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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.
candee051

Motivation and sustained participation in the online crowdsourcing community: the moder... - 2 views

www.proquest.com/...2533920993

learning_motivation crowdsourcing online_community_development

shared by candee051 on 09 Jun 24 - No Cached
  • Specifically, reputation-based reward satisfies crowdworkers' need for status improvement (Ye and Kankanhalli, 2017); recognition-based reward meets their need for positive recognition and attention (Leimeister et al., 2009) and feedback-based reward enables them to acquire concrete information about the quality and value of their submission (Feng et al., 2018).
  • Specifically, hedonic reward highlights the importance of providing enjoyable participation experiences (Rockmann and Ballinger, 2017; Ye and Kankanhalli, 2017); and eudaimonic reward emphasizes the necessity to promote crowdworkers' tendency to employ crowdsourcing community for psychologically worthwhile experiences (Mekler and Hornbæk, 2016).
  • There are four types of contextual extrinsic motivations in the online crowdsourcing community: monetary reward, reputation-based reward, recognition-based reward and feedback-based reward.
  • ...2 more annotations...
  • There are two types of contextual intrinsic motivations in the online crowdsourcing community: hedonic reward and eudaimonic reward. Hedonic reward refers to the pleasures and enjoyment of engaging in the online crowdsourcing community (Deng and Joshi, 2016).
  • Eudaimonic reward refers to the crowdworkers' need for achieving self-determination value and fulfilling their life pursuit in the online crowdsourcing community (Ryan et al., 2008).
  • candee051 on 09 Jun 24
     
    In their study, Wei and Xiang (2021) examine how motivation sustains participation in an online sourcing community. After reading Zhao and Zhu's (2014) work, I explored this topic further as they recommended it for future research. Overall, their work revealed that both intrinsic and extrinsic motivation were critical. External motivators included improved reputation, recognition, and feedback, whereas internal motivators related to emotional feelings of happiness and pleasure.
nutraware79

Adverse Effects Associated with Protein Intake above the Recommended Dietary Allowance ... - 1 views

www.ncbi.nlm.nih.gov/...PMC4045293

health problems protein intake

shared by nutraware79 on 17 Jun 21 - No Cached
  • However, high protein diets (defined as an intake above the current RDA) are promoted intensively by the nutritional supplements industry and they are considered to be “the gold standard” by many athletes (especially bodybuilders) for muscle development and/or body fat loss.
    • nutraware79
      nutraware79 on 17 Jun 21
       
      protein promoted by body builders
  • On the other hand, several scientists claim that the overuse of protein supplements or high dietary protein intake could cause disorders to human health [1–7]. The aim of this review study is to determine the potential health dangers due to high protein/high meat intake obtained from diet or nutritional supplements based on the human studies existent in the literature.
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein potential danger to health
  • Extra protein is not used efficiently by the body and may impose a metabolic burden on the bones, kidneys, and liver. Moreover, high-protein/high-meat diets may also be associated with increased risk for coronary heart disease due to intakes of saturated fat and cholesterol or even cancer [
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein may exert load on kidneys and liver.
  • ...11 more annotations...
  • Diet which is high in protein generates a large amount of acid in body fluids [2]. The kidneys respond to this dietary acid challenge with net acid excretion, and, concurrently, the skeleton supplies buffer by active resorption of bone resulting in excessive calcium loss [2]. Moreover, acid loading directly inhibits renal calcium reabsorption leading to hypercalciuria in combination with the exorbitant bone loss
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein intake may lead to excessive bone loss.
  • igh levels of dietary protein, at least a portion of the increase in urinary calcium reflected increased bone resorption [1
  • There was a consistent increase in urinary calcium with the high-protein diet averaging 88% above control in the normals and 82% in the patients
  • An increase in urinary calcium excretion was found indicating that the animal protein-induced calciuric response could be a risk factor for the development of osteoporosis
  • An increase in vegetable protein intake and a decrease in animal protein intake may decrease bone loss and the risk of hip fracture [
  • Additionally, dietary excess (2 g/kg/day) in animal protein for 1 week led to significant changes in urinary calcium excretion rates
  • releases calcium to be excreted by the kidney. This protein-induced hypercalciuria could lead to the formation of calcium kidney stones
  • animal protein is also the major dietary source of purines, the precursors of uric acid. Excessive intake of animal protein is therefore associated with hyperuricosuria, a condition present in some uric acid stone formers [5]. Uric acid solubility is largely determined by the urinary pH. As the pH falls below 5.5 to 6.0, the solubility of uric acid decreases, and uric acid precipitates, even if hyperuricosuria is not present
  • animal protein-rich diet was associated with the highest excretion of undissociated uric acid due to the reduction in urinary pH
  • arian cancers. Thus, reducing red meat intake might lower the risk for several common neoplasms [26]. Moreover, highprotein/high meat diet could cause disorders of liver function and precipitated progression of coronary artery disease. Hyperalbuminemia and elevated transaminases have been associated with high-protein diet [27]. Individuals on high protein supplements developed intermittent abdominal pain, transient elevations in transaminases, and hyperalbuminemia without there being any identifiable cause.
  • igh-protein diets may precipitate progression of CAD through increases in lipid deposition and inflammatory and coagulation pathways
vnavarrete

Telecollaboration in Online Communities for L2 Learning - 2 views

https://diigo.com/0cnus8 This paper is part of a doctoral thesis focusing on the study of language learners and the effectiveness of their strategies in two online tools, Livemocha and Busuu. In bo...

ESL eme6414 languagelearning

started by vnavarrete on 20 Jul 18 no follow-up yet
Alyn Minnerly

Second Life idea great for Produsage? Game-Based Learning? - 1 views

secondlife.com

2.0 Internet teaching learning Web social collaboration game-based produsage

shared by Alyn Minnerly on 15 Jul 12 - Cached
  • Alyn Minnerly on 15 Jul 12
     
    I don't know much about Second Life, and while it might have some elements that I could do without, I was thinking that this could tie nicely into a formal or informal Web 2.0 learning platform, game based learning, and Produsage. What do you think?
  • ...2 more comments...
  • Fran Marsh on 15 Jul 12
     
    I took a multimedia class last semester with Dr. Ke and got to explore Second Life and Opensim. It's a great example of Produsage as the members are constantly producing (sharing)and using (making use of what's shared) in their communities. You'd be surprised at the research currently being done with Second Life/Opensim and learning disabilities here at FSU's Instructional Systems. My daughter is part of that research and loves the interaction that's involved in second life. You'll find that it's difficult to take a back seat in this virtual community as things are constantly and dynamically changing. BUT I got" creeped" out as the environment resembled too close to real life. I can see how people can really be sucked in to this environment and "live" a second life.
  • Dana Bauries on 16 Jul 12
     
    I remember writing a couple of paper's on Second Life in some of my ISD courses. Along with informal instruction, professor's are developing courses within Second Life's virtual platform. They are holding class meetings Second Life's synchronous communication tools. Second Life's features are interesting because they can easily blend formal and informal learning.
  • Denise Basler on 16 Jul 12
     
    Second Life creeps me out too. I've tried exploring what it is, but I think it just boils down to me thinking that I would have to be dissatisfied with my first life to indulge in a second one. There was a season of The Office devoted to this, I think. It also doesn't help that the only Second Life example I have ever seen was the one that shares the thoughts and visuals of a schizophrenic and that the graphics look like the Grand Theft Auto video game (one that my little brother played WAY too much). I know all of what I just typed is silly (although true for me) because some really great things are coming out of Second Life. I have a friend who is working on her doctorate in ISD at the University of Southern Alabama, and she put a lot of work into a research on using Second Life to rehabilitate long-term prison inmates, prior to their release. She ultimately chose another topic for her thesis, but her work showed astounding results. Before learning about her work, I assumed Second Life was nothing more than a glorified Sims game.
  • Alyn Minnerly on 16 Jul 12
     
    To some degree, I agree Denise that its a little creepy. Especially since there are a lot of undesireable elements (at least to me) that seem to permeate the S.L. landscape. However, I am fascinated with using a virtual world setting to encourage learning because people tend to "get in to it" better when its in an environment that they can relate too.
Henry Xu

Chapter 7 Political Freedom Part 2: Emergence of the Networked Public Sphere. The Wealt... - 3 views

www.congo-education.net/...ch-07.htm

shared by Henry Xu on 12 Jul 12 - Cached
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is quite a good way to categorize the change. 
  • crystallized and synthesized,
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      Can it be crystallized? Other readings suggestion it a process rather than a product, which is always on its way to the ultimate, but never reach there. 
  • ...38 more annotations...
  • first
  • anyone, anywhere
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      The so-called "Ubiquitous"? 
  • second, and more fundamenta
  • it allows one, or a few, or even a limited large group to communicate to a large but limited group, where the limit is self-selection as being interested or even immersed in a subject.
  • ddition to the owner, readers/users could write to the blog.
  • weighted conversation
  • cultural practice has emerged to reference through links for easy transition from your own page or post to the one you are referring to
  • his culture is fundamentally different from the mass-media culture
  • other dimension
  • is mobility
  • change their relationship to the events that surround them
  • social production practices that these tools enable
  • the excessive power it g
  • its tendency, when owners do
  • ives its owners, and
  • to foster an inert polity
  • ublic sphere allows individuals to monitor and disrupt the use of mass-media power, as well as organize for political action.
  • first story
  • second
  • how the networked public sphere allows individuals and groups of intense political engagement to report, comment, and generally play the role traditionally assigned to the press in observing, analyzing, and creating political salience for matters of public interest.
  • third lesso
  • Second,
  • first l
  • each individual and group can - and, indeed, most likely will - focus precisely on what is most intensely interesting to its participants.
  • fully grown like Athena from the forehead of Zeus.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      It's too culture-based to understand. 
  • Information overload.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is definitely true! Overwhelmed! 
  • Polarization
  • Fragmentation of attention and discourse.
  • Money will end up dominating anyway.
  • Centralization of the Internet.
  • Centrality of commercial mass media to the Fourth Estate function.
  • Fourth Estate
  • Authoritarian countries can use filtering and monitoring to squelch Internet use
  • Digital divide.
  • Babel objection
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      What is it anyway? It appears quite a lot. 
  • I suggest that neither is the case.
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.
Dana Bauries

Online Diagram Software and Flowchart Software - Gliffy - 0 views

www.gliffy.com

shared by Dana Bauries on 17 Jul 12 - Cached
  • Dana Bauries on 17 Jul 12
     
    Easily create professional-quality flowcharts, diagrams, floor plans, technical drawings, and more! Save Thousands Compared to Visio Gliffy's intuitive drag-and-drop interface combines the power of traditional desktop software with the lightweight, low learning curve and flexible features of today's most popular browser-based applications. No Compatibility or Access Issues Gliffy works through your web browser, it's Mac and PC friendly.
  • ...2 more comments...
  • Dana Bauries on 17 Jul 12
     
    I love this tool. It does have a collaboration and sharing feature, but I'm not quite sure if it web 2.0. What are your thoughts?
  • Fran Marsh on 19 Jul 12
     
    Gliffy is great! I'm a TA in a web design class and the students use it to diagram their web pages before they start on their project. Really simple to use.
  • Jennifer Schmutz on 19 Jul 12
     
    Gliffy looks awesome! Wish I had known about it in the beginning of the summer. I would have used in it my trends and issues class. There's still a couple more weeks of class, so I may get my chance. If not, I'm sure it will come in handy for a future class.
  • Alyn Minnerly on 19 Jul 12
     
    This is really cool. I stumbled on Webspriation PRO and used that for this weeks assignment which is similar to this. Does this have collaboration tools and chatting like Webs. Pro?
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!
Kari (Knisely) Word

Adam Ruined My Research | Psychology Today - 5 views

www.psychologytoday.com/...adam-ruined-my-research

millennials generation

shared by Kari (Knisely) Word on 07 Jun 19 - No Cached
  • Kari (Knisely) Word on 07 Jun 19
     
    "Jean M Twenge Ph.D" discusses how research presented in Adam Conover's YouTube video "Millennials Don't Exist" was misrepresented and how she and Adam were later able to discuss their differing viewpoints rather than bash each other on social media as many would have.
  • ...1 more comment...
  • croig2 on 07 Jun 19
     
    These two articles are great. She linked to another article in there "How do we know the millennial generation exists? Look at the data" that made me appreciate more how they study generational differences- they compare the results of surveys given to 18 year olds of different years. That does sound like a much more powerful way to measure generational differences. One of the examples was the change in opinion of same sex marriages between 18 year olds in 1976 and today, which made a giant leap in approval. I'm curious what a survey of those now 61 year olds feel about the same topic- if their approval also raised, while it would show a generational difference of opinion at a certain age, it might show a closer agreement between generations on certain topics in the here and now. I wonder how those 18 year olds in 1976 compared to people 43 years older then them, too! I liked her final optimistic take on discussing differing viewpoints. At the same time, I don't necessarily agree with her that all speakers (certainly some of the ones who were banned from speaking at universities) should be given a platform. While discussion is always good, it needs to be honest and faithful; I don't believe that some people are interested in discussion, they just want to win and prove themselves right.
  • hckent on 07 Jun 19
     
    I wish more people could debate that way! I agree that not everyone wants to discuss- some just want to argue and be heard!
  • silalott on 08 Jun 19
     
    Thanks for sharing! Twenge has had to defend a lot of her literature on generational studies. I read her iGen book before and the criticism she's received on that topic as well. Very interesting!
nutraware79

The "online brain": how the Internet may be changing our cognition - 0 views

www.ncbi.nlm.nih.gov/...PMC6502424

cognition internet brain

shared by nutraware79 on 05 Jun 21 - No Cached
    • nutraware79
      nutraware79 on 05 Jun 21
       
      Internet and cognition
  • an example, even simple interactions with the Internet through the smartphone's touchscreen interface have been demonstrated to bring about sustained neurocognitive alterations due to neural changes in cortical regions associated with sensory and motor processing of the hand and thumb8. Beyond this, the Internet also presents a novel platform for almost‐endless learning of new information and complex processes, relevant to both the online and offline world9.Along with neuroplastic mechanisms, other environmental and biological factors can also cause changes in the brain's structure and function, resulting in cognitive decline10. In aging samples, for instance, there is evidence to indicate that age‐related cognitive decline may be partly driven by a process of atrophy. Some studies have shown that adopting a less engaging lifestyle across the lifespan may accelerate loss of cognitive function11, due to lower “cognitive reserve” (the ability of the brain to withstand insult from age and/or pathology)12. Some emerging evidence indicates that disengaging from the “real world” in favor of virtual settings may similarly induce adverse neurocognitive changes.
  • nutraware79 on 05 Jun 21
     
    Cognition decline and internet
nutraware79

Ethical Environment in the Online Communities by Information Credibility: A Social Medi... - 1 views

shared by nutraware79 on 10 Jun 21 - No Cached
Ömer Arslan liked it
  • Enabled by social media, individuals share their information; this then shapes social word of mouth in the form of informational or emotional support for the online communities. Users’ perceived usefulness in terms of caring and offering support through useful information make it essential for others to seek and share commercial information within the online communities (Crocker and Canevello 2008). Hence, sharing commercial information and empathising with the issues of other members of the community is likely to produce credibility and trust in the network and the adoption of social word of mouth; this may lead to the purchase intention.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      credibility
  • . In addition, consumers use social media by participating in reviewing or recommending a product to other users; these activities further increase the usefulness of a platform (Kumar and Benbasat 2006). These opportunities attract individuals to online communities and it facilitates their involvement with peers in other communities.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      usefulness increase through these communities
  • herefore, credibility of the information and trust in the online communities has a significant value for the success of an online community. Recent studies in this area argue that trust within the network has significant influence on online WOM activities
    • nutraware79
      nutraware79 on 10 Jun 21
       
      trust and credibility
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. :-)
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
neus6414

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education - 5 views

login.proxy.lib.fsu.edu/login

Twitter engagement university social

shared by neus6414 on 20 Jul 18 - No Cached
  • neus6414 on 20 Jul 18
     
    In this article, two Australian researchers investigated whether Twitter can be used to foster enhanced student engagement within a university level sport marketing course. 68 students participated in the study. 59% of the class did not have an existing Twitter account and had to sign up for one to participate in the study. There were two aspects of Twitter user during the course. First, students would participate in two discussion lectures, which was structured much the same as a Twitter chat, with questions posted in advance of the actual discussion. The second aspect was to regularly post contemporary issues in sport marketing that coincided with the course content. Much like EME 6414, students used a hashtagged course code to be able to track the activity and respond to their classmates. I thought it was interesting that the researchers explicitly advised existing Twitter users that they did not have to censor their regular Twitter activity, as the instructor would only follow the course hashtag. This appears to be a clear acknowledgement of the potential for context collapse when social media is incorporated into an educational setting. Questionnaires were administered to broadly measure aspects of student engagement. The results suggest that Twitter was effective in the university classroom as engagement levels increased over the semester. Twitter made it easier for students to connect with both the instructor and other students and extend that connection beyond the lecture time in the classroom. These networking tools also allow students to take on a more active role in the co-creation of the course content. I think this is one of the most significant advantages of incorporating social networking elements into the classroom. The biggest limitations of the study were its small sample size and homogeneous population. Future studies should include more students from various disciplines.
  • neus6414 on 20 Jul 18
     
    It took me a very long time to find the comment button to add another thought to my original post. Not nearly as noticeable as other discussion platforms. Anyway...I wanted to add that this article was very appropriate right now because the TA for EME 5608 is currently conducting research on a very similar topic, specifically "when and how social media apps like Instagram are used by students (without instructor participation) to support social interaction and build social connections in online courses." I know some of you are also in that course and I'm curious what your opinions are on the experiment? Do you think that interacting on Instagram has increased your social connections and added benefit to the learning experience?
  • alwaysaddglitter on 21 Jul 18
     
    It also took me a long time to find the comment button! You are not alone in that!
nutraware79

The Promotion of Eating Behaviour Change through Digital Interventions - 0 views

www.ncbi.nlm.nih.gov/...PMC7602497

eating behavior change technology

shared by nutraware79 on 23 Jul 21 - No Cached
    • nutraware79
      nutraware79 on 23 Jul 21
       
      How to use technology to affect/ modify eating behavior
  • s. The efficiency of all the interventions increased when coupled with tailored feedback and counselling. It was established that the scalable and sustainable properties of digital interventions have the potential to bring about adequate changes in the eating behaviour of individuals. Further research should concentrate on the appropriate personalisation of the interventions, according to the requirements of the individuals, and proper integration of behaviour change techniques to motivate long-term adherence.
  • Mediating variables, which can be personal, physical, environmental, behavioural, or familial, are important in the formation of dietary behaviours [13]. The most effective way to install changes in dietary behaviour is to alter one or more of the mediating variables [13]. For example, most children readily eat fruits and vegetables that they are familiar with [14], which may limit the variety of choices available to them. By exposing children to a greater variety of fruits and vegetables by increasing availability at home
    • nutraware79
      nutraware79 on 23 Jul 21
       
      Availability at home variable
  • ...2 more annotations...
  • Designing interventions to change dietary behaviour is a complex process, which includes identifying and prioritising all mediating variables, defining the types of change that are needed, and then implementing appropriate policies
  • Most strategies are currently based on intuition and the social, cultural, and economic characteristics of the target population rather than evidence-based interventions. Because different individuals may respond differently to the same message, additional research in the area of behavioural science is needed to develop strategic policies that will be effective for the majority of people in the community.
    • nutraware79
      nutraware79 on 23 Jul 21
       
      different people respond to different messages.
msoichot

Multiple social media in the workplace: Contradictions and congruencies.pdf - 2 views

social media workplace work communication productivity limitations benefits congruencies contradictions

shared by msoichot on 23 Jun 23 - No Cached
  • The variety of technologies available for everyday work creates complex environments
  • They may also lead to potential conflicts
  • social media have been found to be beneficial for knowledge workers.
  • ...10 more annotations...
  • proved a higher level of ambient awareness;
  • can be used to effectively highlight valuable knowledge created on the platform
  • negative impact on routine work
  • they can also provoke issues within organisations
  • redundancies between social media
  • as well as legacy systems such as long‐standing databases.
  • They highlighted that a single tool cannot satisfy all employee needs, and how differences emerged between groups;
  • Muller et al (2012) noted how social media were appropriated differently across groups when creating and using shared resources and forming relationships. The variation of usage could result in isolation of both resources and groups and create barriers for information sharing as well as reduce networking (Yuan et al., 2013).
  • leading to potentially conflicting modes of communication.
  • As researchers continue to study social media, contradictory findings show that their self‐organising and open‐ended nature makes it difficult to predict the actual adoption and use within the workplace, and how they contribute to maintaining coherence in work activities.
Vanessa

Massive Open Online Courses: Setting Up (StartToMOOC, Part 1) by Inge de Waard : Learni... - 2 views

www.learningsolutionsmag.com/...886

courses MOOC

shared by Vanessa on 26 Jul 12 - No Cached
  • Vanessa on 26 Jul 12
     
    First in a series on setting up your own MOOC (or any other course, really) using google and related tools.
  • ...1 more comment...
  • Alyn Minnerly on 26 Jul 12
     
    This article is fantastic. I like how the author is acknowledging that creating a MOOC will seem daunting to newbies, but her detailedness calmed my fears of doing something like that. As I explored the article and its links, I switched from being overwhelmed at the thought of creating one to having a flood of ideas on what I could do in such an environment. What a transitition!
  • Fran Smith on 26 Jul 12
     
    I think the articles are great, I looked at a few of the parts. Nice descriptions and screenshots. I haven't asked this before, and maybe I should know this but what are the RSS feeds? I have ignored them because I didn't know what they were. Since part 2 tells me how to add them to my site, I wonder what they are.
  • Fabrizio Fornara on 26 Jul 12
     
    Thank you very much for sharing this, Vanessa, I'm going to try it, it seems like a great platform to use. Fran, basically if you want to follow a blog or a website and don't want to check every day if there's something new published, you add this blog/website to a feed reader (I use Google Reader) and see all the new posts of the different blogs and websites published on the same page. This is (more or less) a RSS feed. Such a great help for managing information!
Fabrizio Fornara

A Google a Day in the classroom [video] - 4 views

www.youtube.com/watch

Google Search Teaching

shared by Fabrizio Fornara on 08 Jul 12 - No Cached
Vanessa and Shuang Hao liked it
  • Fabrizio Fornara on 08 Jul 12
     
    A Google a Day provides daily trivia, and can be a fun way to teach your students important online research skills.
  • Alyn Minnerly on 10 Jul 12
     
    Hi Fabrizio, I just tried the Google a Day and I like the concept very much. However, unless I was doing something wrong, I found it cumbersome to do the research and get back to the original question. In addition, when I tried to access Google Map, which was needed for answering today's question, it said it would not support it in the Google a Day window. So I opend GM up in another window. Did you experience something similiar? With that being said, I think the idea is great, especially since they give you tips and hints at how to find the answer. I think researching tips and exercises are very important, even for graduate students. You can never get enough practice in researching topics. Thanks for sharing this, I really liked it.
  • Fabrizio Fornara on 13 Jul 12
     
    When I type a research on the search box it opens a pop-up window with the data, so I have two pages open, the A Google a Day one and the search one. I think it works pretty well on Chrome, I didn't have any problem, but I haven't tried it with other browsers. A Google a Day is fun and challenging; however, I don't think you can learn too much from your answers, they are too general. Maybe in the future there will be a way to customize it and create your own challenges, it would be really interesting to use with our students/learners.
nutraware79

Achieving Optimal Post-Exercise Muscle Protein Remodeling in Physically Active Adults t... - 1 views

www.ncbi.nlm.nih.gov/...PMC5852800

protein intake athlete active recommendations

shared by nutraware79 on 19 Jun 21 - No Cached
  • Recent position stands from the Academy of Nutrition and Dietetics, Dietitians of Canada and the American Colleges of Sports Medicine [25], and the International Society of Sports Nutrition [26] recommend a protein intake of 1.2–2.0 g·kg body weight (BW)−1·day−
  • With these factors in mind, it is evident that resistance exercise is fundamentally anabolic and may actually shift the utilization of dietary amino acids towards muscle protein synthesis and thus a greater ratio of circulating amino acids are being retained by the body’s largest protein pool (skeletal muscle) in both the fasting and fed states. Hence, a person engaged in a regular resistance exercise training program is likely at the lower end of required protein intakes to optimize muscle adaptive response when compared with those engaged in other exercise activities. For example, Kato et al. [29] have demonstrated that protein requirements are slightly elevated for endurance-trained adults consuming an energy-balanced diet (~1.8 g·kg body weight (BW)−1·day−1).
  • Moreover, regular resistance exercise training results in increased whole body nitrogen retention when compared with the untrained state
  • ...2 more annotations...
  • ~1.6 g·kg body weight (BW)−1·day−1 is maximal to support resistance-exercise-induced strength and lean mass gain in healthy adults in energy balance
  • Recently, it has been shown that the ingestion of beef and skim milk (both providing 30 g of protein) were equally as effective in stimulating post-exercise muscle protein synthesis rates throughout a 0–5 h post-exercise period [39]. Similarly, egg ingestion has been shown to be effective at stimulating the post-exercise muscle protein synthetic response [41]. Additionally, there is emerging evidence that the food matrix in which the protein is consumed may have a direct influence on the post-exercise muscle protein synthetic response in healthy young adults.
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