Digital strangers are people we interact with, people we are inspired by, people we understand (even a little) about their views and their position in a specific network, but know very little about. We can still learn from and with them. We can create and share. We can innovate and solve problems. We can increase awareness and affect change. We can engage, entertain and provide comfort or inspiration.
Linda Alexander's insight: New International Study by Research Now with Support of K&A BrandResearch Gives Insight into How the ‘Digital Generation’ Behaves on the Internet. Teens mostly go online to find informaiton and learn about events.
The following rules of social media are geared towards online businesses and less toward teachers but they're worth seeing anyway. The post The 36 Rules Of Social Media appeared first on Edudemic.
Via Mary Perfitt-Nelson
Are you obsessed with social media? Do you suffer from social network overload? This infographic (from My Life) tells some interesting statistics. Takeaways (40% of people would rather get a root canal than give up their social networks?
What is important to note is that I strongly believe that underpinning of this should be a vision for what kind of institution you want to be a part of, what kind of pedagogy informs your learning, teaching and assessment, how do you want find out about your learners and adapt to their skills? And that this vision should be supported by action, people, evaluation and sharing. It should align pedagogy and technology in an agile and collaborative way. And finally that there is not one size this will fit all and they as markets have fractured, retail has personalised and the largest selling book of 2012 was originally a piece of internet distributed Twilight fan fiction, we also need to find unique and personalised paths through our reconstruction.
Social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it’s not too hard to see how students benefit from using social media. As younger generations use such technology in the classroom, they remake the educational landscape.
A look at four different ways that students benefit from using social media in their everyday lives, despite concerns about the overuse of social media by today's youth.
This article by Mary Thorpe and Jean Gordon was published on the Australasian Journal of Educational Technology, 28(8).
The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the nature of participation in the online environment, the relationship between online participation and the offline context, and the implications for conceptualisation of online learning environments to support work-related learning. Key areas of the research literature in technology-enhanced and work related learning are discussed in order to position the study, to inform the research methods used and interpretation of the findings. Online participation needs to be understood as a hybrid concept, in that it is a reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online. Online participation was diverse, from short browsing for information to more reflective engagement that supported movement across the boundaries between roles and areas of work practice and a focus on practice skills and underlying values. Online sites intended to support work-related learning should start from the perspective of the socio-technical interaction network, with its emphasis on building in the social context at all stages in the life of a site.
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