Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Social media can be used as an effective educational tool to increase collaboration, communication, and active learning among students. Popular social media sites for educational purposes include Edmodo, Blackboard, Wikispaces Classroom, and Skype. These sites allow students and teachers to communicate, share course materials and notes, work on group projects, and participate in video conferencing. However, overreliance on social media for education can also lead to student distraction and lack of control over inappropriate content. Other digital tools like blogs, wikis, and virtual learning environments provide additional ways to enhance teaching and learning through collaborative online spaces.
Social media provides educational benefits for students by allowing easy sharing of information, improving technological abilities, and enabling connection with large networks of other students and teachers. It is an interactive tool for communication, marketing, and sharing ideas and knowledge and has become invaluable in the field of education by giving students a way to instantly access reviews, solutions, and information from their networks. Teachers can also use social media to improve student involvement in their studies.
YouTube is a video sharing website created in 2005 that has become a valuable resource for language learning. It allows users to upload, view, and share video clips. Registered users can upload an unlimited number of videos to their channels. YouTube sees over 100 million videos watched daily and 30 million visitors per month, making it one of the most visited websites. For language learning, YouTube provides exposure to various spoken forms and genres of the target language. Learners can control what they watch and strategies they use. Research has shown YouTube helps improve language proficiency and cultural competence while promoting independent learning.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
This document discusses the use of social media in education. It begins by defining social media and examples of different social media technologies. It distinguishes social media, social networking, and e-learning. Some advantages of social networking in education are maintaining connections and accessing profiles for information. Challenges include distraction and pressure to conform. The document explores using platforms like Facebook, Twitter, and YouTube in the classroom and their benefits, such as facilitating discussion. It outlines channels of social media use and both advantages, like collaborative learning, and disadvantages, like shallow engagement and avoiding failure.
This document discusses using social media in the classroom. It notes that social media tools are already familiar to students and parents and allow for greater collaboration. A survey found that 98% of students used social tools to discuss schoolwork. While some oppose social media due to privacy, filtering or misuse concerns, tools like Edmodo provide a safe environment for student interaction and teacher assignments. The document concludes that as the world evolves, education must adapt and prepare students to use emerging technologies.
Social media refers to internet and mobile-based tools that allow people to share information, photos, videos, and audio. This sharing and interaction between people helps form shared meanings and perspectives within communities. There are five key characteristics of social media: participation, openness, conversation, community, and connectedness. Social media conversations occur on sites like Facebook, blogs, podcasts and wikis and can take place between customers, employees, investors, and others. These conversations are not organized or controlled and can provide insight into markets by listening to different perspectives.
This document provides an overview of integrating multimedia into the classroom. It discusses how multimedia can be used to create authentic learning experiences, foster relationships, and allow students to discover and take ownership of their learning. The document outlines several examples of how students can use multimedia, such as performing online research, communicating with other cultures, and creating presentations. It also discusses considerations for fair use of copyrighted material and implications of multimedia use, such as preparing students for an innovative world through rigorous learning strategies.
Social media is the use of electronic and internet tools to share and discuss information with online communities. Some positive effects of social media include establishing connections with people, sharing ideas and creativity, and accessing information from anywhere in the world. However, social media can also be addictive and negatively impact students' academic performance. It also opens users up to hackers, fraud, and health issues from overuse. Popular social media tools include WhatsApp, Twitter, Google+, and LinkedIn. Users must be aware of threats like social networking worms, phishing, trojans, data leaks, and shortened malicious links on social media. Parents and users should work to prevent these threats through safety precautions like privacy settings and not sharing personal information
Social media is defined as an interactive platform where users can create, share, and distribute content online. It aims to provide rich experiences and dynamic content at scale through open and collective intelligence. While social media and mass media both aim to reach large audiences, social media allows for faster information sharing and gives users a way to provide feedback. Individuals and organizations use social media for personal updates and branding, respectively. Common social media platforms include blogs, microblogs, collaborative projects, content communities, social networks, and virtual worlds.
This document provides an overview of YouTube EDU, which aims to provide a global platform for education through educational videos. It notes statistics on the state of education worldwide and lack of access. YouTube EDU shares millions of free K-12, higher education and lifelong learning videos. It has launched dedicated sites for schools, teachers and original programming. The document outlines how schools can access the educational content on YouTube and become a partner by uploading quality educational videos and applying to the YouTube Partner Program. It discusses potential opportunities for involvement of Swiss education institutions and unblocking YouTube EDU in primary schools.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
Social media has both positive and negative impacts on students according to this presentation. Positively, social media helps students establish connections, share ideas to improve creativity, increase knowledge and awareness while saving time and costs. However, social media addiction can degrade academic performance. It also increases risks of fraud, spam and hacking while oversharing personal details can endanger safety. In conclusion, social media has benefits but also risks that require balance and moderation.
This document discusses blended learning in the 21st century. It defines blended learning as a formal education program that combines online and in-person learning, allowing students some control over the pace and place of learning. The document outlines several models of blended learning and their characteristics. It also discusses the benefits of blended learning, such as increased student engagement and access to resources. Blended learning helps improve student learning outcomes and teaching experiences by effectively integrating technology into course design.
User-generated content, or UGC, refers to various forms of media like videos, blogs, photos, and audio that are created and shared publicly by end-users of online services and social media platforms. There are many types of UGC, including forums for discussion, blogs, and social networking sites like Facebook and Twitter where users can interact by posting and sharing content. UGC benefits companies by increasing user engagement, providing effective marketing through shared content, and improving search engine optimization.
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
This document discusses the use of social networks in education. It defines social networks as online services that allow people with shared interests to collaborate. Popular social networks like Facebook and LinkedIn are mentioned. Research shows students spend significant time on social media and find it useful for educational activities like collaboration. The document also describes a case study where a class set up a private social network on Ning and found it encouraged interaction, sharing, and a sense of community among students. Students responded positively to using social media for learning in a survey. The conclusion is that interest is growing in using social networks in education.
Social media has both advantages and disadvantages. It allows for easier communication and connection through means like Facebook, which was used in the Arab Spring to help spark revolutions. However, it can also negatively impact people's social lives, mental health, behavior, and religious practices. Too much time spent on social media can lead to loneliness, isolation, addiction, and exposure to misinformation. Face-to-face communication is important for fully understanding messages, as facial expressions and body language account for more than half of communication. Moderation is key to gaining benefits while avoiding harms.
This document provides best practices for using social media:
1. Set specific, measurable, achievable, realistic, and time-bound objectives and integrate social media into a wider marketing strategy.
2. Research which social media channels are best for reaching your target audiences and consider future audiences.
3. Generate engaging, relevant content and establish your company as an expert while avoiding copyright infringement and sending consistent brand messages.
4. Engage promptly, politely, and personally on social media and outsource management if needed to avoid dormant accounts, and measure performance to focus resources.
The document summarizes the Chalice project, which aims to create a historical gazetteer from volumes of the English Place-Name Society (EPNS). It involves extracting place names from EPNS texts, disambiguating them using a gazetteer, and linking the information as structured data. Challenges include dealing with optical character recognition errors and integrating the data with other historical sources and datasets.
"Enhancing your research impact through social media" - presentation given by Nicola Osborne, EDINA Digital Education Manager, at the Edinburgh Postgraduate Law Conference 2017 (19th January 2017).
Crowdsourcing involves breaking large tasks into smaller pieces that can be completed by members of the general public, often online. It provides benefits like lower costs, greater scale and access to citizen data. However, it also faces challenges like ensuring data quality and sustained participation. Well-designed projects and engagement are needed to motivate crowds and address issues. Quality assurance processes are important to build trust in citizen science.
Slides accompanying Nicola Osborne's(EDINA Digital Education Manager) session on "Social media and blogging to develop and communicate research in the arts and humanities" at the "Academic Publishing: Routes to Success" event held at the University of Stirling on 23rd January 2017.
AoIR 2016 Digital Methods Workshop - Tracking the Trackerscgrltz
This document summarizes an AoIR Digital Methods Workshop on tracking technologies on the web. It introduces different types of trackers like cookies, widgets and advertising trackers that collect data as users browse websites. The workshop demonstrates the Tracker Tracker tool to analyze which trackers are present on lists of websites and identify connections between sites and trackers. An example project analyzing social media platform trackers on the 1000 most visited websites found widespread tracking by Facebook and other companies. The workshop provides methods for analyzing tracker prevalence and visualizing results to study the invisible infrastructures of the web.
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
Social Media Strategies Higher Education Best PracticeNikki Sunstrum
This document summarizes Nikki Sunstrum's presentation on social media best practices. Some of the key points discussed include:
- The importance of strategic implementation of social media and having a leadership team to oversee official university social properties.
- While social media is not new, the ways we distribute information have changed. Content should focus on engaging, informing and educating audiences.
- Not everyone needs social media, it is important to identify where your target audience is active online.
- Teenage social media usage is dominated by platforms like Facebook, Instagram and Snapchat and content preferences differ by gender.
- Successful social media focuses on adding value, driving messages to audiences, and creating high quality,
Digital archives contain vast amounts of information stored as binary digits. The amount of digital data being created is growing exponentially and is estimated to exceed 500 quadrillion files. Digital archives can preserve important records and make information widely accessible online, helping to promote accountability, justice, and bearing witness. However, digital archives also pose challenges around long-term preservation due to their dependence on continued formats and storage mediums.
1. The document provides guidance for academics on using social media for professional purposes. It outlines different types of social media platforms and how they can be used.
2. Academics are encouraged to develop their online presence through blogging, sharing content and case studies, and connecting with other professionals. Organizations can support staff by providing training and acting as role models.
3. Individuals should understand how to create a relevant online profile and take advantage of opportunities for self-determined learning through social media. They can make good use of social media by sharing their own work as well as the achievements of others.
Using social media as academics for learning, teaching and researchSue Beckingham
Using social media in higher education for teaching, academic professional development, research,student guidance, per support, student professional development, recruitment and university communication.
Evolving the Web into a Global Dataspace – Advances and ApplicationsChris Bizer
Keynote talk at the 18th International Conference on Business Information Systems, 24-26 June 2015, Poznań, Poland
URL:
http://bis.kie.ue.poznan.pl/bis2015/keynote-speakers/
Abstract:
Motivated by Google, Yahoo!, Microsoft, and Facebook, hundreds of thousands of websites have started to annotate structured data within their pages using markup formats such as Microdata, RDFa, and Microformats. In parallel, the adoption of Linked Data technologies by government agencies, libraries, and scientific institutions has risen considerably. In his talk, Christian Bizer will give an overview of the content profile of the resulting Web of Data. He will showcase applications that exploit the Web of Data and will discuss the challenges of integrating and cleansing data from thousands of independent Web data sources.
Social media for research and knowledge sharingHasnain Zafar
Slides for my pre-conference talk/workshop on Social Media for research at National Public Health Conference 2013, 11th -13th NOVEMBER 2013, CONCORDE HOTEL, SHAH ALAM,SELANGOR, MALAYSIA.
For everybody who gets tired of questions like “when is the Semantic Web actually going to happen”, or any other suggestion that the Semantic Web programme is “only vision, no progress”.
The Digital Academic: Social and Other Digital Media for AcademicsDeborah Lupton
A presentation used in workshops to teach academics about how to use social media and other digital media for professional purposes. Includes discussion of Academia.edu, LinkedIn, blogs, Twitter, Facebook, institutional e-repositories, Storify, SlideShare, Pinterest and more.
Facebook Best Practices (in the World of Academics) That Can Actually Get Stu...jonathanmcbride
This document discusses best practices for using Facebook to engage students academically. It finds that Facebook has over 800 million users and is the top social media platform. The document outlines how Weber State University uses Facebook successfully, including posting photos, videos, questions, and information to interact with its over 16,000 fans from various countries and ages. It provides tips for Facebook pages like using a consistent voice, mixing up content types, being responsive to feedback, and posting regularly but not excessively.
Mayo Clinic Social Media Residency: Facebook Best PracticesMakala Arce
This document provides best practices for using Facebook for business purposes. It covers preparing a Facebook page by aligning goals with marketing objectives and deciding on the target audience. Content strategies are discussed such as developing categories for posts, using visuals, and considering mobile formatting. Engagement tips include monitoring the page, responding to comments, and using page roles. Facebook advertising options like boosting posts, promoting the page, and demographic targeting are also reviewed.
Hope you enjoy this deck on 'Content Posting Guidelines'. Care about Facebook Marketing for incredible Business Growth? You may want to take advantage of our hands-on Advanced Facebook Marketing training. We are just a click away - http://www.42inception.com
Tier10 Whitepaper: Facebook Posting for Your BrandTier10
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Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
This document discusses the public nature of participating online for learning. It notes that posting content online, even just to friends, means it is not truly private. It also discusses how participating online can mean doing so in semi-public spaces where one's identity and work is visible. The document outlines some of the challenges this public nature introduces, such as managing one's online identity and ensuring safe spaces exist for learning and making mistakes. It emphasizes the importance of establishing trust online and considering the student experience of participating publicly.
This was a guest lecture presented online at 12.30pm, Monday 14th October 2013, as part of Session 2: Co-creation in the University of Edinburgh Institute for Academic Development's Online Tutoring course (Autumn 2013).
This presentation was part of a session run by Nicola Osborne, EDINA, for the University of Edinburgh Post Graduate Certificate in Academic Practice's Learning and Teaching Online module. Accompanying notes can be found here: http://nicolaosborne.blogs.edina.ac.uk/files/2010/10/SocMed-Notes.pdf.
The document discusses how school librarians can use social media to engage students and address concerns from administrators. It provides examples of how social media platforms like Facebook, blogs, wikis and mind-mapping tools can be used to share information, showcase student work and promote collaboration. The document also stresses the importance of instructing students on responsible social media use, netiquette, privacy and protecting their online reputation.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!BCcampus
As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student success through the implementation of creative, collaborative tasks through social media. Go beyond 140 characters of engagement, and encourage students to construct their own learning by using popular Web 2.0 tools to bridge the gap between pedagogy and technology. Goals – At the end of the session, participants will be able to:
Establish criteria for implementing social and digital media in their classes,
identify when students may need to unplug, and
implement social media tools such as Twitter and Padlet into a lesson plan
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
Social media can be used in education in several ways. It allows for asynchronous and synchronous communication between students and teachers through familiar platforms like Facebook and Twitter. Facebook allows for open dialogue, sharing of multimedia content, and a way for shy students to participate. Twitter promotes social connections and extending discussions beyond the classroom. YouTube is commonly used to share educational videos that help students visualize concepts and recall information. While social media can improve collaboration and knowledge sharing, it can also be distracting and pressure students to prioritize online conformity over academic risks. The document discusses various social media platforms and both the advantages and disadvantages of using social media in education.
This document discusses the use of social media in education. It begins by defining social media and examples like magazines, forums, blogs, podcasts. It distinguishes social media, social networking, and e-learning. Social media allows information sharing while social networking facilitates relationships and e-learning uses technology for education. The document outlines advantages of social networking for staying connected and looking up contacts. It discusses using platforms like Facebook, Twitter and YouTube in classrooms for discussions. While social media provides opportunities for collaboration and knowledge sharing, it can also be distracting and encourage conformity over independent thinking.
This document discusses the use of social media in education. It begins by defining social media as internet-based applications that allow users to create and share content. Popular forms of social media mentioned include magazines, forums, blogs, podcasts, and social networking sites like Facebook and Twitter. The document outlines some advantages of using social media in education such as facilitating communication, sharing knowledge and collaborating. However, it also notes disadvantages like distraction, pressure to conform, and promoting shallow thinking. Overall, the document provides an overview of social media and its role in modern education.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
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The Land Cover Map 2015 (LCM2015) is a map of land cover classes across the UK produced every 5-10 years. It is based on classification of Landsat satellite imagery from the summer and winter and additional data layers. The LCM2015 contains over 7.5 million land parcels classified into 21 land cover classes. It is an important resource used widely in research, commercial, government and nonprofit applications related to agriculture, ecology, climate, planning and more.
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This document provides an overview of managing digital footprints. It discusses what a digital footprint is, research conducted at the University of Edinburgh on digital footprints, and factors that contribute to one's digital footprint such as social media, location data, and online searches. The document notes that digital footprints can impact professional and personal reputation. It provides tips for taking ownership of one's digital footprint such as regularly searching for oneself online and reviewing privacy settings. Resources for further information and managing digital footprints are also listed.
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This document introduces Digimap for Schools, an online mapping service designed for schools to use in geography and other subjects. It has Ordnance Survey maps of Great Britain at different zoom levels, as well as historic maps and aerial photography. Students can add their own labels, markers, and other elements to maps. The service allows measuring distances and areas. It is browser-based and can be accessed from school or home. Over 2,690 schools in Britain currently use the service, including 185 Scottish secondary schools. The document outlines how Digimap for Schools can support teaching and learning in subjects beyond geography like numeracy, social studies, sciences, and more. Examples of lessons and activities using the mapping service are provided.
This document provides an introduction to Digimap for Schools, an online mapping service designed for use in UK schools. It highlights key features such as access to historic maps from the 1890s and 1950s, aerial photography, and tools for annotating, measuring, and analyzing maps. Schools subscribe to the service, which allows unlimited users per school to access maps and tools through a web browser on any device. The presenter emphasizes how Digimap for Schools can support teaching and learning across the Scottish curriculum, particularly for geography, by facilitating hands-on activities with maps, data, and spatial analysis. Examples are given of how schools have used the service for topics like land use change, density calculations, and proportional mapping. Teachers observing the presentation
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Facilitatory techniques
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Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
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In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
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Views in Odoo - Advanced Views - Pivot View in Odoo 17
Best Practice for Social Media in Teaching & Learning Contexts - Nicola Osborne
1. Best Practice for Social Media in
Teaching & Learning Contexts
#AbTLEJan2017
Nicola Osborne
Digital Education Manager, EDINA
nicola.osborne@ed.ac.uk
@suchprettyeyes
2. Overview
• Why use social media in teaching and learning?
• Best practices in using social media in teaching and learning.
– How to effectively engage students in social media.
– What does it mean to participate in public online?
• Examples of use in teaching and learning.
– Activity: how can you use/better use social media in your own
teaching practice?
• Your students’ digital footprint and how your practice can
support a positive digital footprint
• Risk Management, professional bodies’ guidance and
eProfessionalism
2
3. About Me
• Digital Education Manager, leading EDINA’s work in this area and
developing new digital and mobile projects and services.
• Over 10 years experience of blogging and using social media, and over 7
years of advising others on the use of social media in communications,
public engagement, marketing, and in research and teaching contexts.
• Co-Investigator of the Managing Your Digital Footprint (research strand)
project (2014-15) and “A Live Pulse”: Yik Yak for understanding teaching,
learning and assessment at Edinburgh (2016-17).
Also:
• One of Jisc’s “50 most influential higher education (HE) professionals using social media”
(2015).
• Creator of the Social Media module for the MSc in Science Communication & Public
Engagement (and lecturer for that course 2012-15).
• Guest Tutor for “Digital Tracks and Traces” for the MSc in Digital Education IDEL Module.
• Co-chair of the European Conference on Social Media 2017 Education Mini Track (2016/7) –
join us in Vilnius, Lithuania this July!
3
4. What are social media?
• Social Media are any websites that allow you to contribute, to engage, to connect with
others and are “Web 2.0” tools (O’Reilly 2005).
• Examples include:
– Blogs (WordPress, Blogger, Tumblr, Medium etc.)
– Twitter
– YouTube and Vimeo, Vine, Periscope, Meerkat
– Facebook (and Facebook Live)
– Google+ (and Google Hangouts)
– Snapchat, WhatsApp, YikYak, Jodel and
other social mobile apps.
– Flickr, Instagram, Pinterest, Giphy, ThingLink, etc.
– LinkedIn, Academia.edu, etc.
– Reddit, Mendeley, Delicious, Diigo, etc.
– FigShare, GitHub, ResearchGate
– Stack Overflow, Jelly
– And, to an extent, discussion boards and
comments sections, messaging apps, etc.
Instagram and other Social Media Apps by
Flickr user, Jason Howie (CC-BY)
5. This time it’s personal…
• Social media are about people, personality and
quirkiness.
• They allow use of links, images, video, audio, and
other multimedia to bring a topic to life.
• They are designed to nurture communities,
networks, peer support, sharing, participation and
collaboration.
• They are often updated and engaged with via
mobile phones – crossing personal and
professional spaces, places and times.
• And that means they can present exceptional
access and contact with your students (and
colleagues) - but they can also be risky spaces to
engage.
“Username: LauraGil4 on
Snapchat (Education
Storytelling)” by Flickr user Laura
Gilchrist (CC-BY).
6. Why use social media in
teaching and learning?
You and your students are already using these spaces every day! They…
• Connect and expose your students to the wider (global) professional field, topical
issues in their field, interest areas.
• Offer new and lively ways to tell stories, to engage in dialogue, to excite your
students – and provide new ways for your students to share their excitement about
their subject!
• Rank highly on Google, Bing, etc. so can help your students raise their profile and
build a great online presence.
• Provide direct access to key people, influencers, communities, including experts
beyond your immediate physical context.
• Can provide more familiar and authentic ways (vs. e.g. Moodle or Blackboard) to
connect, and to build peer communities.
• May generate unexpected opportunities such as real world projects and
collaborations.
7. How to effectively engage students
through social media
Social media can be fun and creative spaces for learning and teaching through…
• Enabling/building peer communities of students in spaces they already use (for benefits
see Hallam Goodman et al, 2011).
• Reflective practices such as blogging, peer feedback on texts, artefacts, etc.
• Opportunities to contextualise learning with wider resources, communities,
conversations e.g. through use of hashtags, contribution to communities etc.
• Skills development and experimentation with format, style, presentation through video,
animation, creative storytelling, etc.
• Co-creation and/or collaborative activities including wikis, collaborative curation of
references or materials, enabling group work even at distance or asynchronously.
• Professional skills development around presentation of self, developing portfolio of
work, networking with others beyond the institution, etc.
• Promotion and profile raising for you and your program through building a vibrant
presence around your course and your research, e.g. articles for The Conversation,
blogging, videos.
7
8. And Social Media are full of fun interesting people!
8
@jar, @chrisspeed, @williamjnixon, @hjrea, @urbaneprofessor talking academic
social media, at an event organised via social media, for Social Media Week 2011
9. Expansive Opportunities
• Co-creation of learning in these spaces can mean a greater sense of
ownership and agency, improved confidence in using the online
learning spaces or tools, a greater sense of community (as discussed in
Delahunty et al 2013).
• The diversity of student contexts can create serendipitous opportunities
and unexpected perspectives…
• Safe online spaces can mean quieter or more shy students engage more
actively or vocally, emboldened by the differing etiquette and
affordances of these spaces and tools.
• Peers may support each other beyond official teaching and learning
times, or beyond the bounds of a module or course.
• Peers may form social communities which can be productive and
constructive (although not always). See Hallam et al (2011).
10. What does it mean to participate in
public online?
• Posting something online to friends and colleagues doesn’t
necessarily mean it is “private” to them.
• Posting something open to the world doesn’t necessarily mean
you wanted it to be public, to be global, to be seen by everyone.
• Public and private blur (boyd 2010), particularly in online
learning spaces and social media spaces – “context collapse” is a
genuine concern and we are often just a Google or an
unexpected “like” away from our identities merging.
11. “In Public” can also be about student context
Participating via social media (and apps) can mean participating in public or
semi-public spaces, with viewers, distractions, restrictions, overhearing, being
observed.. There are (unseen) shifting personal and technical contexts…
Home Office – relaxing mode by Flickr user jholster / Jaakko Holster Cindarella’s Using WiFi by Flickr user CarbonNYC / David Goehring
12. What is “Participation” here?
• Participation may range from asking questions and
engaging in discussions through to elaborate
collaborative projects or peer learning activities.
• Negotiating roles and contribution may look
different, social media activities can mean:
– Absence of obvious physical cues and indicators of
participation dynamics - who is dominating/who is left
behind.
– Lurking students or absent students making group
construction and bonding challenging.
– Backchannels, direct messaging and other less visible
chatter (and potentially issues).
– Greater distractions for time and student preference for
assessed activity (especially activities outside scheduled
classes).
– Contributing can mean overwriting or editing others’ work
in a very direct way (e.g. wikis, collaborative documents).
Yoly, Peter, Holly & Rob by Flickr user joeflintham / Joe Flintham
Presenting to the group by Flickr user epredator / Ian Hughes
13. Examples of use in teaching and
learning.
There are many examples and case studies out there –
explore, see what you like (or don’t like). I’ll be talking
about some of the biggest and most used spaces:
• Blogs (+ videos/YouTube)
• Twitter
• Facebook
• Instagram
• Snapchat
• Wikipedia
13
14. Are blogs still “a thing”?
Blogs quietly power the web in 2016, with many having influence and impact,
shaping public debate and mainstream media priorities.
Mainstream news and media includes blogging as a key source and format for
output. Many sites also borrow from blog formats and writing styles, presenting
informal short form content alongside commenting and discussion space.
Blog posts – often as stand alone pieces of writing or content – make up a huge
amount of the content shared across social networks of all kinds.
Video (YouTube or Vimeo or organisational spaces) can also be used as a blogging
and reflective medium with similar approaches and teaching uses – many of the
most popular YouTube channels have blog-like content.
Blogs are a great way to practice writing for different audiences and find your own
non-academic voice.
15. Blogs are widely used in
teaching & learning…
• As a space for (assessed and non-assessed) self-reflection to capture changes in
approach and understanding over time:
– these can be private or public (or both - medics at Edinburgh University undertake specific
assessed open educational resource projects kept public until they are reviewed by tutors,
then published);
– they can be archived relatively easily;
– they can help students develop their understanding and build confidence in their (academic)
writing skills;
– they can provide a space for dialogue between student and tutor.
• As spaces to enable and support development of a peer learning community (open
or closed) with feedback, discussion, and development and exchange of ideas.
• As self-managed portfolios – using tags, categories and/or titles to tie posts to
chartership criteria, or key concepts.
• As a place to develop professional skills, communication and public engagement
skills and experience, to build a positive digital presence related to their studies or
experience of student life.
See: Sinclair (2016); Kerawalla et al (2008); Farmer, Yue & Brooks (2008); Bennett et al (2012); Ellison and Wu
(2008); Oravec (2003); Top (2012); Killeavy and Moloney (2010); Xie, Ke and Sharma (2008).
15
16. Blogging can be collaborative and/or
very personal learning spaces
https://rampages.us/communityengagedresearch/weekly-updates/
#curiouscolab
http://blogs.digital.education.ed.ac.uk/
17. Twitter in Teaching & Learning
• Activity can focus around a course or topic hashtag, “Twittorials” (see
Sinclair 2016), scheduled Twitter Chats (e.g. #LTHEchat).
• Network building and development as part of class or assessed work, such
as eliciting feedback or contribution to a piece of work, directly contacting
a key figure for comment, collaboratively creating a piece of work through
Twitter, professional skills tasks.
• Writing and storytelling tasks encouraging creative response, work within
tight character restrictions, creative play or character adoption/parody
(e.g. @AdultTrump @cdarwin, etc.)
• Original research – gathering responses to formal surveys or informal
Twitter polls through Twitter that feeds into other work.
• Subject specific critical reflection on developing public discourse and news
agenda around current events and/or trends or memes, discussion of
information and content sharing patterns, data analysis using tools and/or
coding with the API, etc.
17
18. Twitter is a powerful tool…
It can be productive, supportive and playful but it can also be a troll-ridden
environment for sensitive topics and needs to be used with appropriate
awareness/thoughtfulness.
• Be thoughtful about the kinds of appropriate tasks
you set for students and/or in guiding students who
are undertaking their own projects in the space.
• Provide guidance to students on when to
engage/when to walk away
• Understand the space yourself so that you are able
to answer questions and support your students in
case of issues.
• Engage and recognise and reward good practice,
scaffold poor or problematic behaviours (as you
would in any other space).
• Know and make students aware of processes for
blocking or reporting users if necessary.
Red-throated Blue Bird --- [Explore
Front Page] by Flickr user Rachel
Samanyi (CC-BY)
19. Facebook in Teaching & Learning
• Works well for publicising events and sharing news associated with
courses (not core course information).
• Can be effective as a peer learning space for e.g. revision (with caveats:
misinformation can propagate; students can be excluded accidentally or
intentionally; IPR of past papers, etc).
• Opportunities for use in collaborative projects as a collaboration space, for
marketing or creating events, pages, etc.
• Classwork and/or student-led research within the space with appropriate
boundaries, ethical considerations, anonymisation and guidance.
(Personal and ethnographic reflections are more appropriate than direct
data collection even of public posts).
• Facebook Live (video streaming) could be used for class-arranged events,
guest lectures from a figure with wider interest, informal
sessions/tutorials, and other non-standard tasks. Unlikely to be
appropriate for core teaching or properly two-way activities.
19
20. Facebook Challenges
Facebook is very widely used but…
• Audiences and contexts mix which can be problematic for student
comfort, for duty of care, etc.
• Students often don’t want to
connect with staff or University
in a social space (and often
vice versa).
• Important issues of access/trust/
surveillance for some international
students
• Cohort/group preferences can make
it an effective space one year, then
problematic the next.
• The space changes regularly and is
difficult to control – especially around visibility of content.
20
Facebook by Flickr user Mambembe Arts and Crafts (CC-BY)
21. Instagram
• Feeds off popularity of Facebook – lots of opportunity for
visual projects and creative tasks and/or visual analysis.
• Specific community dynamics and etiquette
– Content and ads merge without issue (as with YouTube)
– Younger users “Like” all posts.
– Hashtags are used much more heavily.
– Emoji are heavily used as part of comments and posts.
• Insta-meets – community meet ups around Instagram - are
used by cultural heritage organisations, in public engagement,
and could be used in teaching and learning contexts.
• Activities similar to Twitter around hashtags and peer
networking can work where sharing of images and/or
very short video, and/or commentary works as a focus;
or where community/subject matter fit the space
(e.g. health and wellbeing, fashion, art and design, food and nutition, etc).
• Huge potential for visual analysis and data analysis work (see Kaufer, 2015).
• In wide use for promotional, community building and corporate communications (see
Heick 2012), also alumni, recruitment, etc. Less use but good potential for teaching.
See Kofoed and Larsen (2016), Heick (2012), Kaufer (2015), and Al-Ali (2014).
21
A learning task featured in Al-Ali (2014)
trialling various tasks in Instagram.
22. Snapchat
• Increasingly mainstream especially
amongst teens, young adults and
undergraduate students.
• Limitations trigger creativity – images
and short videos are ephemeral and
playful.
• Challenges over consent for images,
potential longer retention of Snaps
(though users are alerted if their
Snaps are screenshot).
• Useful for inductions, bonding and
building personal connections and
communities (e.g. Waxman 2014).
• Requires lateral thinking to create
brief productive content. See Lee
(2016) and
https://snapchat.education/.
22
See Kofoed and Larsen (2016), Lee (2016), Albeanu
(2014), Will (2016), @aiaddysonzhang (2017) and
Waxman (2014)
Snapchat image by Michael Britt (@mbritt), used in his
introduction to psychology lectures. See Lee (2016).
23. Wikipedia
(Not social media per see though highly collaborative and built by users.)
Widely used in educational organisations, including in teaching such as:
• Information literacy and critical thinking assignments – reviewing, critiquing, or contributing
content (contributions can be tracked).
• Research and group projects to address gaps in coverage, develop Wikipedia articles, etc.
Including work with Wikimedians in Residence at cultural heritage, university, etc.
organisations.
• Computer science and data analysis projects – Wikipedia content is available in various
human and machine readable formats.
• Discourse and translation studies – see McAndrew (2017) for an innovative Edinburgh
Translation Studies assignment using Wikipedia.
• Skills development tasks – editing is simple but requires understanding of standard writing
style, format, etiquette, etc.
Challenges of this space include the initial style/etiquette barriers; the risk and confidence impact
of having contributions changed or deleted. However, successfully creating a public useful
contribution is a very rewarding experience.
See Lim and Simon (2011), Highton (2016), McAndrew (2017)
23
24. LinkedIn
• Best used for developing professional skills and building
portfolios (including course related and extra curricular
activities).
• Works well for developing professional networks, and
understanding professional connections. Groups enable
current awareness around interest areas and particular
professional groups and employers.
• In use as part of employability content in the curriculum at
Abertay (ask your colleagues about this!)
• Careers Services tend to provide really useful guidance and
content here. E.g: http://www.ed.ac.uk/careers/looking-
for-work/social-media/linkedin
24
25. Activity: How can you use/better use social
media in your own teaching practice?
Identify one activity (classroom or assessed) in your current teaching
that you think could be translated into a relevant and engaging social
media task.
Think & discuss for 10 mins then share your 30 second pitch/summary.
You might want to consider:
• If/how you already using social media in your teaching?
• What tools your students respond to.
• How you would manage expectations and provide guidance in
advance.
• How you would moderate/manage the activity whilst taking place.
25
26. What is your digital footprint?
It's the data you leave behind when you go online. It's what you've said,
what others have said about you, where you've been, images you're
tagged in, personal information, social media profiles and much more…
What does your digital footprint look like to…your friends, future
employers, your family?
Workshops, resources and more can be found at www.ed.ac.uk/iad/digitalfootprint
Sign up for our forthcoming #dfmooc: http://eepurl.com/cciXEX
Twitter: @UoEDigitalFoot
Blog: http://uoedigitalfootprint.wordpress.com/
Facebook: www.facebook.com/uoedigitalfootprint
Email: iad.digitalfootprint@ed.ac.uk
YouTube: http://youtu.be/U2MBbXngYXM
27. Your students’ digital footprint and how your
practice can support a positive digital footprint
• What are our responsibilities towards our students
when we use social media sites?
• How well do we, and they, understand the impact
of tracks and traces that may be left behind?
• The University of Edinburgh Managing Your Digital
Footprint project has been investigating students’
understanding of their Digital Footprint. See the
website, associated resources and forthcoming
#dfmooc.
• See also:
– danah boyd (2014) “It’s Complicated”: http://www.danah.org/itscomplicated/
– Jon Ronson’s (2015) “So, You’ve Been Publicly Shamed”:
http://www.picador.com/books/so-youve-been-publicly-shamed
28. Tracks, Traces and (Lack of) Anonymity
• In the classroom students (largely) elect who to expose full names to…
• Wikis track and record every change attributing changes to specific users and
timestamps. Errors are public. Corrections are public.
• Facebook and many other sites request or require the use of real names.
• Pseudonyms can become problematic and much less protective once associated with
real identities (e.g. in a class activity).
• Facebook have repeatedly re-set privacy settings to default to “public”, most recently
with search changes in October 2013 (see Constine 2013).
• Twitter updates are public. Even “private” accounts can be accessed via the API.
• Snapchat posts, deleted Tweets, Messenger conversations etc. are easily screen
captured...
• Social media activity can impact on filtering, reputation, etc. making playful and risky
tasks potentially more threatening.
• Social media and internet activities are increasingly monitored by the state, e.g. in visa
application processes (currently voluntary for ESTA visas for the US for example)
Teaching and Learning with social media means understanding and acknowledging the
more public and exposed nature of these spaces.
29. Tool Choices + Terms and Conditions
• Making informed choices is central to use of social media and non-institutional online
spaces and tools…
• What type of spaces or experiences are appropriate to your students, their context,
their professional aspirations or experience (e.g. see professional bodies guidance).
• Are the spaces you are using and the types of activity you are proposing appropriate
for your students’ locations and family or national context/culture? (e.g. some social
media spaces are both blocked and/or monitored by China)
• You need to know what you asking your students to do:
– Are you requiring them to register for new sites/spaces? Is that appropriate or justifiable?
– Understand what data they will be sharing and what might happen to it – engage with the
Terms of Service for any tool you use.
– What happens if students do not want to use a particular space, particularly a third
party/commercially operated space?
– How will you ensure your teaching and learning activity is accessible, or a suitable
alternative is accessible, to your students?
30. What can you do to create a safe social
media space for participation?
• Provide guidance in course handbooks (see Digital Footprint resources for a CC licensed
example).
• Link to any appropriate local or professional bodies guidance or social media policies
• Set out clear expectations about participation (or non participation)
– What will you do if a student does not want to, or does not feel able to, participate?
• Know and be ready to justify why you are using social media rather than organisational
spaces.
• Ensure YOU know about the spaces you are using including:
– understanding who will (and will not) have access to your space/content.
– processes to moderate comments or deal with spam comments/posts
– block or report other users, deal with trolls
– take action if any serious issue- from bullying to plagiarism to criminal activity
– understand IPR/licensing issues and can point students to support information.
• How will you negotiate your own online identity or identities as you interact in your teaching
and learning spaces?
30
31. Professional bodies’ guidance and
eProfessionalism
eProfessionalism is the way you engage yourself online in relation to your profession, including
your attitudes, actions and your adherence to relevant professional codes of conduct.
• Depending on subject area/course students may be expected to act as professionals from
day one of their course (e.g. Royal College of Nursing[1]).
• Students need to be made aware of the appropriate professional bodies guidance for their
field, and the expectations of appropriate conduct.
• In some cases students on placement/in research projects will also need to be aware of
privacy, non-disclosure agreements (e.g. games design students), etc. that apply to them
and their use of social media.
• Teaching activities should align with appropriate professional bodies’ guidance as well as
local organisational policies and requirements.
• Creating an effective digital footprint online is relevant whether or not there are
professional bodies guidance documents for a student’s area of study – there may also be
other forms of community etiquette and expectations (e.g. artists and designers’ web and
social media presences and cultures).
[1] https://www2.rcn.org.uk/newsevents/congress/congress_2011/congress_2011_agenda/9._social_networking_and_nursing
31
32. Example: GMC (2013) Guidance
The GMC Guidance is broadly supportive of social media, stating:
“Doctors’ use of social media can benefit patient care by:
– a. engaging people in public health and policy discussions
– b. establishing national and international professional networks
– c. facilitating patients’ access to information about health and
services.”
However, they also have clear guidance on limitations and
boundaries…
33. GMC: Doctors’ use of social media
(2013)
“When communicating publicly, including speaking to or writing in the
media, you must maintain patient confidentiality. You should
remember when using social media that communications intended for
friends or family may become more widely available.”
“Many improper disclosures are unintentional. You should not share
identifiable information about patients where you can be overheard,
for example, in a public place or in an internet chat forum…”
“Many doctors use professional social media sites that are not
accessible to the public. Such sites can be useful places to find advice
about current practice in specific circumstances. However, you must
still be careful not to share identifiable information about patients.”
34. GMC Guidance: Boundaries
“Using social media also creates risks, particularly where social and
professional boundaries become unclear. You must follow the guidance
in Maintaining a professional boundary between you and your patient.”
“If a patient contacts you about their care or other professional
matters through your private profile, you should indicate that you
cannot mix social and professional relationships and, where
appropriate, direct them to your professional profile.”
Full detailed guidance can be found here: http://www.gmc-
uk.org/guidance/ethical_guidance/21186.asp
35. Summary / TL;DR
• Be creative but pedagogically relevant (don’t use social media for
novelty).
• Be inspired but feel able to borrow ideas from others too.
• Make thoughtful informed choices around social media tools and
activities.
• Make sure you understand how to use any social media space you use!
• Support your students to get involved – make it easy, fun, engaging for
them to take part.
• Respect your students’ preferences and concerns.
• Think about your students’ and your own digital footprint.
• Be aware of guidance on social media use by professional bodies.
• Review, reflect, change approach when appropriate, try things out…
36. Questions
• Follow up questions via email
(nicola.osborne@ed.ac.uk) or Twitter
(@suchprettyeyes) are also welcomed.
• All references are on these slides which will be
distributed and also available via the EDINA
Slideshare presence.
36
37. Further Resources
• Social Media for Educators Wiki (a work in progress): https://www.wiki.ed.ac.uk/display/SMFE/
• Managing Your Digital Footprint: Resources and Guidance: http://www.ed.ac.uk/institute-academic-
development/about-us/projects/digital-footprint/resources
• Managing Your Digital Footprint: Resources for educators: http://www.ed.ac.uk/institute-academic-
development/about-us/projects/digital-footprint/resources-educators
• Managing Your Digital Footprint: eProfessionalism: http://www.ed.ac.uk/institute-academic-
development/about-us/projects/digital-footprint/eprofessionalism
• Managing Your Digital Footprint Social Media for Educators Wiki:
https://www.wiki.ed.ac.uk/display/SMFE/
• “A Live Pulse”: Yik Yak for Understanding Teaching Learning and Assessment at Edinburgh (blog):
http://yikyakresearch.blogs.edina.ac.uk/
• University of Edinburgh Teaching Matters blog: http://www.teaching-matters-blog.ed.ac.uk/
• EDINA Social Media Guidelines (available under CC license):
https://access.edina.ac.uk/about/social_media/social_media_guidelines.html
• University of Edinburgh Social Media Guidelines: http://www.ed.ac.uk/website-programme/training-
support/guidelines/social-media
37
38. Further Reading: General
• Barbour, K. and Marshall, D., 2012. The academic online: Constructing persona through the World Wide Web. In First Monday, 17 (9), 3 September
2012. Available from: http://dx.doi.org/10.5210/fm.v0i0.3969.
• boyd, d., 2014. It’s Complicated: the social lives of networked teens. New Haven: Yale University Press. Available from:
http://www.danah.org/books/ItsComplicated.pdf
• Brake, D.R. (2014). Sharing Our Lives Online: Risks & Exposure in Social Media. Palgrave Macmillan, Hampshire.
• Delahunty, J., Verenikina, I. and Jones, P., 2013. Socio-emotional connections: identity, belonging and learning in online interactions. A literature
review. In Technology, Pedagogy and Education. Available from:
http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/pdf/10.1080/1475939X.2013.813405.
• Farnham, S.D. and Churchill, E.F. (2011) Faceted identity, faceted lives: social and technical issues with being yourself online. In Proceedings of the
ACM 2011 conference on Computer supported cooperative work (CSCW '11). ACM, New York, NY, USA, 359-368. Available from:
http://dx.doi.org/10.1145/1958824.1958880.
• Greenhow, C. And Robelia, B., 2008. Informal learning and identity formation in online social networks. In Learning, Media and Technology, 34 (2).
Available from: http://dx.doi.org/10.1080/17439880902923580.
• Guardian: The Dark Side of Guardian Comments (12th April 2016): https://www.theguardian.com/technology/2016/apr/12/the-dark-side-of-
guardian-comments
• Kieslinger, B., 2015. Academic peer pressure in social media: Experiences from the heavy, the targeted and the restricted user. In First Monday, 20
(6), 1 June 2015. Available from: http://dx.doi.org/10.5210/fm.v20i6.5854
• Osborne, N 2014, 'Learning from others mistakes: how social media etiquette distorts informal learning online.'. in A Rospigliosia & S Greener
(eds), Proceedings of the European Conference on Social Media University of Brighton UK 10-11 July 2014. The Proceedings of the European
Conference on Social Media, Academic Conferences and Publishing International (acpi), Reading, UK, pp. 369-377, European Conference on Social
Media, Brighton, United Kingdom, 10-11 July. Available from: http://www.research.ed.ac.uk/portal/en/publications/learning-from-others-mistakes-
how-social-media-etiquette-distorts-informal-learning-online(a04e8df7-f76d-4ce2-aba3-a2b644dab42f).html.
• Roth, A., Davis, R. and Carver, B., 2013. Assigning Wikipedia editing: Triangulation toward understanding university student engagement. In First
Monday, 18 (6), 3 June 2013. Available from: http://dx.doi.org/10.5210/fm.v18i6.4340.
• Rubens, I. (2015) Mobile app Yik Yak becomes source of abuse from Bournemouth students. In Buzz: News from Bournemouth and beyond [website],
10th December 2015. Available from: http://buzz.bournemouth.ac.uk/yik-yak-abuse-fromstudents/
• Thielman, S. (2015) Yik Yak warns anonymous users they can be arrested after Missouri threats. In The Guardian, 11th November 2015. Available
from: http://www.theguardian.com/us-news/2015/nov/11/yik-yak-anonymous-users-can-bearrested-university-of-Missouri.
38
39. Further Reading: Facebook & Social
Networking Sites
• Boyd, d. and Ellison, N.B., 2007. “Social network sites: Definition, history, scholarship,” Journal of
Computer–Mediated Communication, 13 (1). Available from:
http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html.
• Ellison, N.B., Steinfeld, C. and Lampe, C., 2007. “The benefits of Facebook ‘friends’: Social capital
and college students’ use of online social network sites,” Journal of Computer–Mediated
Communication, 12 (4). Available from:
http://jcmc.indiana.edu/vol12/issue4/ellison.html.http://dx.doi.org/10.1111/j.1083-
6101.2007.00367.x
• Ferdig, R., et al. (2008). Medical students’ and residents’ use of online social networking tools:
Implications for teaching professionalism in medical education. First Monday, 13 (9). Available from:
http://dx.doi.org/10.5210/fm.v13i9.2161.
• Hallam Goodband, J., et al. (2012). Limits and potentials of social networking in academia: case
study of the evolution of a mathematics Facebook community. Learning, Media and Technology,
37(3), 236-252. Available from: http://dx.doi.org/10.1080/17439884.2011.587435.
• Lego Muñoz, C. and Towner, T., 2011. Back to the “wall”: How to use Facebook in the college
classroom. In First Monday, 16 (12), 5 December 2011. Available from:
http://dx.doi.org/10.5210/fm.v16i12.3513.
• Pasek, J., more, e. and Hargittai, E., 2009. Facebook and academic performance: Reconciling a
media sensation with data. In First Monday, 14 (5), 4 May 2009. Available from:
http://dx.doi.org/10.5210/fm.v14i5.2498
39
40. Further Reading: Blogs
• Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., and Kennedy, G., 2012. Implementing Web 2.0 technologies in higher
education: A collective case study. In Computers & Education, 59 (2), pp. 524-534. Available from:
http://dx.doi.org/10.1016/j.compedu.2011.12.022.
• Ellison, N. B. and Wu, Y., 2008. Blogging in the classroom: A preliminary exploration of student attitudes and impact on
comprehension. In Journal of Educational Multimedia and Hypermedia, 17(1), pp. 99-122. Available from:
http://search.proquest.com/docview/205847595.
• Farmer, B., Yue, A. and Brooks, C., 2008. Using blogging for higher order learning in large cohort university teaching: A case
study. In Australasian Journal of Educational Technology, 24 (2). Available from: http://dx.doi.org/10.14742/ajet.1215.
• GDS Digital Engagement blog: You know why we blog, here’s how we blog (10th December 2015):
https://gdsengagement.blog.gov.uk/2015/12/10/you-know-why-we-blog-heres-how-we-blog/
• Kerawalla, L., Minocha, S., Kirkup, G. and Conole, G., 2008. An empirically grounded framework to guide blogging in higher
education. In Journal of Computer Assisted Learning, 25 (1), pp. 31-42. Available from:
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2008.00286.x/full
• Killeavy, M. and Moloney, A., 2010. Reflection in a social space: Can blogging support reflective practice for beginning
teachers? In Teaching and Teacher Education, 26(4), pp. 1070-1076. Available from:
http://dx.doi.org/10.1016/j.tate.2009.11.002
• Oravec, J. A., 2003. Blending by Blogging: weblogs in blended learning initiatives. In Journal of Educational Media, 28 (2-3),
pp. 225-233. Available from: http://dx.doi.org/10.1080/1358165032000165671.
• Sinclair, C. 2016. Making the connection: blogging withing and about the MSc in Digital Education. In, Teaching Matters
(blog), 4th April 2016. Available from: http://www.teaching-matters-blog.ed.ac.uk/?p=285
• Top, E., 2012. Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived
learning. In The Internet and Higher Education, 15 (1), pp. 24-28. Available from:
http://dx.doi.org/10.1016/j.iheduc.2011.02.001.
• Xe, Y., Ke, F. and Sharma, P., 2008. The effect of peer feedback for blogging on collect students’ reflective learning processes.
In Internet and Higher Education, 11, pp. 18-25. Available from: http://dx.doi.org/10.1016/j.iheduc.2007.11.001.
40
41. Further Reading: Twitter
• Almuhimedia, H., Wilson, S., Liu, B., Sadeh, N. and Acquisti, A., 2013. Tweets are forever: A large-
scale quantitative analysis of deleted Tweets. Proceedings of the 2013 ACM Conference on
Computer Supported Cooperative Work, San Antonio, Texas, February 23-27, 2013. Available from:
http://www.cs.cmu.edu/~bliu1/Hazim_Almuhimedi_CSCW2013_Tweets.pdf.
• Daniels, J., 2013. From Tweet to blog post to peer-reviewed article: How to be a scholar now. In LSE
Maximising the impact of academic research (blog), 25th September 2013. Available from:
http://blogs.lse.ac.uk/impactofsocialsciences/2013/09/25/how-to-be-a-scholar-daniels/
• Jacquemin SJ, Smelser LK and Bernot MJ (2014). Twitter in the Higher Education Classroom: A
Student and Faculty Assessment of Use and Perception. Journal of College Science Teaching, 43(6),
22-27. Available from: https://www.learntechlib.org/p/156462.
• Terras, M., 2011. What happens when you tweet an Open Access Paper. In Melissa Terras’ Blog, 7th
November 2011. Available from: http://melissaterras.blogspot.co.uk/2011/11/what-happens-
when-you-tweet-open-access.html
• Vlieghe, J., Page, K. L. and Rutten, K. “Twitter, the most brilliant tough love editor you’ll ever have.”
Reading and writing socially during the Twitter Fiction Festival. In First Monday, 21 (4), 4 April 2016.
Available from: http://dx.doi.org/10.5210/fm.v21i4.6334
41
42. Further Reading: Digital Footprint &
eProfessionalism
• boyd, d. and Crawford, K., 2011. Six Provocations for Big Data. A Decade in Internet Time: Symposium on the Dynamics of the Internet
and Society, 21 September 2011. Available at SSRN: http://dx.doi.org/10.2139/ssrn.1926431
• Chester, A., Kienhuis, M., Pisani, H., Shahwan-Akl, L. & White, K. (2013). Professionalism in student online social networking: the role of
educators, E-Learning and Digital Media. 10 (1), 30-39. Available from: https://www.learntechlib.org/p/131459.
• Connelly, L & Osborne, N 2016, 'Student identities in transition: social media experiences, curation and implications for Higher
Education'. in Sheffield Hallam University - SocMedHE Blog: SocMedHE15 Proceedings. SocMedHE15, Sheffield, United Kingdom, 18-18
December. Available from: http://www.research.ed.ac.uk/portal/en/publications/student-identities-in-transition-social-media-
experiences-curation-and-implications-for-higher-education(cb850713-2d01-4c23-8bb9-1ca85a3923d1)/export.html.
• Fenwick T. (2016). Social media, professionalism and higher education: a sociomaterial consideration. Studies in Higher Education.
41(4), 664-677. Available from: http://dx.doi.org/10.1080/03075079.2014.942275.
• Hansson, K. Controlling singularity: The Role of online communication for young visual artists’ identity management. In First Monday, 20
(5), 4 May 2015. Available from: http://dx.doi.org/10.5210/fm.v20i5.5626
• Howarth, A. and Martínez Fernández, G., 2014. Governing risks and benefits: Mobile communication technologies in British Universities.
In First Monday, 19 (2), 3 Feb 2014, Available from: http://dx.doi.org/10.5210/fm.v19i2.4708
• Osborne, N. and Connelly, L. (2015). Managing your digital footprint: possible implications for teaching and learning. In: Mesquita A and
Peres P (eds) 2nd European Conference on Social Media ECSM 2015. Portugal. Available from:
http://www.research.ed.ac.uk/portal/en/publications/managing-your-digital-footprint(9c4a5cc7-c74f-4e26-b282-0ace71e55562).html.
• Osborne, N & Connelly, L 2016, 'Students’ Digital Footprints: Curation of Online Presences, Privacy and Peer Support' Paper presented
at European Conference on Social Media (ECSM 2016), Caen, France, United Kingdom, 11/07/16 - 12/07/16. Available from:
http://www.research.ed.ac.uk/portal/en/publications/students-digital-footprints(5f3dffda-f1b4-470f-abd4-24fd6081ab98).html.
• Ronson, J., 2015. So, You’ve Been Publicly Shamed. London: Picador.
42
43. Further Reading: Snapchat
• @aiaddysonzhang, 2017. 5 ways to use Snapchat as a teaching and learning tool in higher education. In
iSocialFanz (blog). Available from: https://www.isocialfanz.com/5-ways-use-snapchat-teaching-learning-tool-
higher-education/.
• Albeanu, C., 2014. C4 News to use Snapchat, Whatsapp in #indyref coverage. In Journalism.co.uk, 17th
September 2014. Available from: https://www.journalism.co.uk/news/channel-4-news-to-use-snapchat-
and-whatsapp-in-indyref-coverage/s2/a562493/.
• Kofoed, J. and Larsen, M. C., 2016. A snap of intimacy: Photo-sharing practices among young people on
social media. In First Monday, 21 (11), 7 November 2016. Available from:
http://dx.doi.org/10.5210/fm.v21i11.6905
• Lee, J., 2016. 10 Seconds at a time, a teacher tries Snapchat to engage students. In NPREd, 29th March 2016.
Available from: http://www.npr.org/sections/ed/2016/03/29/467091289/how-teachers-are-using-snapchat
• Waxman, O. B., 2014. Snapchat grows up: How college officials are using the app. In Time Magazine
(website), 31st March 2014. Available from: http://time.com/36307/snapchat-grows-up-how-college-
officials-are-using-the-app/
• Will, M., 2016. Teachers are starting to use Snapchat. Should you? In Teaching Now, 10th June 2016.
Available from: http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html.
43
44. Further Reading: Instagram
• Al-Ali, S., 2014. Embracing the selfie craze: Exploring the possible use of Instagram as language
mLearning tool. In UAiR: the University of Arizona Issues and Trends in Educational Technology,
2 (2). Available from:
https://journals.uair.arizona.edu/index.php/itet/article/view/18274/18091.
• Heick, T., 2012. How 10 colleges are using instagram. In teachthought (website), 11th October
2012. Available from: http://www.teachthought.com/uncategorized/how-10-colleges-are-
using-instagram/.
• Kaufer, E., 2015. Instagram: The next big (academic) thing? In Oxford Internet Institute (blog),
12th February 2015. Available from: https://www.oii.ox.ac.uk/instagram-the-next-big-
academic-thing/.
• Kofoed, J. and Larsen, M. C., 2016. A snap of intimacy: Photo-sharing practices among young
people on social media. In First Monday, 21 (11), 7 November 2016. Available from:
http://dx.doi.org/10.5210/fm.v21i11.6905
44
45. Further Reading: Wikipedia
• Highton, M., 2016. wor wikimedian. In Melissa Highton: Light out for the
territory ahead of the rest (blog), 26th February 2016. Available from:
http://thinking.is.ed.ac.uk/melissa/2016/02/26/wor-wikimedian/
• Lim, S. and Simon, C., 2011. Credibility judgement and verification
behaviour of college students concerning Wikipedia. In First Monday, 16
(4), 4 April 2011. Available from: http://dx.doi.org/10.5210/fm.v16i4.3263
• McAndrew, E., 2017. Wikipedia assignment – Translation studies MSc. In
Wikimedian in Residence blog, 5th January 2017. Available from:
http://thinking.is.ed.ac.uk/wir/2017/01/05/wikipedia-assignment-
translation-studies-msc/
45
Editor's Notes
First, let’s define what we mean by a digital footprint