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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.
justchan11

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

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

education OpenCourseWare tools research Web 2.0 MERLOT OER OER Commons learning

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

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

www.fhsu.edu/oer

OER_Resource

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

Thing 8: Digital Curation Tools - Cool Tools for School - 6 views

cooltoolsforschool.net/curation-tools

curation lessonplans

shared by Vanessa on 09 Jun 23 - No Cached
  • christinewise23 on 11 Jun 23
     
    I like the section on "curating vs dumping". In a previous course, we used Zotero to store our sources for annotated bibliographies and for classmates to have access to. I did not fully utilize this resources by tagging, sorting, etc. In this case, I just used this site to 'dump' all of my sources and then didn't do anything else with them.
  • msoichot on 11 Jun 23
     
    This is a useful resource! It makes me realize that I subconsciously used a curation tool in one of my courses (one I am a very minor instructor actually). During the session, I was presenting some tips to help healthcare professionals to see how useful mastering English could be for their job (I'm the French classmate, remember. ;-) ). I decided to combine all the resources I provided about the TOEFL test, Visas, universities, and so on, in a shared Padlet everybody could implement. Though I thought the comment feature could be helpful, I relied on colors to categorize the various topics. I think including tags would be super helpful to provide multiple ways to classify resources.
brandyofthelake

Getting Started with Twitter - 5 views

www2.le.ac.uk/...ow-to-get-started-with-twitter

Twitter

shared by brandyofthelake on 05 Jun 19 - No Cached
  • brandyofthelake on 05 Jun 19
     
    While we have already moved way past this, I still thought this was a very well put together explanation for getting started on Twitter from the University of Leicester and may be useful for future classes!
  • dawnadolfson on 06 Jun 19
     
    This is a great basic explanation of Twitter! I could see us providing this resource to students that may be new to Twitter before designing a class activity with it.
  • croig2 on 06 Jun 19
     
    The step by step instructions on how to develop a presence are great. Don't often see that. I like the encouraging tone of the piece. Thanks!
cagornik

16 OER Sites Every Educator Should Know -- Campus Technology - 4 views

campustechnology.com/...very-educator-should-know.aspx

open education resources

shared by cagornik on 12 Jun 21 - No Cached
nutraware79 liked it
  • lissa6414 on 13 Jun 21
     
    This is a great site! I included this resource in my blog this week, I think it offers a nice collection of OER sites to explore. Thanks for sharing!
Ömer Arslan

The Straightforward Guide to Twitter Analytics - 6 views

blog.hubspot.com/...twitter-analytics

Twitter analytics

shared by Ömer Arslan on 16 Jun 20 - No Cached
disceverum liked it
  • Ömer Arslan on 16 Jun 20
     
    Interested in Twitter Analytics? Take a look at this blog post that may help you gain initial impressions.
  • Ömer Arslan on 16 Jun 20
     
    Here are two more resources for you to uncover Twitter Analytics. 1. https://www.brandwatch.com/blog/twitter-analytics-tools/ and 2. https://buffer.com/library/twitter-analytics/. I hope these resources help! :)
disceverum

(2020) Overwhelmed Colleges Welcome Support from Bolt, an Intelligent Admissions Engine... - 0 views

www.prnewswire.com/...from-element451-301147450.html

shared by disceverum on 25 Jul 21 - No Cached
  • disceverum on 25 Jul 21
     
    AI in higher ed admissions. "With Bolt, enrollment managers and marketers can focus their attention on prospects who are more likely to enroll, conserving time and effort for resource-strapped schools hit hard by the pandemic. Bolt uses behavioral data, which is 20 times more predictive than artificial intelligence that relies on demographics alone."
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.
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

Using Diigo in the Classroom - YouTube - 2 views

www.youtube.com/watch

diigo tutorial

shared by Vanessa on 05 Jun 24 - No Cached
  • lottaskaos on 05 Jun 24
     
    Thanks for sharing this video! It was a helpful walk-through of how to use Diigo.
  • wileecoyote6414 on 10 Jun 24
     
    This is great! Thank you ~
  • jorannb on 05 Jun 25
     
    This video laid out a great explanation of how using this platform can be helpful. I am already envisioning the possibility of using it in my Media Center. Theoretically, I would like to see all of our students through their Social Studies classes. I think it would be very cool to use this site during initial media center presentations to allow students to compile resources they can easily return to. I think it will be especially helpful during science and history fair. Students will have a simple way to compile and return to their resources when putting together their projects and annotated bibs.
Alyn Minnerly

Web 2.0 and Open Educational Resources - 0 views

www.google.com/url

2.0 Internet Web learning open education social teaching creative commons

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

Best 50 Leadership Blog Sites in 2015 | ReadyToManage - 2 views

blog.readytomanage.com/-leadership-blog-sites-in-2015

shared by Michelle Cates on 06 Jul 15 - No Cached
  • watkinssr on 13 Jul 15
     
    Great resource for the classes we teach in the Undergraduate Leadership Certificate!
hajeen

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

journals.sagepub.com/...0013189X18782974

Open Access OA Educational Resources OER

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

Flickr's potential as an academic image resource: An exploratory study - 3 views

journals.sagepub.com/...0961000610384656

flickr academia Image tag

shared by niuhuangqinghuo on 19 Jul 18 - No Cached
  • niuhuangqinghuo on 19 Jul 18
     
    Flickr is a photo-sharing network. What can we learn from it? Maybe we can learn photography on it. Is it useful in academia? This article tells us Flickr can serve as a database in which subject-relevant images may be searched for/consulted/viewed/used. The study addresses three main question: What types of images tagged with academic terms are posted to Flickr and how do they differ between subject areas? Are some subject areas more frequently represented in Flickr? Does term-frequency analysis of accompanying tags provide any additional insights into the types of images investigated and the reason for their placement? The study process mainly includes images tagged, image content analysis, and term-frequency analysis of associated tags.
Vanessa

OER Commons - 6 views

www.oercommons.org

shared by Vanessa on 14 Jul 16 - No Cached
Miss Mahoney and jeff_fsu liked it
  • jeff_fsu on 15 Jul 16
     
    Coincidentally, some library colleagues and I are trying to implement this into FSU. We hope to find a department interested in using all OER textbooks. It seems like a challenge, but we are confident that if one school will jump on board, students will encourage others to follow their example!
  • ...1 more comment...
  • Vanessa on 16 Jul 16
     
    Week 5, Jeff. We're doing OER Commons in Week 5 :)
  • brucescrews on 17 Jul 16
     
    This is an excellent share. I have never heard of this, but I am now looking forward to Week 5!
  • Miss Mahoney on 13 Jul 17
     
    What a great resource!
ilvermony

50 Web 2.0 tools for K-12 students - 7 views

www.techlearning.com/...3936

Web 2.0 K-12 education teaching

shared by ilvermony on 13 Jun 20 - No Cached
  • ilvermony on 13 Jun 20
     
    I am still exploring many of them and trying o identify which ones are appropriate and which ones are not.
  • ...1 more comment...
  • leahpie11 on 14 Jun 20
     
    Wow, this list is extensive! I haven't even heard of many of these and really want to give them a try.
  • tomara95 on 14 Jun 20
     
    I like storybird! Students can read short stories and create their own. You can also create your own comic strip with the art samples they offer.
  • anonymous on 16 Jun 20
     
    what a great list of resources!!
lissa6414

4 Companies That are Killing It with Crowdsourcing - Planbox - 1 views

www.planbox.com/-killing-it-with-crowdsourcing

crowdsourcing open innovation crowd creativity

shared by lissa6414 on 04 Jun 21 - No Cached
  • lissa6414 on 04 Jun 21
     
    This resource helped me understand crowdsourcing in a few different contexts
nutraware79

https://www.researchgate.net/publication/283360335_Social_media_analytics - 2 views

www.researchgate.net/...3360335_Social_media_analytics

Analytics

shared by nutraware79 on 13 Jun 21 - No Cached
  • nutraware79 on 13 Jun 21
     
    Social media analytics
  • lissa6414 on 13 Jun 21
     
    Thanks for sharing this resource, I did a quick skim and plan to read this week. I knew that social media analytics were used for marketing, but it is interesting to learn how blogs can offer unique information through comments and sharing opinions. i never knew there was such a science to it!
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