Frequency of Social Media Use As in 2013, Pew Research asked users of each platform how often they engage with the site, whether on a daily, weekly or less frequent basis. Facebook users continue to be highly engaged, while the proportion of daily Twitter users decreased, and users of Instagram, Pinterest and LinkedIn mostly log on with similar frequency compared with last year. Facebook users are highly engaged with the platform. Fully 70% say they use Facebook daily (including 45% who do so several times a day), a significant increase from the 63% who visited daily in August 2013. Some 17% visit Facebook weekly, while 12% of users log on less often. Most Facebook users are actively engaging with their networks on the site. Almost half (49%) of Instagram users are on the platform daily, with 32% who say they go on Instagram several times a day. Some 36% of Twitter users visit the site daily, with 22% saying they go on Twitter several times a day. Multiple site usage: The new social media matrix
25 vidéos pour comprendre la culture numérique aujourd’hui Dans le cadre d’un projet de formations internes pour son personnel réunies sous l’appellation Digital Academy, le groupe d’assurance Allianz a conçu des vidéos d’animation sur la culture numérique au sens large et utilitaire. Ces web-séries à épisodes ultra-courts (format de moins 3 minutes chacune) proposent d’aborder des termes, des outils, des concepts, des services en ligne avec un ton humoristique permettent à des novices de mieux comprendre ce qu’est le numérique aujourd’hui. L’ensemble des vidéos sont rassemblées sur la chaîne YouTube Allianz France sous la forme de 4 playlists : Internet (8 vidéos) Les réseaux sociaux (7 vidéos) La communication digitale (4 vidéos) Nouvelles tendances digitales (6 vidéos) (Via Skoden) Licence : Contrat spécifique : merci de prendre contactGéographie : France Tags: culture numerique, lexique, reseau social, video
Using social media to engage and develop the online learner in self-determined learning | Blaschke Center for Lifelong Learning (C3L), Carl von Ossietzky Universität Oldenburg, Oldenburg, Germany (Received 6 June 2013; final version received 9 October 2014; Published 10 November 2014) Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Keywords: social media; heutagogy; e-learning; self-determined learning *Corresponding author. Research in Learning Technology 2014. © 2014 L. Citation: Research in Learning Technology 2014, 22: 21635 - Use of social media is on the rise within education, both outside and inside the classroom (Pearson 2010; Seaman and Tinti-Kane 2013). A study of the history and evolution of distance education. Figure 1.
60 secondes pour comprendre le Li-Fi Vous aimez le Wi-Fi ? Vous allez adorer le Li-Fi. Si Wi-Fi signifie « Wireless Fidelity » (fidélité sans fil) par analogie à la bonne vieille Hi-Fi (« High Fidelity, haute fidélité), Li-Fi veut dire « Light Fidelity », la fidélité par la lumière. Fidélité de la transmission d’informations et de données, via la lumière. Pour la petite histoire, ce terme Li-Fi a été proposé pour la première fois en 2011 par un professeur de communication mobile à l’université d’Edimbourg (Ecosse) lors d’une conférence TED. Aujourd’hui, le développement du Li-Fi est corrélé au développement des diodes électroluminescentes, les célèbres LED. Dans 60 secondes, vous saurez tout !
To be Young, Digital, and Black 3.4.10 | It wasn’t that long ago that talk of “digital divide” dominated the news—referring to the notable gap between those who had computers and web access in their homes (typically white and Asian youth) and those who did not (black and Latino youth). “There was a narrative that evolved around the digital divide,” says S. Craig Watkins, an associate professor of media studies at the University of Texas at Austin and author of “The Young and the Digital: What Migration to Social Network Sites, Games and Anytime, Anywhere Media Means for our Future.” “There were the tech rich and the tech poor.” Soon there was a push to close that gap. The Clinton administration pushed to wire and upgrade technology at lower-income schools in both urban and rural communities. Today, Watkins says, access is no longer the central issue. “The access gap hasn’t been solved entirely, but a significant portion of it has been addressed,” Watkins said in an interview. Black Youth Embrace Mobile Media
Social or Fauxial Learning? There’s a big difference! SOCIAL LEARNING is how we learn naturally and on a continuous basis – with our friends and colleagues. Social learning doesn’t require the use of social media, although it can be a powerful enabling tool, for instance to help us connect with our trusted network of colleagues (aka PLN) around the world to ask and answer questions, and exchange ideas, thoughts and experiences,. FAUXIAL LEARNING is about forcing people to use social media in courses – or even in the workplace – and then confusing compliance with engagement (and even worse) learning. Smart organisations recognise the difference between social learning and fauxial learning. How do we force people to use social tools to collaborate, share and learn? They are asking questions like this … How can we support and build on the natural social learning that is taking place in our organisation? #itashare
Arenas for learning - enhancing student interaction in online education Mark, Vedrana, Terry, Sarah, David Don't just use an LMS- persistence- building on previous experience- leave people autonomy to use their own platform then aggregate in LMS Synchronous helps build community faster than asynchronous Social presence is important, building up a digital identity. Using audio helps, using an image helps, even if not an image of the offline self, since it gives some sense of the other person. Reflect at the end of the unit- on their experience- on other's contribution- in order to be better as online teachers in future Build in assessment- encourages engagement- assessment via getting them to write a blog post on their engagement -- avoids assessing content analysis of separare postings -- avoids forcing them to use a particular platform
How the network works It’s a Sunday morning, and I’m sipping a fresh cup of coffee while engaging in a conversation about higher education and institutional change (which also happens to be the central concern of my dissertation). On this particular morning I’m chatting with professor Adeline Koh of Richard Stockton College of New Jersey, and Rosemary G. Feal of the University of Buffalo, who currently serves as the executive director of the Modern Language Association in the U.S. We’re not having a weekend breakfast meeting, and none of us had to travel to get together — that’s the fun of social media. I’m not trying to make a utopian point about the joy of technology; we’ve all heard that story by now, as well as (hopefully) the many important critiques of it. For example, take your standard academic conference. As a PhD candidate I’m not yet really a part of the academic — or any other — profession. One irony here in that the more instrumental your approach, the less effective it will be.
Learning spaces Students are drawn to spaces that are open, inviting, and stimulating spaces where they become fully engaged in the conversation and in the excitement of sharing new ideasCarole C Wedge and Thomas D Kearns You may have been given a ‘once-in-a-lifetime’ opportunity to plan and design a technology rich learning space. It may be a refurbishment of an existing space or a new build. We take you on the journey from developing your vision and communicating it to others, through to evaluation of your new space. Case studies Our collection of illustrated case studies from across the sector can be viewed by institution or by theme, looking across institutions at various aspects such as technology. Flickr collection This resource is underpinned by a catalogue of annotated photographs housed in the Flickr photo-sharing web service application. The design section of this guide looks at a range of techniques for stimulating imagination and creativity alongside examples of what others have done.
Seven Principles for Classroom Design: The Learning Space Rating System Key Takeaways The Learning Space Rating System tool enables scoring a classroom's design to see how well it supports active learning. If the design meets the criteria for a specific credit, a point or points are added to a compiled score. The higher the score, the better the design for active learning. Malcolm Brown, Director, EDUCAUSE Learning Initiative, EDUCAUSE Organizing your thinking when beginning a major classroom project, whether renovating or building from scratch, can be a daunting task. Over the past year, a pair of resources have become available for classroom management: the Learning Space Rating System and the FLEXspace project. Why a Rating System for Learning Spaces? As its name suggests, the Learning Space Rating System (LSRS) is a tool that enables scoring a classroom's design to see how well it supports active learning. Active Learning According to the adage, there are few certainties in life. Built Pedagogy Learning Spaces Measurement The performance improvement expert H.
11 Essentials for Excellent ePortfolios According to the Office of Research Consumer Guide, portfolios are "a collection of student work representing a selection of performance." While artists have kept them for hundreds of years, portfolios emerged in modern education (PDF) from college writing courses in the 1980s. Electronic portfolios are online versions of this tool. If done well, portfolios can aid students in metacognition (PDF), reflection, and ownership of learning (PDF). You'll face 11 essential decisions in your pursuit of portfolio excellence. 1. Will you have elements of a showcase portfolio? As outlined in Dr. The Positivist approach (also called Portfolios for Learning) The Constructivist approach (also called Portfolios as Learning) A portfolio for learning is often a short-term capstone project that will be assessed summatively. A portfolio as learning typically has an extended timeframe. On blending elements of positivism and constructivism, Dr. 2. Adding to the portfolio should be easy! Personal website Paper
Universal Instructional Design Principles: Usability, Accessibility, Evidence In Moodle vs MOOCs | Moodle News Are MOOCs really open? We have witnessed its rise in past years. We have also witnessed the wave of backlash in many of its aspects. Content, engagement, completion rates and churning in particular. These issues cannot move forward without actual empirical research. An article from the recent release of the Proceedings from the 2016 Conference of the Human Computer Interaction (HCI) Society of Korea, that took place last January, brings new evidence to the table. Design Principles as measuring stick in online education is not a new concern. Elias provided 40 categories wrapped around 8 UID principles: Equitable useFlexible useSimple and intuitivePerceptible informationTolerance for errorLow physical and technical effortCommunity of learners and supportInstructional climate An interesting result from the comparison between the 2010 and the 2016 articles is the compatibility of Moodle with the frameworks at least since 2010. The HCI Korea 2016 paper is behind a paywall.