The couches of strangers, and three perspectives on the relationship between social media and scholarship I am editing, revising, and re-writing various parts of my book, Networked Scholars. Here’s another rough draft, which is a followup from yesterday’s entry : The thought of spending a night on a stranger’s couch many elicit apprehension and concern. The thought of spending time online may elicit many trepidation for scholars. The practice of networked scholarship isn’t without perils. Siemens and Matheos (201X) argued that educational institutions reflect the societies which house them: as societies change, so do their educational institutions and the scholarly practices that they support and encourage. At the same time, we should be weary of the perspective that technologies are neutral tools that merely respond to the needs of users. Thus, the relationship between academic practices and technologies is negotiated and complex. The first perspective suggests that social media (and their design and affordances) shape scholarship and participation.
Using Social Media to Listen and Learn about UK Higher Education | Student Affairs and Technology | InsideHigherEd This post is a story. It's the story of how I've used the social media tools and techniques that I teach to students, staff, and faculty as a springboard for getting myself connected to the higher education scene in the UK. When my wife received an offer to work for her company's UK office in London, it was an offer that was too good to refuse. Of course there were all sorts of conversations about when we would move, where we would live, and what I would do with myself. What made it particularly epic for me was the fact that I grew up on a gravel road in Iowa. It was the epitome of rural. Being an established higher education consultant, speaker, and writer in the United States, I had one UK contact who I had ever met in-person. Whenever I'm teaching social media for career development, I always spend a considerable amount of time talking about Twitter and LinkedIn. However, in order to find the right people and organizations to follow, I had to do some digging.
Social media for professional development and networking Introduction A post for my colleagues who are beginning to consider social media for professional development. The associated presentation is available on Slideshare We all have some sort of Personal/Professional Learning Network (PLN). In the past this was based around people that we met face-to-face or communicated with by phone or letter. However the growth in online communication and social media has given rise to an immense expansion in the potential for learning through networks. Personal/Professional Learning Networks I have a large global network of educators across all sectors with whom I “chat” frequently and acquire links to many excellent resources, websites and articles. Much has been written about PLNs and how to develop your own PLN, this can only be a guide! One of the best ways to get started is through someone who already uses one or more of these platforms, who will act as your mentor. Be careful about where and what personal information you share. Conclusion
Using Twitter For eLearning: 8 Pros and 6 Cons To Consider Using social media as eLearning platforms is a well known practice for most eLearning professionals, nowadays, as social media have become almost everyone’s second nature and they can offer opportunities for sharing eLearning techniques, promoting information and exchanging opinions, views and comments. But, should you incorporate Twitter into your eLearning strategy? In this article, I will reveal 8 pros and 6 cons to consider when using Twitter for eLearning. Twitter, as a popular social network, can be used in various ways for social learning, as it offers many benefits when it comes to reaching your audience. But is it the right social media solution for you? Using Twitter For eLearning: Strong Points It is easy to use and highly interactive. Using Twitter For eLearning: Weak Points It limits you to 140 characters. Now that you know how to evaluate Twitter for eLearning, you may want to know how you can benefit from other social networking platforms, such as Google Plus.
From productivity to social innovations The printing press constituted a true revolution in communication. But what really happened as a wider consequence of that revolution? Let’s try to reconstruct the circumstances that preceded printing. We know that there was a strong, although very divergent scribal culture before the printing press. The cultural texture was quite thin outside monasteries, libraries, and cities such as Bologna. That led to a heavy reliance on the vocal transmission of information, on storytelling. The information culture was half-spoken, half-written. The influence of the scribe was greatly enhanced because of a complementary character, the copyist. The first change was a remarkable increase in productivity. The well-informed man had to spend a part of each day in temporary isolation from his fellow men – reading. The most noteworthy social change took place on the community level. According to some researchers, print silenced the spoken word. Like this: Like Loading...
Digital Networks, Participation, and Influence: a #digped Discussion On Friday, April 3, Bonnie Stewart will join our #digped conversation (which Sean introduces below) to discuss digital networks, a subject connected directly to the track she’ll teach at Digital Pedagogy Lab, which Hybrid Pedagogy is co-sponsoring in August, 2015. I am @slamteacher. My friends call me Slam. In her blog post, “Networks of Care and Vulnerability,” Bonnie Stewart says that, “Participation enrols us in a media machine that is always and already out of our control; an attention economy that increasingly takes complex identities and reduces them to sound bites and black & white alignments.” Twitter is fuel for reputation online. “It isn’t that a single tweet constitutes scholarship, although in rare cases one might,” Jesse Stommel writes, “but rather that Twitter and participatory media more broadly disperses the locus of scholarship, making the work less about scholarly products (the bits) and more about community presence and engagement (the scrawl).”
audioBoom / Pros and Cons of the Internet after #DimblebyLecture for BBC Tees audioBoom Radio Reimagined Breaking news, latest sport, longer listens Sign Up Why sign up Unlimited listening with a free account By clicking this button, you agree to audioBoom's Privacy & Terms of Use Already have an account? Log in <div class='bg-primary'><div class='white mw8 center pal tc'><img alt="Audioboom logo black and white 280 120" src=" /><h1 class='f1'>audioBoom uses Javascript</h1><h2 class='f2'>Please enable it in your browser's preferences. News & Current Affairs | drbexl Pros and Cons of the Internet after #DimblebyLecture for BBC Tees Embed Code options After the Martha Lane Fox lecture last night, in which MLF said that getting involved in digital is not a choice, but a necessity (see an early morning chat with BBC Tyne Tees. drbexl view recent activity about 22 hours ago Playlist Embed
The importance of informed consent in social media research Informed consent is important in large-scale social media research to protect the privacy, autonomy, and control of social media users. Ilka Gleibs argues for an approach to consent that fosters contextual integrity where adequate protection for privacy is tied to specific contexts. Rather than prescribing universal rules for what is public (a Facebook page, or Twitter feed) and what is private, contextual integrity builds from within the normative bounds of a given context and illustrates why researchers must attend to the context in information flows and its use when thinking about research ethics. During the US mid-term elections in 2010, the news feeds of all US Facebook users changed subtly: Without users’ knowledge, researchers manipulated the feeds’ to show whom of their friends had already voted – for some users this included a picture of those friends, for some it didn’t. Whether these studies were in essence unethical is a matter of debate. About the Author
Can blogging be academically valuable? Seven reasons for thinking it might be I have been blogging for nearly five years (hard to believe). In that time, I’ve written over 650 posts on a wide variety of topics: religion, metaethics, applied ethics, philosophy of mind, philosophy of law, technology, epistemology, philosophy of science and so on. Since most of my posts clock-in at around 2,000 words, I’d estimate that I have written over one million words. I also reckon I spend somewhere in the region of 10-15 hours per week working on the blog, sometimes more. The obvious question is: why? Could it be the popularity? But if it’s not the popularity, what could it be? Now, I think some of this scepticism is warranted. 1. 2. 3. 4. 5. 6. 7. As you might be able to tell, many of these reasons suggest that it is possible to avoid the “opportunity cost” problem highlighted by my peers.