a jumping off point for a blog post.
  4. Use your real name as your Twitter name: Be more personal and authoritative by using your real name.
  5. Respond: Don’t just sit in your ivory tower-talk back to the people who want to engage with you.
  6. Share your credentials: Let people know why you’re an expert in your field.
  7. Shake things up: Offer a good variety in your stream of links, blog posts, retweets, responses, and questions.
  8. Just don’t spam: Don’t do it-no one likes it, and it won’t be tolerated.
  9. Share information: Gain a reputation as an expert by sharing helpful links, resources, and more.
  10. Be sincere: Be honest and considerate in your tweets and replies.
  11. Find out authoritative keywords: See which keywords the authorities in your niche are using.
  12. Discuss what’s hot: Share your opinions and resources on what’s currently moving on Twitter.
  13. Don’t go crazy with links: Avoid using your Twitter account just to post links to your blog.
  14. Point out interesting information: Don’t just talk about yourself, discuss what’s happening in your field.
  15. Follow authorative accounts: Populate your Twitter neighborhood with people who have authority.
  16. Promote your Twitter URL: Share your Twitter name on your email, blog, Facebook, and other locations online so people can find you.
  17. Slow down: Don’t clog up your followers’ Twitter screens-keep your Tweets relevant and interesting, not inane and constant.
  18. Don’t always talk about yourself: Talk about more than just your own agenda.
  19. Be helpful: Spread goodwill by answering questions, introducing others, and offering recommendations.
  20. Reply to others: Get involved with the people you follow and engage in the Twitter conversation with replies.
  21. Show your personality: Show off the person behind the brand on Twitter.
  22. Use keywords: Use keywords that are important to your field to attract followers.

Getting Value

Follow these tips to make sure you’re getting value out of your Twitter experience.

  1. Networking: Meet offline with others in your field to get great value out of Twitter.
  2. Be useful: Give advice, resources, and more.
  3. Fill out your bio: Make sure people know where to go to find more information about you.
  4. Use Twitter on your blog: Keep your blog updated up to the minute with Twitter.
  5. Stop abuse in its tracks: Use Twitter to find out who is badmouthing you, and use action to stop it.
  6. Connect with complementary businesses: Find value in Twitter by getting connected with others that can support your business or niche.
  7. Enjoy ambient knowledge: With Twitter, you’ll be able to stay on top of news in your field around the clock.
  8. Listen: Just listen, and you’ll find interesting and useful information.
  9. Promote events: Use Twitter to promote live and virtual events like seminars, sales, and more.
  10. Ask for help: Get instant feedback by asking for help on Twitter.
  11. Meet your customers: Use Twitter as a way to interact with your customers, whether through the service or in real life.
  12. Listen to your critics: Find out what people are saying about you, then respond to it and act on it.

How To Connect With Students On Twitter

  1. Don’t require that students follow your account.
  2. Commit to posting at regular intervals. 
  3. Vary the time of day of the posts.
  4. Post links to content that is user friendly.
  5. Know your audience’s interests. 
  6. Don’t just retweet, generate original links. 
  7. Suggest people, organizations or magazines to follow.
  8. Be personal. 
  9. … yet avoid the overly personal comments. 

Twitter Rules Every Teacher Should Know

Rule #3

If you’re adding the Twitter logo to some marketing materials, here’s how to properly format it all. Same goes if you’re just adding in the Twitter Bird to other materials. Useful to know.

twitter advertising guidelines

Rule #4

Always capitalize the T in Twitter and Tweet. Seriously. That’s a little-known rule that basically everyone doesn’t follow but it’s worth trying to remember!

A Useful Twitter Cheat Sheet

A Useful Twitter Cheat Sheet

Twitter Tips For Students and Teachers

See Also: A Visual Guide To Twitter For Beginners

  1. Actually complete your bio. You’ll get more mileage out of your Twitter account if you actually create a profile that says something about you, offering potential followers information about your interests, professional or otherwise.
  2. Learn the basics. Learn the basic terminology for Twitter and the major functions it can perform by doing a little reading on helpful social media blogs beforehand. You’ll thank yourself later.
  3. Get some style. Before you send out your first tweet, decide what kind of tweeter you want to be. The London School of Economics and Political Science offers up three major styles here so you can learn more about the subject.
  4. Learn from others. One of the best ways to learn how to use Twitter is to spend some time seeing how others have set up and been using their accounts. Luckily, there are tons of other academics on Twitter to learn from.
  5. Don’t be mean. The Internet is full of people who are all too happy to say some pretty harsh things, but just because they’re incredibly tactless doesn’t mean you have to be. Never say anything on Twitter you wouldn’t want people to find out about, or wouldn’t say in any other situation. If people are hassling you, ignore them and move on.
  6. Announce that you’ll be joining a hashtag chat or conference. If you’re going to be tweeting more than usual, let your followers know in advance so they can choose to tune out if they’re not interested in your live tweeting or chatting.
  7. Actually respond in a reasonable amount of time. If someone asks you a question or directs a tweet your way, respond as soon as you can, just like with email or any other digital communication, especially if you’re using Twitter in your courses.
  8. Be gracious and say thank you. A little bit of gratitude goes a long way on Twitter. If someone helps you out or shares your research, don’t forget to say thanks.
  9. Make mistakes. No one is perfect, and if you’re new to Twitter you’re probably going to have a few gaffes along the way as you learn the ropes. That’s OK! Don’t let it slow your enthusiasm for using the social site.
  10. Start your own hashtag chat. Twitter chats have exploded in popularity in recent months, so get in on the trend while the getting’s good. Start your own chat on an academic topic, or chime in on other bigger existing chats for a chance to network.
  11. Find and use some hashtags. You’ll make it easier for others to find your tweets if you add a few relevant hashtags here and there.
  12. Do ‘Follow Friday’. Every Friday, Twitter explodes with suggestions on who to follow. Offer up your own and you may just end up in someone else’s suggestions.
  13. Share the stuff you’re reading. Reading a story on a site like Edudemic? Found an amazing article in pop-science about your research field? Share it! If it’s interesting, it’ll probably get retweeted and passed around, and you might just interest a student or two to boot.
  14. Reach out and connect with someone. Not everyone you connect with on Twitter has to be in your field or even in academia. In fact, you might enrich your research and your professional life by reaching out to other fields and professions.
  15. Do some backchannel talks. Whether you have students post to Twitter during class or ask them to share comments during a presentation, these backchannel talks can help facilitate conversation and provide a record of a shared learning experience.
  16. Create your own classroom hashtag. One way to keep classroom tweets organized is by having a shared hashtag that all students use. Just make sure no one else is using it!
  17. Connect Twitter to Moodle or Blackboard. You can help push students to interact using Twitter by adding a Twitter widget to your Blackboard or Moodle site for the class. Follow the instructions here to get started.
  18. Don’t mandate your students follow you on Twitter. Don’t force students to follow you on Twitter unless it’s part of the course. Let them decide to follow or not.
  19. Be happy (see #5 above). You don’t have to be super serious on Twitter to earn students’ respect. In fact, loosening up could just help improve your rapport with your students.
  20. Live-tweet a conference or event (see #6). Share your conference-going experience by tweeting updates about it throughout the day to your followers.
  21. Share some of your lesson plans. Educators and academics can come together to share and collaborate on lesson plans quite easily using Twitter.
  22. Collaborate with other teachers / parents / students. If you find you have similar interests with another academic, use Twitter to work together on research ideas, classroom solutions, and other topics.
  23. Collaborate with other classrooms in your school, district, or another country.Why work alone when you can connect with other college classrooms? That’s just what many college classes are doing these days.
  24. Host reading discussions. Holding a reading discussion over Twitter gives everyone a chance to chime in, even shy students who might not otherwise speak up.
  25. Actually use Twitter for writing assignments. Want to teach your students the art of brevity? Assign them poetry or prose to be written on Twitter.

The Teacher’s Guide To Twitter Hashtags

Are you looking to figure out exactly which Twitter hashtag is the right one to follow? There’s no shortage of options and it can feel overwhelming. Sure, there’s the popular #edchat and #edtech hashtags most of us follow. But what about the more focused tags that you’re missing out on?

#edapp

educational apps

#elearn I’d suggest using this rather than the longer #elearning
#flipchat chat platform for flipped classroom educators. See here.
#flipclass platform for those interested in the flipped classroom.
#flippedclassroom Obsolete. Use the shorter #flipclass. All about the flipped classroom
#gbl game-based learning
#globalclassroom Good for finding global collaboration / connections, sharing #globaled practice. Official chats run monthly over 3 days. Click here for schedule
#ipadchat name speaks for itself. See here.

Academic Libraries and Social Media – bibliography

  1. Zohoorian-Fooladi, N., & Abrizah, A. A. (2014). Academic librarians and their social media presence: a story of motivations and deterrents. Information Development30(2), 159-171.
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d95801671%26site%3deds-live%26scope%3dsite
    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)
  2. Collins, G., & Quan-Haase, A. (2014). Are Social Media Ubiquitous in Academic Libraries? A Longitudinal Study of Adoption and Usage Patterns. Journal Of Web Librarianship8(1), 48-68. doi:10.1080/19322909.2014.873663
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3drzh%26AN%3d2012514657%26site%3deds-live%26scope%3dsite
  3. 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 Librarianship39(5), 378-384. doi:10.1016/j.acalib.2013.02.007
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d91105305%26site%3deds-live%26scope%3dsite
  4. Chawner, B., & Oliver, G. (2013). A survey of New Zealand academic reference librarians: Current and future skills and competencies. Australian Academic & Research Libraries44(1), 29-39. doi:10.1080/00048623.2013.773865
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94604489%26site%3deds-live%26scope%3dsite
  5. Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy12(2), 139-153.
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ975615%26site%3deds-live%26scope%3dsite
    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
  6. 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
  7. Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social Media, Academic Research and the Role of University Libraries. Journal Of Academic Librarianship37(5), 373-375. doi:10.1016/j.acalib.2011.06.023
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-80052271818%26site%3deds-live%26scope%3dsite
  8. BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24.
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d89594021%26site%3deds-live%26scope%3dsite
    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
  9. Dority Baker, M. L. (2013). Using Buttons to Better Manage Online Presence: How One Academic Institution Harnessed the Power of Flair. Journal Of Web Librarianship7(3), 322-332. doi:10.1080/19322909.2013.789333
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dlxh%26AN%3d90169755%26site%3deds-live%26scope%3dsite
    his project was a partnership between the Law College Communications Department, Law College Administration, and the Law Library, involving law faculty, staff, and librarians.
  10. Van Wyk, J. (2009). Engaging academia through Library 2.0 tools : a case study : Education Library, University of Pretoria.
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsoai%26AN%3dedsoai.805419868%26site%3deds-live%26scope%3dsite
  11. Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016
    http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79561025%26site%3deds-live%26scope%3dsite
    #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
  12. MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education58(35), A20.
    http://eds.b.ebscohost.com/eds/detail?vid=5&sid=bbba2c7a-28a6-4d56-8926-d21572248ded%40sessionmgr114&hid=115&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=75230216
    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.
  13. Beech, M. (2014). Key Issue – How to share and discuss your research successfully online. Insights: The UKSG Journal27(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

Libraries social media from James Neal

Social media in libraries from Ecobibl Marianne

Social Media, Libraries, and Web 2.0: How American Libraries are Using New Tools for Public Relations and to Attract New Users from Curtis Rogers

Social Media usage in libraries in Europe – survey findings from EBSCO Information Services

Using Social Media in Canadian Academic Libraries, a 2010 CARL ABRC Libraries Survey from Dean Giustini

Social media adoption, policy and development by Daniel Hooker from Dean Giustini

Technology-orientation week: Social Media

March 24-28 – Social Media week

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