Social media: Evaluating the strategic value of students’ favourite technology in the university setting
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Social media: Evaluating the strategic value of students’ favourite technology in the university setting
- 1. DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING Social media: Evaluating the strategic value of students’ favourite technology in the university setting David White Lawrie Phipps @daveowhite @Lawrie University of Oxford JISC 30th January 2013
- 3. Presence
- 4. Presence
- 5. Presence
- 7. Free Wifi
- 8. ‘I just type it into Google and see what comes up.’ (UKS2)
- 9. Strategic?
- 10. Convenience, Connection, Authority, Relevance Distraction ease of use, sharing with legitimacy accessibility others Create Reliability Searching Collaborate Speed Fun, Quantity enjoyment Visitors and Residents
- 11. ‘Perfect thing, I think it would be that all the useful, accurate, reliable information would like glow a different colour or something so I could tell without wasting my time going through all of them’ (UKS2)
- 12. “Think less - find more”
- 13. Value?
- 14. Value?
- 15. Visitor Resident Video - http://is.gd/vandrvideo Project - http://is.gd/vandrproject Paper - http://is.gd/vandrpaper
- 16. xMOOC cMOOC Visitor Resident
- 17. …the Facebook group is extremely active also, if not for just complaining about an assignment or trying to find a particular reading, but also sharing current news articles with each other. UKG2
- 18. “Question more - see further”
- 19. Thanks David White - @daveowhite Lawrie Phipps - @Lawrie
- 20. Visitors and Residents project team A partnership between: University of Oxford, OCLC, University of North Carolina Charlotte Lynn Silipigni Connaway, Ph.D. Alison LeCornu, Ph. D. Senior Research Scientist, OCLC Academic Lead (Flexible Learning), The Higher Education Academy Donna Lanclos, Ph. D. Erin Hood Associate Professor for Anthropological Research, Research Support Specialist, OCLC University of North Carolina, Charlotte David White Co-manager, Technology Assisted Lifelong Learning, University of Oxford
- 21. Picture credits Fish pond: http://www.flickr.com/photos/ambienttraffic/59197765 Cash till: http://www.flickr.com/photos/jojakeman/2434236126/ Spaghetti bridge: http://www.flickr.com/photos/csufnewsphotos/4879186391/ Wifi router: http://www.flickr.com/photos/fotero/1414451193/ Oxford University http://www.flickr.com/photos/catzrule/4982768828/ Goldfish: http://www.flickr.com/photos/julep67/237998142/ Map: http://www.flickr.com/photos/kozumel/4625046441/
Editor's Notes
- TALL intro + Lawrie
- Social media = presence i.e. the ‘Social’ in social media. Not all presence ‘visible’ (with audience) Facebook = much of it private. Finding people as well as info – finding people as a source of info.
- Social media = presence i.e. the ‘Social’ in social media. Not all presence ‘visible’ (with audience) Facebook = much of it private. Finding people as well as info – finding people as a source of info.
- Social media = presence i.e. the ‘Social’ in social media. Not all presence ‘visible’ (with audience) Facebook = much of it private. Finding people as well as info – finding people as a source of info.
- Context MOOC? ‘ University Setting’? – Credibility? Google – so favourite that it’s become normalised? – Google it!
- Social media isn’t there favourite technology. VLE = not social Facebook
- For who?
- Facebook as an address book. Facebook is convenient because everyone is already there. Presence.
- Mention the tension between this and ‘learning’
- Staff perspective
- Staff perspective – modes of engagement.
- Wrt Value
- Lawrie – presence – Twitter.
- Identity and practice come together. Legitimate participant in the field. Etc. Is this a University Context.
- Needs updating