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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.
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
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
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
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.
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.
Ömer Arslan

Using Twitter as a data source an overview of social media research tools (2021) | Impa... - 5 views

blogs.lse.ac.uk/...cial-media-research-tools-2021

social media analytics Twitter analytics analytics

shared by Ömer Arslan on 14 Jun 21 - No Cached
nutraware79 and disceverum liked it
  • Fast-forward to 2021, and something big has happened within the social media research space. Twitter has released a new product track, the ‘academic research product track’. This allows academic researchers free access to the complete archive of historical public tweets (by historical data we mean tweets posted in the past). This is significant news because for many researchers without a large budget or with limited time, historical data has until now been out of reach.
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      This is interesting! It can be difficult to access to tweets more than a week even through paid services. I want to explore this and see how it works.
  • Twitter Archiving Google Spreadsheet (TAGS)Web-basedTwitterFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      TAGS can be one of the helpful tools when collecting some Twitter data!
  • GephiWindows, Mac OS, and LinuxImport data from other platformsFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Gephi is another cool tool that may help with importing network data and visualizing the network. Statistics panel might also be helpful to identify some of the network metrics.
  • ...1 more annotation...
  • SociovizWeb-basedTwitterLimited Free
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Sociovis can also be helpful when starting with some Twitter data.
  • Ömer Arslan on 14 Jun 21
     
    This blog post introduces tools for social media analytics (particularly Twitter). Some of them may support cross platform analysis (not just Twitter). Have you played with any of them before? I've explored TAGS and Socioviz just a little bit.
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.
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

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
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.
Vanessa

Creative Commons - 0 views

creativecommons.org

copyright creativecommons web2.0

shared by Vanessa on 15 Jul 12 - Cached
  • Vanessa on 15 Jul 12
     
    Creative Commons is a way of protecting the rights to your work as you share it online. It's an alternate to traditional copyright, and it has a variety of options (including remixing) for permissions/use. Flickr makes use of CC licenses, as do many repositories. Totally worth checking out.
  • Alyn Minnerly on 15 Jul 12
     
    This, among other things, is taking our very restrictive concept of ownership to a much more productive and logical level, especially in this age of global knowledge. Many praises for CC.
catsilvers

Perceptions of Information Literacy Skills among Undergraduate Students in the Social M... - 0 views

doi-org.proxy.lib.fsu.edu/...10572317.2017.1293416

shared by catsilvers on 22 Jul 18 - No Cached
  • catsilvers on 22 Jul 18
     
    This article focuses on how college students evaluate information on social media. It also included an investigation of whether students use social media for their coursework and which tools they prefer. Finally, the authors surveyed students regarding metaliteracy topics, such ast their knowledge of copyright & fair use and privacy. Overall, the study found that students are moderately aware of and concerned with the credibility and accuracy of information, but are far more concerned with privacy issues. Understanding of legal issues associated with the re-use of information was rather low, and even less knowledge of cyber crimes.
eesllc

Social media as a complementary learning tool for teaching and learning: The case of yo... - 0 views

reader.elsevier.com/...C42F5CAC4855A1ED1ABC1E2CCCA0DD

2.0 social learning teaching education

shared by eesllc on 23 Jul 18 - No Cached
  • eesllc on 23 Jul 18
     
    author: George Ligon IV I recently read an article about a study on college students use of Youtube to support academic learning. According to Alexa (2015), Youtube is the third most visited website in the world (as cited by Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). The study explored students' usage and their perceptions of Youtube's effectiveness as an academic learning tool. Out of 312 respondents 71% stated they used Youtube for academic learning purposes (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). According to Moghavvemi et al. (2018), 76% of respondents stated they used Youtube to learn how to solve problems, 77% used it to answer questions, and 83% used it to watch videos that were suggested by friends. In addition to this, Moghavvemi et al. (2018), reported 70.5% of respondents believed they learned more from watching Youtube than reading a book. Thus, the findings supported previous studies which found using videos to teach was an effective tool to enhance academic performance (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). References Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018, March). Social media as a complementary learning tool for teaching and learning: the case of youtube. The international journal of management education. 16(1), 37-42. Retrieved from https://www.sciencedirect.com/science/article/pii/S1472811717303051
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!
msoichot

Can you copyright the content you make with generative AI? | Descript - 6 views

www.descript.com/...ays-about-ai-generated-content

AI ChatGPT intellectualproperty authorship ownership

shared by msoichot on 24 Jun 23 - No Cached
msoichot and s_jian liked it
  • because you can’t predict exactly what a generative AI tool will create, you can’t copyright it.
  • The Copyright Office equated the text prompts to telling an artist about an idea you have for a painting, then trying to copyright the work after they paint it.
  • That makes sense if all you provided the artist was ideas, because ideas are not protectable and the painter did the creative work that gives them “authorship,”
  • ...9 more annotations...
  • Lisa says she would’ve expected the Copyright Office to focus more on the nature of the inputs
  • how much human involvement does a creator have to exert over a machine to claim ownership of its output? 
  • This isn’t the first time the legal system has wrestled with that question. It first came up when cameras were invented; the argument then was that you couldn’t protect a photograph as your own, since the machine was the one capturing the image.
  • The Copyright Office, surprisingly, introduced this predictability standard instead.
  • He used the amusing analogy of Jackson Pollock, who made his art by flinging paint around and seeing what happened; nobody questioned his ability to copyright those works.
  • But in a more salient point for creators, the lawyer argued that the Copyright Office was “incorrectly focusing on the output of the tool rather than the input from the human.”
  • the best thing you can do is to be sure you’re employing as much human creativity in the process as possible.
  • This might mean writing prompts with as much detail as possible
  • A final note: as Lisa points out, the Copyright Office did indicate that if someone sufficiently modifies generated output, that could be protectable. So, If you’re using generative AI as a starting point — e.g., using ChatGPT to create a rough draft and then re-writing it for your own voice — be sure you document the changes you made before you try to file for copyright protection, and then explain it in the application.
  • lottaskaos on 07 Jun 24
     
    This is good information! AI has really opened up a lot of opportunities and resources, but it has also presented a lot of questions!
  • candee051 on 09 Jun 24
     
    This is good information regarding the use of generative AI. I concur with the author that AI-created information should be used as a starting point for developing instructional materials. It should not remove the instructional designer from the process. After all, they would be most knowledgeable about the instructional needs of their learners and the delivery methods available to them.
  • s_jian on 18 Jun 24
     
    Thanks for sharing this resource. It's super helpful for a project I'm working on right now.
Vanessa

Social Media, Service, and the Perils of Scholarly Affect - Hybrid Pedagogy - 3 views

www.hybridpedagogy.com/...the-perils-of-scholarly-affect

social media scholarship

shared by Vanessa on 07 Jul 15 - No Cached
  • Vanessa on 07 Jul 15
     
    Tagging because I want to read it, but thought some of you might be interested as well.
  • anonymous on 10 Jul 15
     
    Interesting piece. I've heard lots about the debate over scholarship versus service, and thought that Bessette's analogy to blogging as service was fascinating. Knowledge sharing may not be scholarship in the traditional sense, but it certainly plays an important role in pushing higher education forward, so maybe it should be considered a real part of a scholar's contributions to the field.
  • Vanessa on 12 Jul 15
     
    I know some bloggers who are actively lobbying to consider their blogs as scholarship. Some have submitted archives as part of promotion dossiers. Generally, they're not at R1 universities -- although there are plenty of R1 scholars who see how blogging and other social media interactions can enhance their scholarship via promoting their work and building their networks. And many have also talked about the effect it has had on their writing. I think I'll blog about that sometime in the next week.
tsandaal

#Twitter: A Pedagogical Tool in the High School Classroom: Articles, Books, Journals an... - 3 views

eds.b.ebscohost.com.proxy.lib.fsu.edu/...detail

education teaching Twitter

shared by tsandaal on 20 Jul 18 - No Cached
  • tsandaal on 20 Jul 18
     
    This article describes a high school teacher's yearslong journey in introducing and managing Twitter in her classroom. She begins with this observation, "Students participated more readily when the tools they already used outside school were acceptable in the classroom," and then goes on to describe how she made school constituents comfortable with her adoption of the platform. This is followed by the actual ways in which she used it (announcements - sharing articles blogs - classtags - extension of class discussion- digital citizenship - Tweetdeck). She addressed one of my questions about her choice to use Twitter, sharing that it was the unreliability of the LMS that led her to use Twitter from sharing information at first, but over time, she observed many benefits such as clarity in writing through the mandatory economy. Even after the expansion to 280 characters, only 5% of tweets were longer than 140 words! One powerful takeaway was the experience of a long haired male student who had the experience of being listened to without judgment. Twitter in her experience allowed for marginalized voices to be heard.
Kari (Knisely) Word

(73) Millennials Don't Exist! Adam Conover at Deep Shift - YouTube - 5 views

www.youtube.com/watch

millennials generation

shared by Kari (Knisely) Word on 07 Jun 19 - No Cached
  • Kari (Knisely) Word on 07 Jun 19
     
    Adam Conover, comedian, discusses the dangers of stereotyping generations. We can't describe all millennials because they are the most diverse people to date. He claims that history shows that older people always talk down to practices of the younger people... it is a trend that has been around for years. Our view of generations reflects our own prejudice and opinions as our lens that we see the world.
  • justinbaggott on 08 Jun 19
     
    I always love Adam Conover's videos. This was great. I think his commentary on generational views of technology. It relates with my article about rethinking how we study "screen time". I think educators can easily fall into generational stereotypes when targeting learners. Great find!
  • amykbrown on 08 Jun 19
     
    Honestly don't know how no one laughed at that "baby boomer" joke but this was such a great video. Such an interesting point to note that we label this whole generation as one, but they truly are the most diverse when it comes to everything from background, culture, interests, etc! Thanks for sharing!
Dana Bauries

The 100 Best Web 2.0 Classroom Tools Chosen By You | Edudemic - 6 views

edudemic.com/...best-web-tools

shared by Dana Bauries on 12 Jul 12 - No Cached
  • Alyn Minnerly on 12 Jul 12
     
    Another website that lists Web 2.0 tools.
  • ...3 more comments...
  • Jennifer Schmutz on 12 Jul 12
     
    Great list! Thanks!!
  • Dana Bauries on 31 Jul 12
     
    100 of the top web 2.0 tools used by teachers.
  • Alyn Minnerly on 31 Jul 12
     
    Funny you posted this. I was starting to compile a list when the class started of all the Web 2.0 tools so when I have a chance, I can check it out. Now I don't need that list anymore. Thanks.
  • Dana Bauries on 31 Jul 12
     
    Alyn, I also have a written list on several scratch pieces of paper that are in various places around my computers. Now, everything that I need to know about web 2.0 tools and links are in one place. I am overwhelmed with the amount of resources that were listed. I have only heard of about 1/2 of what is posted on this site.
  • Jennifer Schmutz on 31 Jul 12
     
    I'm with both of you. I started a list on my computer. As I discover a site from the class, or someone's blog, I would add it. This list is great, but I'm planning on still organzing the list I've come up with. That is if I ever get around to it. I'm hoping that will be a quicker reference, but we'll see if I ever get to it :)
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