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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.
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.
silalott

Facebook: Lurking, Liking and Life Satisfaction | Psychology Today - 2 views

www.psychologytoday.com/...g-liking-and-life-satisfaction

lurkers facebook

shared by silalott on 08 Jun 19 - No Cached
  • silalott on 08 Jun 19
     
    Research shared by Dr. Karen E. Dill-Shackelford that says: "It turns out that such lurkers should beware. A new study says that while Facebook activity may be a sort of combination of fun and boredom for many, it predicts problems for the lurkers. We may need to look out for Facebook envy in ourselves. In a study of emotional experience on Facebook (4), researchers in Germany discovered that a lot of frustration people experience on the site comes from envy. And that envy is much more likely to happen to lurkers than to those who actively participate on Facebook. "
Ömer Arslan

Ethical dilemmas on social media: Swedish secondary teachers' boundary management on Fa... - 6 views

www-tandfonline-com.proxy.lib.fsu.edu/...13664530.2017.1371634

students teachers interaction Facebook

shared by Ömer Arslan on 06 Jun 19 - No Cached
  • Ömer Arslan on 06 Jun 19
     
    This study examines student-teacher interaction on Facebook and how teachers manage ethical concerns arising from pupils' actions and their appearance on Facebook.
  • ...2 more comments...
  • yidke6463 on 06 Jun 19
     
    https://www-tandfonline-com.proxy.lib.fsu.edu/doi/full/10.1080/10508422.2018.1516148?src=recsys This article is also about ethical issues, but deals with the field of psychotherapy (and doctoral students in clincical psychology - the education link.
  • Ömer Arslan on 07 Jun 19
     
    Thank you for sharing that article! It is really interesting and similar to the concerns addressed in the first article. I just do not understand the default assumption and position that self-disclosure in online spaces will damage the interaction between the stakeholders. In the end, they (e.g., student-teacher, doctor-patient) both perform what they are expected to perform in a work-related context. Self-disclosing individual aspects should not discredit one's expertise, credibility, etc. I am curious about your perspectives. :-)
  • yidke6463 on 07 Jun 19
     
    Thank you for the reply! What struck me as valid about the article is that for some relationships, there is no self-disclosure on one side, and maximun self-disclosure on the other. The article talked about psychotherapists. Typically, the individual in therapy knows nothing or very little about the therapist, while the therapist gets to know the person in theapy quite well - one supposes. While I personally would like to know something about the "personness" of a therapist, prevailing opinion is that, should the person in therapy gain knowledge of the therapist through social media, it would damage the theraputic relationship. Same thing with doctors. Perhaps the same thing with priests. I'm a bit paranoid about too much self-disclosure, except for the ADHD thing, so if I where a therapist, I would be OK. However, if I blogged on my struggles with Therapy School, thoughts about patients, etc... I would be more worried. Actually,blogging about patients might cause you to lose your license... and it should! I know all this because my husband is a psychologist. It's almost impossible to have a conversation about his work without violating some ethical code or another. :-)
  • Ömer Arslan on 07 Jun 19
     
    I think I agree with you in the idea that in some relationships there is no mutual disclosure because we expect and accept a level of certain patterns of behavior or let's say self-disclosure. As you have mentioned, while we do not anticipate a therapist to self-disclose 'personal' aspects, the same goes with the person. S/he is expected to self-disclose. I am not familiar with the therapist/person interaction, but I can make connections from my personal experiences. They both have 'preferred, expected' rights and duties in relation to each other. While a therapist may be legitimate to know whether the person is ADHD or not or whatsoever, it sounds reasonable. However, when it comes to the person whether the therapist is an ADHD or whatsoever, wait! A therapist and ADHD??? No way. I wish I read about an expert's perspectives in a blog form that may potentially heal my wounds or others. But at the same time, it is not easy to establish. One of the tensions that I need to resolve, in the end. I am glad that you shared your experiences. Such a nurturing conversation. :-)
ashspence7

Facebook adds Activity Privacy - 1 views

I was browsing MSNBC.com while eating lunch today and came across this new article featuring Facebook's latest "upgrade". For all the facebook followers, here's a new helpful tidbit! http://www.te...

http:__www.technolog.msnbc.msn.com_technology_technolog_facebook-finally-adds-activity-privacy-controls-mobile-895926?__utma=14933801.631182168.1342713854.1342713854.1342713854.1&__utmb=14933801.1.10.1342713854&__utmc=14933801&__utmx=-&__utmz=14933801.134

started by ashspence7 on 19 Jul 12 no follow-up yet
tomara95

How to Create a Facebook Group - 1 views

www.postplanner.com/how-to-create-a-facebook-group

2.0 Social learning

shared by tomara95 on 14 Jun 20 - No Cached
  • tomara95 on 14 Jun 20
     
    Sometimes random lurkers like to infiltrate learning communities. Here's how to create a Facebook Group.
Rachel Scott

Too Much Facebook, Twitter Tied to Poor Mental Health in Teens - WebMD - 0 views

www.webmd.com/...to-poor-mental-health-in-teens

shared by Rachel Scott on 02 Aug 15 - No Cached
  • Rachel Scott on 02 Aug 15
     
    Interesting! This is contradicted by some studies saying that students who are more involved in FB are more engaged in class. The debate continues!
Vanessa

How To Delete Your Facebook, Twitter, Instagram, and Snapchat | WIRED - 7 views

www.wired.com/...ook-instagram-twitter-snapchat

shared by Vanessa on 03 Jun 20 - No Cached
daeunjung liked it
  • Vanessa on 03 Jun 20
     
    Ready to cut the connection? Here's some advice on how to do it.
  • bayraider on 13 Jun 20
     
    This is so useful, especially after this class. Saved this and will share further.
  • tomara95 on 14 Jun 20
     
    I think it's funny how a lot of these platforms hide this option. Out of all of the web 2.0 platforms, I really enjoy Instagram. That is one I will NOT delete
Gale Allbritton

Edmodo | Where Learning Happens | Sign up, Sign In - 0 views

www.edmodo.com

social learning teachers Web 2.0

shared by Gale Allbritton on 30 Jun 13 - No Cached
  • Gale Allbritton on 30 Jun 13
     
    Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. The goal is to help educators harness the power of social media to customize the classroom for each and every learner. Seems like it may be a better alternative than using Facebook in the classroom to make sure privacy issues are not a problem.
Shuang Hao

Mixable - connected classroom developed by Purdue University - 0 views

www.itap.purdue.edu/...mixable

Internet learning Web social teaching

shared by Shuang Hao on 16 Jul 12 - No Cached
  • Shuang Hao on 16 Jul 12
     
    Purdue has developed and deployed a large suite of digital technologies designed to improve student success. They developed this tool - Mixable, that enables informaiton to be delivered though a mobile device, Facebook application, or web browser. All these technologies are designed to connect the classroom with the class using the connections and devices common to students such as dropbox, video/image sharing tool, etc.
Shuang Hao

Edmodo | Secure Social Learning Network for Teachers and Students - 2 views

www.edmodo.com/home

learning teaching social Collaboration

shared by Shuang Hao on 15 Jul 12 - Cached
  • Shuang Hao on 15 Jul 12
     
    Here is the description from Edmodo: "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." Is it another Blackboard? Or not? A feature for this tool is that you can choose to get mobile notifications of updates from the teacher.
  • ...2 more comments...
  • Alyn Minnerly on 15 Jul 12
     
    I like the tools and layout of the site. Seems very simple and easy to use. I will have to remember this if I ever teach. thanks for posting this site. :)
  • Henry Xu on 15 Jul 12
     
    Looks interesting. Let me check it out a little bit.
  • Dana Bauries on 16 Jul 12
     
    I have a user profile on Edmodo, and I am now being asked to use it by my administration team at my school. It kind of reminds me of Facebook in a professional sense.
  • Fran Marsh on 16 Jul 12
     
    This looks really promising. I'm going to look into this more and perhaps use this as my portal for the produsage assignment. Thanks for sharing Shuang!
Dana Bauries

Kerpoof Studio - 1 views

www.kerpoof.com

shared by Dana Bauries on 02 Aug 12 - Cached
  • Dana Bauries on 02 Aug 12
     
    I had to share because I know my daughter will love this when she is a bit older. You can draw, create a store, make a movie, color a picture, and much more. You can share your creation through Facebook, MySpace etc.
  • ...1 more comment...
  • Fran Marsh on 03 Aug 12
     
    Looks like a fun tool! Will have to check this out. Thanks for sharing.
  • Alyn Minnerly on 03 Aug 12
     
    This looks like a lot of fun. I am going to check it out with my daughter and see if she takes to it. Thanks.
  • Gale Allbritton on 30 Jun 13
     
    I love the visuals and the ability to create a storyboard. Looks like great learning fun. Thanks for sharing!
sam sam

[Infographic] The Social Media ROI Solar System - 1 views

www.bzzagent.com/...-social-media-roi-solar-system

social

shared by sam sam on 14 Jul 13 - No Cached
  • sam sam on 14 Jul 13
     
    You could say there's a universe of ways people measure the ROI from their social media marketing. Some of the more popular methods, like counting Facebook "likes" and re-tweets, have very little meaning to the CFO, while other newly developed formulas around engagement can be, well, rather creative.
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.
darceyliang

"Friending" Vygotsky: A Social Constructivist Pedagogy of Knowledge Building Through Cl... - 0 views

files.eric.ed.gov/...EJ1060440.pdf

2.0 learning teaching

shared by darceyliang on 21 Jul 18 - No Cached
  • darceyliang on 21 Jul 18
     
    This article offers a rethinking of Lev Vygotsky' s social constructivism theory Applied in the classroom use of social media. Presenting two case studies, one with media literacy course using Facebook page and the other with communication in justice course using Wiki for collaboration, the article provided both professors' and students' perspectives on advantages and challenges of using social media for learning.
lsibbitt

A Global Dialogue on Peace: Creating an International Learning Community through Social... - 1 views

eric-ed-gov.proxy.lib.fsu.edu/?id=EJ1060834

shared by lsibbitt on 19 Jul 18 - No Cached
  • lsibbitt on 19 Jul 18
     
    Download full PDF from FSU Library database. Students from American College of Norway, the University of North Dakota, and Nelson Mandela Metropolitan University in Port Elizabeth, South Africa came together through technology with the objective to have engage in a dialogue on topics such as like world peace, sustainable peace and global citizenship. Students were using this as an opportunity to connect to one another. Students were excited for the opportunity to engage, they had exposure to great speakers (digitally) and materials. They were connected to one another via online channels. Students answered questions on a blog and on Facebook, and although at first the answers may have been surface level, eventually student answers became more sophisticated. The study concludes by acknowledging the value of studying abroad, but recognizing that not all students have the opportunity to do so. Some of the value of study abroad is the exposure to culture and enhanced desire to learn, with technology it is possible to help students develop a passion for learning and create a sense of understanding for global issues.
hajeen

Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis - 1 views

www.tandfonline.com/...09588221.2014.960942

CMC ESL EFL writing peerreview peerfeedback

shared by hajeen on 19 Jul 18 - No Cached
  • hajeen on 19 Jul 18
     
    Many recent studies show the effectiveness of Web 2.0 technologies on collaborative writing for L2(ESL/EFL) students. Web 2.0 tools such as Wiki, Facebook, and Forum have been adopted in an L2 class to enhance students' motivation and achievement. Peer review and collaborative writing are drawing more attention and support from L2 instructors because of the collaborative potential of the latest CMC tools such as Wikis. With this latest technology, students can work more easily and simultaneously in groups of three or more than with previous technology. Check this article for the recent studies about using technologies in ESL/EFL writing classes for peer feedback projects.
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
crs6414

Pharmacy Students' Perspectives of Social Media Usage in Education - 2 views

www.ncbi.nlm.nih.gov/...PMC6731182

shared by crs6414 on 17 Jun 21 - No Cached
  • crs6414 on 17 Jun 21
     
    This article survey's pharmacy students about their use and belief of four tools: Facebook, Twitter, Instagram and SnapChat. The questions considered how they viewed privacy and use professionally versus personally.
crs6414

Understanding Context Collapse Can Mean a More Fulfilling Online Life | Rewire - 2 views

www.rewire.org/context-collapse-online

shared by crs6414 on 14 Jun 21 - No Cached
Ömer Arslan liked it
  • Tech researchers say this is partially the fault of a phenomenon called "context collapse," a sociological concept that describes what happens when many social groups exist in one space.Here's how context collapse plays out online. When you have Facebook friends numbering in the thousands, your audience becomes a little difficult to speak to all at once.In an article for sapiens.org, Sophia Goodman described it as “trying to comfortably chat with your mother, bar buddy, work colleague, and ex-boyfriend at the same time.”In a place where parents, colleagues, bosses and friends all congregate, you can find it difficult to be yourself. Or, rather, to decide which self to be.
  • and your career
    • nroyal18
      nroyal18 on 14 Jun 21
       
      Link to article about posts that will get you fired
  • Understanding the sociology of social media means you can be more mindful about how you use it. Hopefully, your online life will be more fulfilling because of it. Or, maybe you'll decide to give it up all together.If you do stick around, don’t expect to ever find that “authentic” online version of yourself.“There really isn’t such a thing,” Marwick said. “It’s really always a performance."
    • nroyal18
      nroyal18 on 14 Jun 21
       
      authentic online personalities don't exist...always a performance
  • ...2 more annotations...
  • There are three basic strategies people have adopted to deal with the reality of posting online.The "lowest common denominator” strategy, or only making posts that you're comfortable with anybody seeing, staying away from anything controversial or overly personal.“Social syphentation,” or migrating your conversation to a place where you have a smaller audience, like a group text, Instagram DMs or Snapchat, where the context and audience are clear.People are also avoiding context collapse by turning to more ephemeral mediums, like Instagram stories and Snapchat. These posts don’t stick around, so you can share without as much worry about the consequences.
    • nroyal18
      nroyal18 on 14 Jun 21
       
      Lowest common denominator is usually the way I go. Although, I am opening up more within my social media outlets
  • And remember those privacy settings, and use them. Not everyone needs to see every post you make. And if you see something you don't want to see, feel free to mute it.
    • crs6414
      crs6414 on 17 Jun 21
       
      Good reminder!
  • crs6414 on 17 Jun 21
     
    I appreciate the explanation in this article about context collapse. It makes sense. This article definitely made me want to go back and check privacy settings and to think more about my likes.
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