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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.
davisdanie05

B. Simone Exposed For Plagiarizing Bloggers' Work In Her Book - 3 views

www.hotnewhiphop.com/k-in-her-book-news.112490.html

Content Creators Micro-Influencer Intellectual Property

shared by davisdanie05 on 14 Jun 20 - No Cached
  • davisdanie05 on 14 Jun 20
     
    Influencer B.Simone Plagiarizes Work of Blogger's in Her Book,
  • ...2 more comments...
  • davisdanie05 on 14 Jun 20
     
    Posting this here, because I'm interested in how influencers navigate content creation and copyright infringement. This may make a great case study for my popular music class, for the celebrity culture unit.
  • Ömer Arslan on 15 Jun 20
     
    This's very interesting and actually reminded me of a tweet that I'd come across a while ago. Maybe checking that tweet and how people reacted may give you an idea about this topic! Here's a link (https://bit.ly/37rAA6S) and I hope it works. You may want to sing in if you want to see the whole conversation. :)
  • Vanessa on 15 Jun 20
     
    I knew someone who was a run-of-the-mill blogger (audience of 300 or so) who had another blogger start to copy her blog, post for post. It was creepy. I can't recall how it all ended -- was about 15 years ago.
  • leahpie11 on 15 Jun 20
     
    Wow how awful!
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.
Alyn Minnerly

Articulate Storyline - 5 views

www.articulate.com/...storyline-overview.php

Internet social Web 2.0 learning Teaching software

shared by Alyn Minnerly on 29 Jul 12 - No Cached
  • Alyn Minnerly on 29 Jul 12
     
    Has anyone worked with this before? Would love to get some input. Thanks. Start right away. It's easy. With its familiar user interface and highly intuitive features, Storyline works the way you expect. Learn more Create interactivity like never before. Introducing slide layers, the all-new way to create interactivity with unrivaled speed and ease. Learn more Get all the features you could ever want-in one tool.
  • bhtaylor on 29 Jun 13
     
    Hi Alyn! You must have been in Dr. Dennen's Web 2.0 class! Great to see you. I know ths is a slow response, but our organization has looked at Articulate. I have no experience with it, but it sounds like an awesome course developer tool... I hope you are doing great!
  • Gale Allbritton on 30 Jun 13
     
    Hi Alyn, Articulate is a fantastic product. I have used Articulate Studio for several years now and find the interface easy, the output quality very good, and the on demand learning features such as tutorials and group blogs exceptional. The product is also very affordable. You don't need to know flash or html to be able to use Articulate. It works as an add-in to PowerPoint, but you can also encode video, create interactive learning components and develop quizzes within the software. In addition to being able to develop content, you can publish it to an LMS or Articulate has their own e-learning hosting service for those who don't need to full scope of an LMS. Articulate Storyline is a new product that has tempted me. It works outside the PowerPoint environment and allows the creation of standalone online instructional content with many different types of interactive objects. Storyline takes the Studio I have been using up a notch. While I have no experience with Storyline, I would recommend you at least try the free trial they offer. Based on my previous experience with Articulate Studio, I think you will be very pleased with the product.
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.
brucescrews

Report: 92 Percent Of Pinterest Pins Made By Women - 2 views

marketingland.com/interest-pins-made-women-83394

Pinterest Usage social gender

shared by brucescrews on 16 Jul 16 - No Cached
Ernest Koh liked it
  • brucescrews on 16 Jul 16
     
    Pinterest usage statistics. I knew this before using it, so I was a little hesitant. It didn't immediately "click" with me. After trying it out again, I have found it much more interesting. I added my wife as an editor to the board and it has proved to be a good way to share information about a topic of mutual interest.
  • ...2 more comments...
  • Vanessa on 16 Jul 16
     
    I think it's pretty good for anyone working in a visual medium. (Today I'm planning to issue a Pinterest Challenge)
  • Ernest Koh on 16 Jul 16
     
    Pinterest!!! Love it!
  • justchan11 on 16 Jul 16
     
    I totally believe it! Many women have alternative lives on Pinterest. It's a world many of us probably wished we lived. LOL!
  • brucescrews on 17 Jul 16
     
    I have a friend who works in advertising. He uses Pinterest when doing research for ad campaigns. I think this is a good example of someone "working in a visual medium" as Dr. Dennen suggested.
Vanessa

George Veletsianos | A place to log ideas and thoughts - 1 views

www.veletsianos.com

veletsianos blog people to follow research

shared by Vanessa on 01 Jul 13 - Cached
  • Vanessa on 01 Jul 13
     
    George Veletsianos is a faculty member/researcher whose work focuses on online learning, including social media. Perhaps worth a follow.
brucescrews

Vox: How Snapchat's filters work - 1 views

www.youtube.com/watch

Snapchat filter Vox

shared by brucescrews on 18 Jul 16 - No Cached
  • brucescrews on 18 Jul 16
     
    I was always curious about how Snapchat's filters are able to identify human faces so well. This video gives a simple explanation of how it works.
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.
Alyn Minnerly

Pipes: Rewire the web - 1 views

pipes.yahoo.com/pipes

Internet social 2.0 Web learning software

shared by Alyn Minnerly on 03 Aug 12 - No Cached
  • Alyn Minnerly on 03 Aug 12
     
    We are introducing a new module, the XPATH Fetch Page. We are also going to deprecate the Fetch Page module at the end of June. So please convert your existing Pipes that use the Fetch Page module to the XPATH Fetch Page module...more In this talk from YUIConf 2011, we demonstrate the features of the Yahoo!
  • Alyn Minnerly on 03 Aug 12
     
    This was recommended by the professor at the beginning of this week. I tried it out. I think it has a lot of good uses. It has a bit of a learning curve as I had trouble getting to work the filters. However, I think once I master this, it could be a very good tool for social interaction perhaps in a community of practice, on a blog. I have one on my blog, it was meant to only filter articles about global warming and going green, but didn't work just yet.
yidke6463

Can Students Get Better Grades Using Social Media? — Plagiarism Checker | WriteCh... - 1 views

en.writecheck.com/...tter-grades-using-social-media

better grades

shared by yidke6463 on 06 Jun 19 - No Cached
  • yidke6463 on 06 Jun 19
     
    This blog makes the statement that social media helps students relate their life to their school work via social media... making school work more "active."
dawnadolfson

How To Use Wiki In The Classroom - eLearning Industry - 6 views

elearningindustry.com/w-to-use-wiki-in-the-classroom

crowdsourcing wiki learning social teachers trainers

shared by dawnadolfson on 06 Jun 19 - No Cached
  • dawnadolfson on 06 Jun 19
     
    Since we are talking about crowdsourcing, this article explains how a teacher/trainer could use a Wiki with their students and some great ideas.
  • Kari (Knisely) Word on 06 Jun 19
     
    I see that it mentions pbworks and that is the wiki that I learned on which just happens to be the link I just shared to the EME6414 group and involved students from various cohorts crowdsourcing to create a list of various Web2.0 tools. I have now used the word "crowdsourcing" several times today. :)
  • yidke6463 on 07 Jun 19
     
    I am intrigued by Wikis, and look forward to working with them. I was particularly interested in the suggestion, for math classes, to post word problems and have student work on them together. I am currenly helping to build a statistics class, and would - given more development time and more knowledge on my part - recommend a wiki to him for that very activity.
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. :-)
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.
Vanessa

Social Media in Higher Education | Rey Junco's Blog - 0 views

blog.reyjunco.com

socialmedia blog Higher Education

shared by Vanessa on 01 Jul 13 - No Cached
  • Vanessa on 01 Jul 13
     
    Reynol Junco is a faculty member/researcher who focuses on social media. This is his blog. 
  • ...1 more comment...
  • Abigail Phillips on 05 Jul 13
     
    I was lucky enough to Skype with Rey Junco last December after I e-mailed him about an article of his I love. Very friendly!
  • Vanessa on 05 Jul 13
     
    Good on you for just contacting him! I've yet to meet him, but have (obv.) read his work.
  • Loreli Smyth on 06 Jul 13
     
    Cool Blog! Thanks for sharing. I wonder why the above link says to his blog says 0 views, I clicked on it and went to the site, so that should be at least one view! I am also assuming Abigail clicked on the link too, although she may be already ready following the blog since she already a fan of him!
Alyn Minnerly

Role of Educator (Continued) - 1 views

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

Web 2.0 learning educator social networking software teachers teaching

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

"Dropbox"-www.dropbox.com - 1 views

I absolutely love using dropbox. This is a free tool that allows you to share information easily simply by logging into your dropbox account. In addition, it is an extra 2G of storage space. I h...

started by Dana Bauries on 12 Jul 12 no follow-up yet
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