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vdiwanji

The role of social media in higher education classes (real and virtual) - A literature ... - 3 views

ac-els-cdn-com.proxy.lib.fsu.edu/...2.0-S0747563212003743-main.pdf

social media higher education teaching learning web 2.0

shared by vdiwanji on 20 Jul 18 - No Cached
  • vdiwanji on 20 Jul 18
     
    Tess (2013) provides a great review of the literature on the role of social media in the higher education context. Tess (2013) suggests that as instructors look for ways to incorporate technology to mediate and enhance their instructions as well as promote active learning among students, they increasingly turn to different social media tools. The author argues that the current literature on the integration of social media in higher education are limited to self-reported data and content analyses. Therefore, he provides a summary of literature on the role of social media in the higher education classroom as well as discusses their limitations. Various studies (cited below) explored the role of social media and SNSs in different contexts of education -teaching learning process. These studies have demonstrated interesting and useful results. Tess (2013), in addition to keyword-specific searches, used a "snowball" method for finding the articles from the relevant articles cited in the literature reviewed. To narrow the range of the review, he chooses articles on Facebook, MySpace, Twitter, blog and LinkedIn. Tess (2013) provides a brief definition of each of these five SNSs. He also looks at the social impact of these popular SNS tools. The author looks at the factors motivating the educators to use social media in higher education classrooms, such as: the changing nature of the student, the changing knowledge consumption relationship, and the de-emphasis of institutionally provided learning and emergence of "user-driven" education (Selwyn, 2010). The author provides platform-specific affordances and drawbacks in terms of their application in the higher education space. Tess (2013) argues that although the infrastructure to support social media's presence exists in most universities today, instructors have been slow in adopting the tool as an educational one. Those who are adopting are still likely in the experimental stage. He admits that his literature rev
justchan11

Helping educators determine the quality of open educational resources | Open Educationa... - 0 views

oercuny.commons.gc.cuny.edu/...-of-open-educational-resources

education OpenCourseWare tools research Web 2.0 MERLOT OER OER Commons learning

shared by justchan11 on 31 Jul 16 - No Cached
  • justchan11 on 31 Jul 16
     
    Good review of why Open Educational Resources (OER) should be considered over traditional textbooks
trueseminole05

Five Reasons Why Pokémon Go Will Change Education, and One Reason Why It Won'... - 2 views

www.insidehighered.com/...ion-and-one-reason-why-it-wont

Pokemon education EME6414

shared by trueseminole05 on 15 Jul 16 - No Cached
Vanessa liked it
  • trueseminole05 on 15 Jul 16
     
    Five reasons why Pokémon Go is the future of education... 1. It's popular. 2. It's fun. 3. It's on phones and kids like their phones, so education of the future will have to be on phones. 4.
  • Mahalia VanDeBerghe on 16 Jul 16
     
    "Augmented reality, which is better than reality" - made me laugh! This was an interesting take on Pokemon Go, and I appreciate that he said that we as educators shouldn't focus on the technology of it, but what it unlocks in the person using it. Thanks for sharing!
  • itza7017 on 16 Jul 16
     
    This quote stuck out to me "Education doesn't happen to students, but inside them. I can't remember where I heard that, but it's true." So VERY true! It's an internal process. Very cool article.
Vanessa

Education Twitter Users : WeFollow - 0 views

wefollow.com/education

twitter education peopletofollow

shared by Vanessa on 10 Jul 12 - Cached
  • Vanessa on 10 Jul 12
     
    List of folks/organizations in education who use twitter -- some may be of interest to you
Alyn Minnerly

Role of Educator (Continued) - 1 views

nelibrary.wiley.com.proxy.lib.fsu.edu/...full

Web 2.0 learning educator social networking software teachers teaching

shared by Alyn Minnerly on 10 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    Couldn't reply to Vanessa's Post, created new one....It makes sense that researchers are taking steps to understand the role of the educator when considering Web 2.0 tools. I don't think this is a simple task for an educator to incorporate these tools into their cirriculum. In addition, I think great thought is needed to make sure that the tools are not just being used for the sake of using them but that they add/enhance learning. While the article suggests that the burden has fallen on the teacher to make use of this, I think it would be wise for institutions to develop a support system that works with the educators. After all, the institution provides them with a chalk board, a classroom, an overhead projector, etc. Why not provide them with proper training and course design suggestions using Web 2.0 technology?
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
lottaskaos

Open Educational Resources - Fort Hays State University (FHSU) - 3 views

www.fhsu.edu/oer

OER_Resource

shared by lottaskaos on 05 Jun 24 - No Cached
s_jian liked it
  • Forsyth Library OER Research Guide:
    • lottaskaos
      lottaskaos on 05 Jun 24
       
      Great list of repositories!
  • What is an Open Educational Resource?
    • lottaskaos
      lottaskaos on 05 Jun 24
       
      Good definition of OER.
  • lottaskaos on 05 Jun 24
     
    "What is an Open Educational Resource?"
  • candee051 on 09 Jun 24
     
    The bookmark provides a great infographic to recall the benefits of Open Education Resources. Thank you for sharing.
  • s_jian on 18 Jun 24
     
    Thanks for sharing! I appreciate the highlights and annotations.
Vanessa

The Internet and Higher Education - Elsevier - 1 views

www.journals.elsevier.com/-internet-and-higher-education

journal

shared by Vanessa on 05 Jul 12 - No Cached
  • Vanessa on 05 Jul 12
     
    Good journal for some articles on Web 2.0 use in higher education settings.
Vanessa

Role of the educator in social software initiatives in further and higher education: A ... - 2 views

onlinelibrary.wiley.com.proxy.lib.fsu.edu/...full

higher education social software journal

shared by Vanessa on 09 Jul 12 - No Cached
  • Vanessa on 09 Jul 12
     
    Thought this article might be of interest to you -- especially as we consider Web 2.0 and formal learning. You can get it from the FSU library if you're logged in. If you don't know how to log in for distance library access, look at the top right of the library home page for the link. Ask Vanessa or Shuang if you need help.
Yasin Yalcin

Using Pinterest in Education - 0 views

www.pinterest.com/...using-pinterest-in-education

Web 2.0 Teaching social

shared by Yasin Yalcin on 01 Jun 14 - No Cached
  • Yasin Yalcin on 01 Jun 14
     
    A collection of hints for using Pinterest well and utilizing the site in education. | See more about education, social networks and create a board.
justchan11

Web 2.0 Tools for Educators - 2 views

www.merlot.org/...viewMaterial.htm

web tools tools educators web Internet learning teaching software research MERLOT Web 2.0

shared by justchan11 on 31 Jul 16 - No Cached
  • justchan11 on 31 Jul 16
     
    Merlot material re: Web 2.0 Tools for Educators...Covers tools we have discussed in EME6414; interactive Powerpoint presentation
msoichot

The Seven Deadly Sins Of Digital Badging In Education - 7 views

www.forbes.com/...making-badges-student-centered

digital bagdes education badging

shared by msoichot on 11 Jun 23 - No Cached
  • An academic institution’s digital badging initiative is getting off the ground and students are “earning” badges, or micro-credentials, but are they actually providing value to the student toward his or her future career?
  • There is a fundamental disconnect with what is being taught in the classroom and what one really needs to know to be a contributing member of the modern workforce--especially in the tech industry.
  • The Seven Deadly Sins Of Digital Badging In Education
  • msoichot on 11 Jun 23
     
    I included some notes in the document; I'll be happy to have your thoughts!
  • brettfeller on 11 Jun 23
     
    How do we see the notes in the document?
  • msoichot on 14 Jun 23
     
    Hi Brett, I think since you're a member of the group and you click on the resource from the group page, you should see the annotations and the sticky notes. I annotated the title and the beginning of the document, and I added 2 notes, one on the title and one one Parth Detroja's quote. Let me know if you can see them!
Vanessa

The Daily Dot - What's a Facebook shadow profile, and should you be worried about it? - 0 views

www.dailydot.com/...ok-shadow-profiles-privacy-faq

Facebook Privacy

shared by Vanessa on 25 Jun 13 - No Cached
  • Vanessa on 25 Jun 13
     
    Makes you wonder if we really should be using Facebook in education. I've no problem with folks choosing to use it, but if classes pressure students into using it? That can be a real problem.
  • Loreli Smyth on 29 Jun 13
     
    This does pose a problem because even if you were to use it in education (but not forcing everyone to use it) Facebook could still collect data from non-users by other students in the class who are connected to Facebook, use the find friends feature, and have non-Facebook using student's information in their smart phones. I would like to know more about why Facebook collects this data of non-users, what purpose does it serve them? It also made me realize how Facebook can get my personal information when I post my new address to a friends wall, or share a new cell phone number. I may not have manually uploaded the information on the Facebook account, but writing it on my friends wall may be all the information Facebook needs from me.
  • Sheryl summer 6414 on 30 Jun 13
     
    This does pose a problem, especially for users like me that are infrequent with posts. I feel like I should be in there everyday "watching" for some weird activity. But I just don't have that kind of time. I am a smart phone user of all of 2 months now and already I have deleted my facebook app from my phone. I am certain I never opted to remain signed in, yet somehow I was. Then, while searching for a phone number in my contacts, I realized that the FB app had attached itself to all of my phone contacts. Too invasive. I like the idea of sharing information over platforms like Collaborate. There is a little more oversight and transparency.
Sophia Rahming

Enhancing Student Learning Through Web 2.0 and Social Networking Technology - 0 views

www.nyu.edu/...Pai.Stenerson.Gaines.html

web 2.0 learning teaching education social

shared by Sophia Rahming on 16 Jul 16 - No Cached
Vanessa liked it
  • Sophia Rahming on 16 Jul 16
     
    Great research article on Web 2.0 tools and student learning. From 2013 so fairly recent - Aditi Pai, Spelman College Jim Stenerson, Pace University Michael Gaines, University of Miami Introduction It is well documented over the years that technology has impacted education and changed the landscape of teaching and learning. For the most part information technology has been credited with making teaching and learning an active and engaging process for both the students and the faculty (Redecker et al 2009).
Alyn Minnerly

Web 2.0 and Open Educational Resources - 0 views

www.google.com/url

2.0 Internet Web learning open education social teaching creative commons

shared by Alyn Minnerly on 15 Jul 12 - No Cached
  • Alyn Minnerly on 15 Jul 12
     
    After checking out Vanessa's post on Creative Commons, I googled the title of this post and found an easy to read article that sheds some light as to the power of our tools and providing Open Education. There is mention of C.C. as I think the two are interlinked. When I see stuff like this, it gives me hope that we're moving in the right direction (maybe taking a side step or two along the way).
Alyn Minnerly

Free Technology for Teachers: 100 Ways to Use VoiceThread in Education - 5 views

www.freetech4teachers.com/...ays-to-use-voicethread-in.html

2.0 teaching teachers Internet Voice thread

shared by Alyn Minnerly on 11 Jul 12 - No Cached
Henry Xu liked it
  • Alyn Minnerly on 11 Jul 12
     
    100 Ways to Use VoiceThread in EDU is the title of a collaborative effort to gather educators' ideas for using VoiceThread in the classroom. This site has a live Voice Thread where you can listen to educators as well as leave your own VT comment. It looks interesting. I just liked the idea of leaving a comment for others to listen to if they're interested.
  • ...3 more comments...
  • Vanessa on 11 Jul 12
     
    You're on a real VT kick, Alyn! :)
  • Alyn Minnerly on 11 Jul 12
     
    Its like discovering Peanut Butter and Jelly for the first time...lol...I am excited only because I think it could be, or already is, used to aid in learning. And its fun.
  • Fran Marsh on 11 Jul 12
     
    Thanks for posting-great place to find ideas or inspiratons-maybe for one of the projects :)
  • Jennifer Schmutz on 12 Jul 12
     
    So I guess its time for me to jump on the VoiceThread bandwagon. This is officially my next "exploration" project.
  • Alyn Minnerly on 12 Jul 12
     
    Jennifer, Warning! Once you get on the bandwagon, you'll never want to get off....lol. :)
Vanessa

Software Will Not Eat Education | Technology and Learning | InsideHigherEd - 1 views

www.insidehighered.com/...oftware-will-not-eat-education

academe learning education

shared by Vanessa on 12 Jul 15 - No Cached
  • Hire enough faculty to have classes small enough so that the professors can get to know the students as individuals.
    • Vanessa
      Vanessa on 12 Jul 15
       
      To me, this is such a major point. I wonder, however, what the masses value. Human interaction doesn't come cheaply. I think that if a MOOC provides as much instructor interaction as a regular university course, then the university needs to rethink what they're doing. (And yes, I know this is the case in many instances, including some instances in which class size would allow greater instructor-student interaction). Thoughts?
hajeen

Changing the Default to Support Open Access to Education Research (Roehrig, 2018) - 2 views

journals.sagepub.com/...0013189X18782974

Open Access OA Educational Resources OER

shared by hajeen on 12 Jul 18 - No Cached
  • hajeen on 12 Jul 18
     
    This article was featured today on Facebook of FSU COE. Dr. Roehrig talk about the factors underlying the underutilization of Open Access (OA) to make education research literature freely available online.
  • tsandaal on 13 Jul 18
     
    Hi, Hajeen. I look forward to reading the article, but at the moment just playing with the Diigo features!
  • Vanessa on 13 Jul 18
     
    As both a researcher and an editor, I can say that it's a very complicated issue. I'm looking forward to reading the article, too.
Vanessa

Why Twitter Is a Teacher's Best Tool - Education - GOOD - 3 views

www.good.is/...itter-is-a-teacher-s-best-tool

twitter teachers

shared by Vanessa on 07 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    At the start of this class, I thought Twitter was too much trouble, why bother. In the article you bookmarked, I would think that all one has to do was just call someone, or speak to another person. However, after emailing you and others today about things, I realized how valuable it is to be able to respond to someone with just a quick answer. This eliminates the formality of face to face conversations which usually take a lot of extra time ("hi, how are you? I'm fine, how is the family, etc....waiting for the right moment to get to the real reason why one called). I am all for f2f get togethers and phone conversations, either socially or professionally, but when it comes to things like finding out educational policies that could be answered by knowledgeable people within a few seconds, why not just cut to the chase and get a quick short answer, unless of course, one is fortunate to have an abundance of time...cough....cough.. This has awakened me to the power of Twitter and its role in education. Thanks.
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