Dl social media may 2014
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Transcript of Dl social media may 2014
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Using social media for learning, teaching and professional identityHelen Beetham, May 2014bit.ly/DLsocialmedia
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Which social media...
... do you use regularly? ... do you know about and
wish you used (better)?
image downloaded under CC licence from patojv.deviantart.com
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social networking sites e.g. Facebook, Google+ professional networking sites e.g. LinkedIn, academia blogs e.g. wordpress sites | microblogs i.e. twitter content sharing sites e.g. youtube, slideshare, prezi, flickr,
instagram, community repositories news/link sharing sites e.g. pinterest, paper.li, quora,
pearltrees, storify reference/link sharing / social bookmarking services e.g.
zotero, delicious specialist networks e.g. tripadvisor, mums.net virtual worlds and gaming worlds e.g. geocities, world of
warcraft email discussion lists? ... (boundaries are blurred)
Social media include...
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personal AND/OR scholarly AND/OR professional (are you an integrator or a segregator??)
identity / reputation as well as community / connection very varied in focus, rules and norms,
community, scope, preferred media... increasingly important to building
social, academic and professional capital(but this varies by profession/subject area)
Social media are...
73% of employers currently use online social networks or social media to
support their recruiting efforts.
‘caring, climbing and campaigning’
DiMicco et al 2008
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a success story
a horror story
image downloaded under CC licence from openclipart.org/user-detail/portablejim
Thinking about how you use social media, share...
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what are the opportunities? what are the risks?
Thinking about how we all use social media...
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This is an activity in pairs that you can also try with students
At least one of you will need access to a digital device (smartphone, laptop, netbook etc)
If you are using your own device, do not log into any social networks (e.g. Facebook)
Find out what you can about each other using only material that is publicly available online
You can guide each other to relevant sites but don’t give away information you can’t see online
Do not sign in to social networks (private material will be visible)
Auditing your owndigital reputation
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Reflections How much of what is visible online is under your control? What could you find that surprised you? What couldn’t
you find (easily) that surprised you? How would you like to appear online? What could you do to create a more positive digital
identity?
Auditing your owndigital reputation
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Creating a positive digital identity
Tips and tricks Always protect the privacy of your personal information Integrate and cross-reference your public brand Use one public profile and update / propagate it regularly
e.g. about me, blog, employers’ profile, prof network Layer information: broadcast headlines, let people find
the detail if they are interested Use tagging to create or join a story Limit the time you spend on personal ‘branding’ - make it
intrinsic to what you do and interesting to you When new to a network, LARC (Lurk and learn, Ask, Re-
tweet -view -post, Collate and comment)
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These slides showed examples of individual professional profiles and networking activities which have been removed
Instead, find someone in your field who has a successful online profile and see how many networks they use, and how well integrated you find their use of digital media and branding.
Examples
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What three things will you do now to enhance your professional profile?
How will you know whether you have been successful? Further resources: bit.ly/DLsocialmedia
Reflections
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How are social media changing academic practices generally and in your subject areas?
Social media and practices of learning and teaching
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What are the opportunities and risks of using social media for learning and for teaching?
Social media and practices of learning and teaching
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Students develop their own public professional identity Practice communicating in a public space (feedback,
critique, motivation) Practice working across personal/professional, public/
private boundaries Genuine contribution to the discourse of the subject Get authentic feedback from beyond teaching team Leave positive digital traces for revision, review,
showcasing, self-belief Work in a reasonably familiar setting (social media) ...
Opportunities
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Legal infringement (copyright, consent, privacy...) Cultural infringement (university regulations, policing of
public/private boundaries...) Reputation - staff and students May be pushing students out of their comfort zone
(walled garden) May be harder to monitor, assess, review student
progress than in closed environments? Staff may fear students more proficient than they are? ...
Risks
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Break out of the walled garden: students contribute to original research or data sharing
projects, edit academic wikis and blogs, share learning materials, showcase creative work online
Digital identity work: focus on building a professional profile e.g. through
LinkedIn, twitter, or subject network or focus on reflection and personal development e.g.
through a blog or e-portfolio Amplify learning support:
encourage students to use existing social media accounts - or open new ones - to share ideas, links, references, resources and encouragement or to collaborate on projects and outcomes
Designing social mediainto the curriculum
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In pairs/small groups Discuss what you already do with students that could be
done (better) with the use of a social medium or network Design a learning activity that you could use with
students tomorrow Consider: learning outcomes; access; setting up the
activity (solo, pairs, groups?); supporting the activity; assessing the activity; possible problems and solutions
Designing social mediainto the curriculum
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Conclusion
What will you take away?
bit.ly/DLsocial media