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The Kids Are All Right: Teens Say Social Media Makes Them Feel Better About Themselves,... - 0 views

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    "The rise of smartphones, selfies, and social media has made researchers concerned for young adults' mental health. But ask teens if social media is making them more anxious, depressed, or lonely, and the vast majority say no."
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A Teenager's View on Social Media - Backchannel - Medium - 0 views

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    Good insight into social media that teens use and ignore. I always think it's funny when teachers try to get kids on Twitter. KIDS DON"T USE TWITTER. Teachers have found it useful for resources sharing, and I have kids use it for certain research tasks, but...
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http://files.eric.ed.gov/fulltext/ED535130.pdf - 3 views

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    Interesting data on how higher ed faculty view use of social media for classes.
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On Social and Mobile Learning Architectures by Mayra Aixa Villar : Learning Solutions M... - 0 views

  • One of the main premises of social learning is that meaningful interactions among individuals can lead to increased understanding.
  • By using social media and participating in virtual communities, educators can become facilitators of interactions and content curators while students can model and produce—as opposed to passively consume—the learning content.
  • Students reported that this experience made them more willing to participate and allowed them to express themselves more freely. They also highlighted how the immediate access to relevant resources and information helped them advance their understanding on the subject.
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Brian Honigman: 100 Fascinating Social Media Statistics and Figures From 2012 - 4 views

  • works and what doesn't with your audience. Here are 100 of the most fascinating social media statistics and figures from 2012 that can help you better understand Facebook, Twitter, Instagram, Pinterest and Google Plus for the coming year.
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Munch Poke Ping - 1 views

  • All the films on this website have been devised and acted by young people who have been excluded from main-stream school and are taught in Pupil Referral Units. What is unique about this project is that through the intensive workshops and film-making we have been able to caputre the authentic voices of young people, and then contrast these views with those from the dedicated staff who we filmed sharing about how they deal with these issues in their professional practice. The four themes which arose from the initial MPP research were around Identity, Relationships, Conflict and Coping.
  • The title, ‘Munch, Poke, Ping’ refers to familiar tools and applications which young people use on social networking and smart phones. Echoing these terms, this project attempts to: Munch: Just as screen-munching applications allow the users to capture the screen on their mobile, so this report attempts to provide an up-to-date ‘screen capture’ of the way vulnerable YP live online. Poke: Just as a gentle ‘Poke’ on a social network helps draw attention, this report seeks to poke policy makers to respond positively to the challenges and opportunities of social media, and ensure those working with vulnerable YP are given training to equip those in their care. Ping: Just as ‘pinging’ one-to-many on a mobile helps spread news, so this report seeks to start a wider debate about vulnerable YP online, how it can provide a wonderful platform for inclusion, but how it also opens real safeguarding issues for those already vulnerable offline.
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    Munch Poke Ping. Research into how social media and mobile technology affects young people's peer relationships. 
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JOLT - Journal of Online Learning and Teaching - 8 views

  • This article presents important issues for educators to consider as they use these new tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption
  • Social Media Use in Higher Education: Key Areas to Consider for Educators
  • three important questions will be addressed: 1) What should educators know or consider as they employ these tools? 2) What are the ramifications of moving academic activities to the public sphere? 3) How do laws that govern our academic freedoms and behaviors apply in the online environment?
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  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • learners can mix and match to best suit their individual learning styles and increase their academic success
  • such technologies are typically freely accessible, easy to incorporate, and have a minimal learning curve to master
  • can become personalized
  • extend class engagement beyond designated class time and to increase the quality and quantity of participation
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • multiple benefits for using SNS [social networking software], including, retention, socialization, collaborative learning, student engagement, sense of control and ownership
  • primary benefit of using the tool is for collaboration or extending engagement outside the classroom
  • faculty attitudes
  • slow-to-adopt-change nature of academia
  • Key Areas of Consideration for Educators
  • Missing from this dialogue, however, is discussion of how best to tackle some of the practical, less paradigm-shifting questions about ownership, privacy and security, access, accessibility and compliance, stability of technology, intellectual property rights, and copyright law.
  • The question really is one of ownership and rights: who owns not only the tangible item that is created, but the intellectual concepts, ideas or processes behind the creative work or property?
  • Increasingly, universities are respecting students’ IP rights, mainly by recognizing them as copyright holders of the work they create.
  • While faculty members may understand that having access to another’s work does not make them owners or give them rights to freely use the content as they wish, this concept may not be so clear for students. Recognizing the ease with which digital content can be copied, remixed, and reused, it is wise to facilitate discussions or assign readings about ownership and attribution, addressing ethical and legal content use.
  • Using mediated tools that capture discussions and activities in an open public space fixes these events for digital perpetuity and makes them potentially available to a world audience.
  • Will this public learning space inhibit risk-taking and instead foster a reluctance to share ideas with a broader audience for fear that these things will come back to haunt the student later?
  • Faculty should consider not only having a discussion about online privacy but also include a statement in their syllabus about proper conduct and expectations for both students and faculty.
  • faculty can use these issues as teaching topics that aim to enhance students’ media literacy.
  • faculty members need to consider a chosen medium’s ability to accommodate students’ diverse learning needs, which include accessibility as defined by the Americans with Disabilities Act
  • the availability of assistive technology tools to enhance accessibility for a wide range of challenges and disabilities seems to have increased
  • Online social media sites create an even more challenging environment as they are rich in media, images, and links facilitating complex interactions that use scripting languages not compatible with accessibility software
  • The most common stability issue for technology is likely the removal of content by the software web host or system provider because of a Digital Millennium Copyright Act (DMCA) take-down request
  • If being in a university-sponsored password protected online space that is limited to only the current class has created a fictitious safety net for using copyrighted materials, taking this class out into the open web--a public space available for the world to view--should spark some serious contemplation.
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    "This article presents important issues for educators to consider as they use (Web 2.0) tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption ..."
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The Negative Effects of Facebook on Communication | Social Media Today - 2 views

  • Facebook and other social media channels are redefining how and what we communicate with potentially equally neg ative consequences
  • In Mickey D’s case, that has meant coming to value convenience, low cost, and potentially taste, over nutrition, with enormous consequences for the health of our country. For Facebook and other social media channels, by contrast, it has meant fundamentally shifting, perhaps even bastardizing, how we communicate
  • We’ve seen sentences communicating complete thoughts devolve into esoteric sound bites laced with a dizzying array of fragments and acronyms.
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  • Perhaps most importantly, we are witnessing how social media is helping to foster a society that values frequent communication more than meaningful communication.
  • We are now also communicating different types of information that are often are far more personal in nature
  • Just as we’ll gobble up any new item on the menu at McDonald’s, with little regard to what we’re actually eating, we’ll seemingly share any information that Facebook gives us a new and novel way to communicate no matter how personal.
  • For example, today our communications need to be shorter and more frequent, since people increasingly value quick hits that allow them to glean important information and then quickly move on.
  • Similarly, our communications need to be far more visual to capture our shrinking attention spans, a reality that is playing itself out in the form of infographics, viral videos, and picture-oriented social media sites such as Instagram. Our content also needs to be more personal to appeal to a new generation that has come to expect access to more intimate information.
  • As social media continues to alter our communication, the long-term implications, particularly for those young enough to never have known anything different, could be significant.
  • So, the next time you’re at McDonald’s, consider passing on the fries. And, the next time you’re on Facebook, think about paying a bit more attention to what you’re communicating and how. After all, the negative effects of Facebook may be far greater than you realize.
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    Interesting ideas about how the "consumption" of FB could leave the country as under nourished as eating full time at Micky D's.
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    I agree the article is interesting. I like the analogy. After refusing to join FB for many years I joined about 9 months ago and continue to ponder how it is used. Thanks for posting it.
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The pros and cons of social media classrooms | ZDNet - 2 views

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    Handy list for getting discussion going about using SoMe for education.
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Social Constructivism Meets Social Media | Digital Learning Environments - 6 views

  • Complete opposite to old-school pedagogy is social constructivism, which proposes that students learn best about a given topic when interacting with other learners
  • the ability of college students to participate in small study groups is the most important determinant of academic success
  • students who study with other students at least once per week are more engaged and better prepared than students who study solo
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  • tech-savvy teachers can join in and geographic limitations are erased
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    New study on using social media to create social constructivism.
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Social Networking Sites: Too Much Information - 1 views

  • don’t put your safety or your future at risk.
  • the words and images you post on the Internet may be available for years
  • Sharing too much information on social networking sites can be problematic in two ways: first, it can reveal something about you that you’d rather your current or future employer or school administrator not know, and second, it can put your personal safety at risk
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  • 38 percent of the time, this leads to rejections
  • if you mentioned on your resume that you volunteer in your community, can speak another language, or travel for work or pleasure—then “round out” your claim by backing it up online.
  • if you have expertise in a certain subject area, create an online “portfolio
  • the guiding principle should be the “grandmother test:
  • you should never have a password that uses the name of your pet, favorite band, hobby, birthday, or something else easily known about you
  • limit the publication of that data. Just change your settings
  • restrict the viewing of your profile only to users at your own college or to only your “friend” list
  • Don’t share things that would make you vulnerable to unwanted contact
  • make sure the combined information on their pages is not more than you would be comfortable with strangers knowing
  • once you publish something online, it is available to other people and to search engines. You can’t retract it
  • may have saved a copy
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    Information on what to publish on a social network written in understandable terms.
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TechLearning: Social Media: It Does Have a Place in the Classroom - 1 views

  • social media can improve the quality of education being given to students and make them more engaged in the process.
  • social media is much more than just Facebook and Twitte
  • social media is any kind of media where there is the opportunity for people to interact online
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  • Anything that lets people interact online is effectively social
  • Posting materials online also helps students become accustomed to dealing with the outside world
  • they can have an impact
  • building up an online resume of material is useful for students when it comes time to apply to college
  • it existed long before social media arrived.
  • we do advise against teachers ‘friending’ students on Faceboo
  • the appropriate use of social media in schools goes much further than creating ‘rules of where you can surf.’ It comes down to educators grasping social media as a new form of learning—both for researching and collaborating more effectively
  • educators themselves have to become personally familiar with social media
  • social media is a paradigm shift
  • Social media represents a whole new way of doing things not just for educators and their students, but society as a whole
  • Connect
  • Collaborate
  • So many people connect to social media, but do not leverage the "social" aspect it offers.
  • Curate
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    Paradigm shift necessary to embrace the use of social media in the classroom. Social media is anywhere people interact.l
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Instagram - 0 views

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    "Social Media Explained a la @ThreeShipsMedia" Instagram - a fun & quirky way to share your life with friends through a series of pictures. Snap a photo, then choose a filter to transform the look and feel of the shot into a memory to keep around forever.
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    This is too funny...but explains social media very well!
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Focus on the User - 1 views

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    Google plus results are 'hardwired' into Google social searches, overlooking more valid results. Interesting video showing examples of this and a bookmarklet which addresses the problem. 
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Crowdsourcing Grading: Follow-Up | HASTAC - 0 views

  • I believe every  dedicated, experienced, concerned teacher has at least one grading story to report that still is a source of concern long after (I'm changing details here but all are based on actual incidents and you can all fill in your painful anecdote here:  the brilliant, passionate, on-fire student who was dumped by his girlfriend the week before the final and didn't tell you until five years later that that's why he never turned in the final paper.   A+ mind, no final paper, mysterious and disturbing silence. Why? The intrusion of a broken heart, physical exhaustion, depression, an illness not diagnosed until later, a death in the family: How do you calculate the average of life's pains?  
  • Because I'm writing a book now on cognition and digitality, I have spent a lot of the last decade reading books and articles (probably not just dozens but hundreds) on assessment, evaluation, and grading. 
  • We also know that we, as teachers, fudge our evaluation of evaluations all the time.   We do not live in a perfect world and the drastic underfunding of teaching in the last decades has forced many a prof to make compromises that are anything but fair, respectable, or even defensible.
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  • Am I giving away state secrets when I suggest that there are some profs out there who, faced with 300 students in a course, with no TA or maybe only one or two, end up giving multiple choice or short-answer exams including in subjects where they would admit such exams are a travesty.
  • The point is that we know a grade is an artifical marker of a certain kind of performance under a certain set of circumstances.
  • It is quite clear to me that assessment in the forms now used in K-12 and in colleges and universities too is very much a product of the Machine Age. 
  • Suffice it to say that I'm blogging rapidly, from memory, but the basic point is that evaluation is vexed and ever-changing and often misapplied.
  • hat is how I feel about assigning grades in a conventional way (whatever that means!) in a class exploring new modes of  cognition and digitality.  The point of this course is to rethink our model of mind that has been handed down to us from the Machine Age and has about all the subtlety of that age.
  • That's what "This Is Your Brain on the Internet" is about.   I loved teaching the class last spring to an astonishing and wonderful group of Duke's ISIS students (ISIS stands for Information Science + Information Studies).  These students tend to major in wide-ranging subjects like Computer Science and French, or Engineering and Music, or Philosophy, Biological Anthropology, and English.  They deserve a prof who is as thoughtful and demanding and introspective about learning as they are.  Toffler's idea of "learning, unlearning, and relearning" is what this particular course promises and demands. 
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    Crowdsourcing evaluation tools are build into Moodle forums.  I believe they are an option in D2L as well.  What kind of community of practice do we need to make this approach to grading beneficial?
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How To Crowdsource Grading | HASTAC - 1 views

  • What this teaches my students is responsibility, credibility, judgment, honesty, and how to offer good criticism to one's peers--and, in turn, how to receive it.
  • There will be no exams and no formal, final research papers required in this class.  Any student who would like to write a final research paper can pitch an idea to the class.  If accepted, the student will be invited to write the paper.   In all other cases, students will work together on a final, collaborative multimedia online project that will be made available on a public website, probably the HASTAC (www.hastac.org) or the ISIS site
  • Grading and Evaluation.  After returning to teaching after several years as an administrator, I found grading to be the most outmoded, inconsequential, and irrelevant feature of teaching.  Thus for ISIS 120, S 2010, all students will receive the grade of A if they do all the work and their peers certify that they have done so in a satisfactory fashion.  If you choose not to do some of the assignments and receive a lower grade, thats permissible.  You will be given a chart at the beginning of the course with every assignment adding up to 100 points.  A conventional system will be assigned (95-100 points = A-, etc).  We total the scores at the end and you get the points youve achieved.  If, on any one assignment, peers rank the work unsatisfactory, you will either not be assigned any points for that assignment or you can submit a revised assignment in response to the class critique.  Revision and resubmission results in full points.  In other words, everyone who chooses to do the work to the satisfaction of his or her collaborative peers in the course will receive an A, but no one is required to do all of the work or to earn an A.  In lieu of a final exam, students will write an evaluation of the class (in addition to the university-required student evaluations).  This will emphasize what you learned in the class, what you feel you accomplished (with "accomplished" self-defined).  I will offer feedback on your self-assessment, amounting to an "evaluation" of your contribution to the experiences of, in Toffler's phrase "learning, unlearning, and relearning" that are central to "Your Brain on the Internet."   
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Facebook Is Most Popular Social Network for All Ages; LinkedIn Is Second [STUDY] - 0 views

  • Twitter, the third most used social network, is most popular among younger users, and membership drops off incrementally for older audiences
  • Twitter ,
  • Facebook is the only one that knows no generational limits
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  • Facebook beats the other social networking sites by a long-shot, too. LinkedIn, the next most popular site, claims only 28% of the U.S. adult online population.
  • The youngest members are also likely to be the most active users of any of the social networks.
  • Forrester’s survey was conducted online in July — shortly after Google+ launched, so Google’s social network is absent from the findings
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    Interesting report from Forrester Research. Really nothing earth-shattering, but it kind of proves the point that everyone is on Facebook and it's a powerful tool for business and education. Guess I have to get an account now! I am very curious to see what, if any, impact Google+ has on Facebooks domination.
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Edmodo | About - 4 views

  • Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner.
  • Edmodo provides teachers and students a secure place to connect and collaborate, share content and educational applications, and access homework, grades, class discussions and notifications
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    At Edmodo, we help teachers make their classroom a community. Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner in the K-12 environment.
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    This is a safe environment for students to access class content, interact with other students in the class and get support from the classroom community as needed. It helps students help each other.
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Infographic: Social media is growing at an astonishing rate | Articles - 2 views

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    "Since 2005, the number of people in all age groups using social media has grown at an eye-popping rate. This infographic from Search Engine Journal breaks it down: "
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