how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
silos, IT barrier, focusing on student success, retention, server space is cheap, if
promotion and tenure for faculty can include incentive to work with the librarian
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
types of content – publisher will not understand issue, which clear for librarians
PDF and epub formats
purchase content –
title by title selection – academia is tired of selections. although it is intended to buy also collections
library – owned ( and shared collections)
host content from libraries – papers in academic lib, genealogy in pub lib.
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
I absolutely echo Kimber’s notion that a team approach to course development can actually take longer, even when one of the team members is an instructional designer. Perhaps because faculty members are used to controlling all aspects of their course development and delivery, the division of labor concept may feel too foreign to them. An issue that is similar in nature and referred to as ‘unbundling the faculty role’ is discussed at length in the development of competency-based education (CBE) courses and it is not typically a concept that faculty embrace.
Robin
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I will also confirm that the team approach to course development can take longer. Indeed it does in my experience. It requires much more “back and forth”, negotiating of who is doing what, ensuring that the overall approach is congruent, etc. That’s not to say that it’s not a worthwhile endeavor in some cases where it makes pedagogical sense (in our case we are designing courses for 18-22 year-old campus-based learners and 22+ year-old fully online learners at the same time), but if time/cost savings is the goal, you will be sorely disappointed, in my experience. The “divide and conquer” approach requires a LOT of coordination and oversight. Without that you will likely have a cobbled together, hodgepodge of a course that doesn’t meet expectations.
Best, Carine Director, Office of Instructional Design & Academic Technology Ottawa University 1001 S. Cedar St. * Ottawa, KS 66067 carine.ullom@ottawa.edu * 785-248-2510
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Breaking up a course and coming up with a cohesive design and approach, could make the design process longer. At SSC, we generally work with our faculty over the course of a semester for each course. When we’ve worked with teams, we have not seen a shortened timeline.
The length of time it takes to develop a course depends on the content. Are there videos? If so, they have to be created, which is time-consuming, plus they either need to have a transcript created or they need subtitles. Both of those can be time-consuming. PowerPoint slides take time, plus, they need more content to make them relevant. We are working with our faculty to use the Universal Design for Learning model, which means we’re challenging them to create the content to benefit the most learners
I have a very small team whose sole focus is course design and it takes us 3-4 weeks to design a course and it’s our full-time job!
Linda
Linda C. Morosko, MA Director, eStarkState Division of Student Success 330-494-6170 ext. 4973 lmorosko@starkstate.edu
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Kelvin, we also use the 8-week development cycle, but do occasionally have to lengthen that cycle for particularly complex courses or in rare cases when the SME has had medical emergencies or other major life disruptions. I would be surprised if multiple faculty working on a course could develop it any more quickly than a single faculty member, though, because of the additional time required for them to agree and the dispersed sense of responsibility. Interesting idea.
-Kimber
Dr. Kimberly D. Barnett Gibson, Assistant Vice President for Academic Affairs and Online Learning Our Lady of the Lake University 411 SW 24th Street San Antonio, TX 78207 Kgibson@ollusa.edu210.431.5574 BlackBoard IM kimberly.gibson https://www.pinterest.com/drkdbgavpol/ @drkimberTweets
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Hello everyone. As a follow-up to the current thread, how long do you typically give hey course developer to develop a master course for your institution? We currently use an eight week model but some faculty have indicated that that is not enough time for them although we have teams of 2 to 4 faculty developing such content. Our current assumption is that with teams, there can be divisions of labor that can reduce the total amount time needed during the course development process.
Kelvin Bentley, PhD Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
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At Berkeley College, full-time faculty may develop online courses in conjunction with an instructional designer. The course is used as a master template for other sections to be assigned from. Once the course has been scheduled and taught, the faculty member receives a stipend. The faculty member would receive their normal pay to teach the developed course as part of their semester course load, with no additional royalties assigned for it or any additional sections that may be provided to students.
Regards, Gina Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2, Paramus, NJ 07652 (973)405-2111 x6309 gina-okun@berkeleycollege.edu
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We operate with nearly all adjunct faculty where >70% of enrollment credits are onlinez
With one exception that I can recall, the development contract includes the college’s outright ownership, with no royalty rights. One of the issues with a royalty based arrangement would be what to do when the course is revised (which happens nearly every term, to one degree or another). At what point does the course begin to take on the character of another person’s input?
What do you do if the course is adapted for a shorter summer term, or a between-term intensive? What if new media tools or a different LMS are used? Is the royalty arrangement based on the syllabus or the course content itself? What happens if the textbook goes out of print, or an Open resource becomes available? What happens if students evaluate the course poorly?
I’m not in position to set this policy — I’m only reporting it. I like the idea of a royalty arrangement but it seems like it could get pretty messy. It isn’t as if you are licensing a song or an image where the original product doesn’t change. Courses, the modes of delivery, and the means of communication change all the time. Seems like it would be hard to define what constitutes “the course” after a certain amount of time.
Steve Covello Rich Media Specialist/Instructional Designer/Online Instructor Chalk & Wire e-Portfolio Administrator Granite State College 603-513-1346 Video chat: https://appear.in/id.team Scheduling: http://meetme.so/stevecovello
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I’ve worked with many institutions that have used Subject Matter Experts (SMEs) to develop or provide the online course content. Most often, the institutions also provide a resource in the form of an Instructional Designer (ID) to take the content and create the actual course environment.
The SME is paid on a contract basis for provision of the content. This is a one-time payment, and the institution then owns the course content (other than integrated published materials such as text books, licensed online lab products, etc.). The SME may be an existing faculty member at the institution or not, or the SME may go on to teach the course at the institution. In any event, whoever teaches the course would be paid the standard faculty rate for the course. If the course requires revisions to the extent that a person will need to be engaged for content updates, then that can be a negotiated contract. Typically it is some fraction of the original development cost. No royalties are involved.
Within SUNY, there is some variance regarding whether a stipend is paid for development or not. In either case, since we are unionized there is policy regarding IP. IP resides with the faculty developer unless both parties agree in writing in the form of a contract to assign or share rights.
Thank you for your feedback on this issue. Our institution does does not provide a royalty as we consider course development as a fee-for-service arrangement. We pay teams of 2-4 faculty $1000 each to develop master course shells for our high-enrollment courses. Instead of a royalty fee, I think an institution can simply provide course developers the perk of first right of refusal to teach the course when it offered as well as providing course developers with the first option to make revisions to the course shell over time.
Kelvin
Kelvin Bentley, Ph.D. Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
Once upon a time, and several positions ago, we set up a google doc for capturing all kinds of data points across institutions, like this. I’m sure it’s far out of date, but may still have some ideas or info in there – and could possibly be dusted off and oiled up for re-use… I present the Blend-Online Data Collector. This tab is for course development payment.
Kind regards,
Clark
Clark Shah-Nelson
Assistant Dean, Instructional Design and Technology
University of Maryland School of Social Work—Twitter … LinkedIn —voice/SMS: (646) 535-7272fax: 270.514.0112
Hi Jenn,
Just want to clarify…you say faculty “sign over all intellectual property rights of the course to the college.” but later in the email say “Faculty own all intellectual property and can take it with them to teach at another institution”, so is your policy changing to the former? Or, is it the later and that is what you are asking about?
I’ll send details on our policy directly to your email account.
I am tasked with finding out what the going rate is for the following model:
We pay an adjunct faculty member (“teaching faculty”) a set amount in order to develop an online course and sign over all intellectual property rights of the course to the college.
Is anyone doing this? I’ve heard of models that include royalties, but I personally don’t know of any that offer straight payment for IP. I know this can be a touchy subject, so feel free to respond directly to me and I will return and post a range of payment rates with no other identifying data.
For some comparison, we are currently paying full time faculty a $5000 stipend to spend a semester developing their very first online class, and then they get paid to teach the class. Subsequent online class developments are unpaid. Emerson owns the course description and course shell and is allowed to show the course to future faculty who will teach the online course. Faculty own all intellectual property and can take it with them to teach at another institution. More info: http://www.emerson.edu/itg/online-emerson/frequently-asked-questions
I asked this on another list, but wanted to get Blend_Online’s opinion as well. Thanks for any pointers!
Jenn Stevens
Director | Instructional Technology Group | 403A Walker Building | Emerson College | 120 Boylston St | Boston MA 02116 | (617) 824-3093
Ellen M. Murphy
Director of Program Development
Graduate Professional Studies
W3Schools – Fantastic set of interactive tutorials for learning different languages. Their SQL tutorial is second to none. You’ll learn how to manipulate data in MySQL, SQL Server, Access, Oracle, Sybase, DB2 and other database systems.
Treasure Data – The best way to learn is to work towards a goal. That’s what this helpful blog series is all about. You’ll learn SQL from scratch by following along with a simple, but common, data analysis scenario.
10 Queries – This course is recommended for the intermediate SQL-er who wants to brush up on his/her skills. It’s a series of 10 challenges coupled with forums and external videos to help you improve your SQL knowledge and understanding of the underlying principles.
TryR – Created by Code School, this interactive online tutorial system is designed to step you through R for statistics and data modeling. As you work through their seven modules, you’ll earn badges to track your progress helping you to stay on track.
Leada – If you’re a complete R novice, try Lead’s introduction to R. In their 1 hour 30 min course, they’ll cover installation, basic usage, common functions, data structures, and data types. They’ll even set you up with your own development environment in RStudio.
Advanced R – Once you’ve mastered the basics of R, bookmark this page. It’s a fantastically comprehensive style guide to using R. We should all strive to write beautiful code, and this resource (based on Google’s R style guide) is your key to that ideal.
Swirl – Learn R in R – a radical idea certainly. But that’s exactly what Swirl does. They’ll interactively teach you how to program in R and do some basic data science at your own pace. Right in the R console.
Python for beginners – The Python website actually has a pretty comprehensive and easy-to-follow set of tutorials. You can learn everything from installation to complex analyzes. It also gives you access to the Python community, who will be happy to answer your questions.
PythonSpot – A complete list of Python tutorials to take you from zero to Python hero. There are tutorials for beginners, intermediate and advanced learners.
Read all about it: data mining books
Data Jujitsu: The Art of Turning Data into Product – This free book by DJ Patil gives you a brief introduction to the complexity of data problems and how to approach them. He gives nice, understandable examples that cover the most important thought processes of data mining. It’s a great book for beginners but still interesting to the data mining expert. Plus, it’s free!
Data Mining: Concepts and Techniques – The third (and most recent) edition will give you an understanding of the theory and practice of discovering patterns in large data sets. Each chapter is a stand-alone guide to a particular topic, making it a good resource if you’re not into reading in sequence or you want to know about a particular topic.
Mining of Massive Datasets – Based on the Stanford Computer Science course, this book is often sighted by data scientists as one of the most helpful resources around. It’s designed at the undergraduate level with no formal prerequisites. It’s the next best thing to actually going to Stanford!
Big Data, Data Mining, and Machine Learning: Value Creation for Business Leaders and Practitioners – This book is a must read for anyone who needs to do applied data mining in a business setting (ie practically everyone). It’s a complete resource for anyone looking to cut through the Big Data hype and understand the real value of data mining. Pay particular attention to the section on how modeling can be applied to business decision making.
Hadoop: The Definitive Guide – As a data scientist, you will undoubtedly be asked about Hadoop. So you’d better know how it works. This comprehensive guide will teach you how to build and maintain reliable, scalable, distributed systems with Apache Hadoop. Make sure you get the most recent addition to keep up with this fast-changing service.
Online learning: data mining webinars and courses
DataCamp – Learn data mining from the comfort of your home with DataCamp’s online courses. They have free courses on R, Statistics, Data Manipulation, Dynamic Reporting, Large Data Sets and much more.
Coursera – Coursera brings you all the best University courses straight to your computer. Their online classes will teach you the fundamentals of interpreting data, performing analyzes and communicating insights. They have topics for beginners and advanced learners in Data Analysis, Machine Learning, Probability and Statistics and more.
Udemy – With a range of free and pay for data mining courses, you’re sure to find something you like on Udemy no matter your level. There are 395 in the area of data mining! All their courses are uploaded by other Udemy users meaning quality can fluctuate so make sure you read the reviews.
CodeSchool – These courses are handily organized into “Paths” based on the technology you want to learn. You can do everything from build a foundation in Git to take control of a data layer in SQL. Their engaging online videos will take you step-by-step through each lesson and their challenges will let you practice what you’ve learned in a controlled environment.
Udacity – Master a new skill or programming language with Udacity’s unique series of online courses and projects. Each class is developed by a Silicon Valley tech giant, so you know what your learning will be directly applicable to the real world.
Treehouse – Learn from experts in web design, coding, business and more. The video tutorials from Treehouse will teach you the basics and their quizzes and coding challenges will ensure the information sticks. And their UI is pretty easy on the eyes.
Learn from the best: top data miners to follow
John Foreman – Chief Data Scientist at MailChimp and author of Data Smart, John is worth a follow for his witty yet poignant tweets on data science.
DJ Patil – Author and Chief Data Scientist at The White House OSTP, DJ tweets everything you’ve ever wanted to know about data in politics.
Nate Silver – He’s Editor-in-Chief of FiveThirtyEight, a blog that uses data to analyze news stories in Politics, Sports, and Current Events.
Andrew Ng – As the Chief Data Scientist at Baidu, Andrew is responsible for some of the most groundbreaking developments in Machine Learning and Data Science.
Bernard Marr – He might know pretty much everything there is to know about Big Data.
Gregory Piatetsky – He’s the author of popular data science blog KDNuggets, the leading newsletter on data mining and knowledge discovery.
Christian Rudder – As the Co-founder of OKCupid, Christian has access to one of the most unique datasets on the planet and he uses it to give fascinating insight into human nature, love, and relationships
Dean Abbott – He’s contributed to a number of data blogs and authored his own book on Applied Predictive Analytics. At the moment, Dean is Chief Data Scientist at SmarterHQ.
Practice what you’ve learned: data mining competitions
Kaggle – This is the ultimate data mining competition. The world’s biggest corporations offer big prizes for solving their toughest data problems.
Stack Overflow – The best way to learn is to teach. Stackoverflow offers the perfect forum for you to prove your data mining know-how by answering fellow enthusiast’s questions.
TunedIT – With a live leaderboard and interactive participation, TunedIT offers a great platform to flex your data mining muscles.
DrivenData – You can find a number of nonprofit data mining challenges on DataDriven. All of your mining efforts will go towards a good cause.
Quora – Another great site to answer questions on just about everything. There are plenty of curious data lovers on there asking for help with data mining and data science.
Meet your fellow data miner: social networks, groups and meetups
Facebook – As with many social media platforms, Facebook is a great place to meet and interact with people who have similar interests. There are a number of very active data mining groups you can join.
LinkedIn – If you’re looking for data mining experts in a particular field, look no further than LinkedIn. There are hundreds of data mining groups ranging from the generic to the hyper-specific. In short, there’s sure to be something for everyone.
Meetup – Want to meet your fellow data miners in person? Attend a meetup! Just search for data mining in your city and you’re sure to find an awesome group near you.
Data storytelling is the realization of great data visualization. We’re seeing data that’s been analyzed well and presented in a way that someone who’s never even heard of data science can get it.
Google’s Cole Nussbaumer provides a friendly reminder of what data storytelling actually is, it’s straightforward, strategic, elegant, and simple.
“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
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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.
partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).
Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.
In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo
key partnerships:
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)
challanges: ITS mindset (conservative), Administration must be on board (money), Funding.
MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.
Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making.
If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.
maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)
Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?
they have 3d printer, Inoculus. Makerspace mentioned
examples how to use 3d printing for education (LRS archive collections, MN digital library).
the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected
digital classroom breakdown session
Break down session: Digital Classroom
technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.
HD flow and other hardware and software solutions
VLAN 3. lecture capture.
BYOD support in the classroom: about half of the room raised their hands.
“According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.
37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”
Reasons young adults ages 18-26 use snapchat:
“I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
“I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
“Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”
Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.
Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.
Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0
Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1
Function/Description of the Position: (skills and experience the student will gain from the position)
– Learn and/or expand on h/er knowledge of the Adobe Suite applications
– Learn and/or expand on h/er knowledge of technology instruction
– Learn and/or expand on h/er knowledge of audio and video editing tools
– Learn and/or expand on h/er knowledge of Microsoft Office Pro applications
– Learn and/or expand on h/er knowledge of social media platforms
Duties & Responsibilities
– Build and promote technology-related materials using social media platforms such as Edublog and Youtube
– Promote technology instruction and services across campus through various duties such as completion of physical and electronic promotional materials, contacts with student organizations and similar bodies
– Administer database for promotion and attendance of technology instruction sessions
– Research, assist and recommend technologies suitable for educational practices at SCSU
– Work with the social media groups throughout LRS to synch technology related activities with other LRS promotional endeavors
– Assist with video and audio editing activities
Minimum Qualifications to perform the duties of the position: (e.g., previous related experience; coursework/education; background check; licensure)
– Strong knowledge in software and applications
– Preferred advanced knowledge in Adobe Suite
– Preferred advanced knowledge in audio and video editing applications on both Windows and Apple platforms
– Strong knowledge and understanding of social media
Work Schedule: (e.g., weekdays; evenings; holidays; breaks; weekends; available to work 2-4 hour shifts)
– Flexible schedule, but at least ½ of the working hours during the day
