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Effects of Social Networking in Academic Literacy
The document discusses the effects of social networking on academic literacy and identifies both benefits and concerns. It provides examples of popular social networks like Facebook, MySpace, and Twitter and how they are used for educational purposes. Key benefits mentioned include supporting collaboration and networking among students and faculty, while concerns relate to privacy, information misuse, and potential legal issues.
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Effects of Social Networking in Academic Literacy
- 1. Effects of SocialNetworking in Academic Literacy: Myths & Truths George Dafoulas Business Information Systems Department School of Engineering & Information Sciences Middlesex University
- 2. Agenda "The onlything constant is change itself." Heraclitus 500 B.C The concept of digital citizenship Social networking Web 2.0 MUD (not literally...)
- 3. Digital citizenship –what is it? Similar to citizenship, only better… No fees No 24 question test However it comes easier through naturalisation! Connecting to each through various networks should (in theory) improve our information fluency, knowledge of the domain, command of associated technologies and further develop our understanding of / communication with younger generations. New set of skills in educational environments in terms of: Critical thinking Problem solving Decision making
- 4. How do Ibecome a digital citizen? Forget about old fashioned constructivism, domain specific paradigms, student centred approaches and rigid learning style classification. Profile focused Activities classified according to individual interests Each member tailors its individual learning space Web based platforms are now called traditional VLE! Game like interfaces encouraged Mobile applications are demanded Size matters – the smaller the better (bite sized learning / can it fit in an i-phone screen?)
- 5. Defining Social NetworksA social network is defined by its people and their connections. Could be viewed as a description of the social structure between actors, mostly individuals or organisations. It indicates the ways in which they are connected through various social familiarities ranging from casual acquaintance to close familiar bonds. Web Based Social Networks (WBSN) Using the Web as the medium for social networking Maintaining own profiles and lists of friends
- 6. Underlying concepts ofWBSN The network is accessible via a web browser. Relationships between social network members should be explicitly stated. System users should be able to view the member relationships and browse through the social network’s paths. Users should be able to create and manipulate relationships with other users.
- 7. Typical student informationName Geography Status Gender Year Course Residence Birthday Place of birth County Post code Schools Email Screen Name Phone number Address Personal website Sexual Preference Relationships Political Views Interests Clubs Favorite Movies Favorite TV Shows Favorite Books Favorite Quotes About Me Job Type Company Job Title Job Description Work History Pictures Applications Gadgets used Games News Activities Alerts Views on study University critique What do I think of my professor…! (my favourite)
- 8. Who is there?Friends Lecturers Students Administrative staff Others (watch out for them…)
- 9. Why are wethere? Objectives of different users Friends Dropping a line Supporting initiatives Becoming a group member Inviting people Messaging Updating contacts Keeping in touch Viewing new content Catching up with latest news Others Attempting to locate individuals Looking up personal details Assaulting (predators) Stalking (cyber-stalking) Harassment (cyber-bullying) Maintaining tabs for individuals and groups Selling divulged information
- 10. Why are wethere? Objectives of different users Students Expanding their social network (making more friends) Integrating campus / programme module / seminar group / rooms Learning more about others Sharing common interests Inviting others to social groups Recruiting to academic events Working together Warning others (test next week!) Lecturers Keeping the pace with students Verifying student excuses Spying (in a good sense, not ) Establishing rapport Offering an alternative communication channel Understanding student development Understanding student needs
- 11. Why are wethere? Objectives of different users Administrators Understanding student development Identifying student needs Providing pastoral services Increasing student involvement Keeping up with the student pulse Using for disciplinary evidence Any more views? What about those Exec members? Services (T&L experts, CLQE staff) Alumni Parents
- 12. Social networks: educationalbenefits Retrieving contacts and friends Supporting group interaction Overcoming geographic dispersion Grouping common interested parties Establishing alumni relations Affecting recruitment decisions Providing a virtual space Having a sense of belonging Finding new learning friends Forming curriculum based social networking Enhancing the learning experience Exploring personal views Engaging in group exploration Establishing a social presence
- 13. Social networks: mainconcerns Personal data are highly visible Self-portrayal of each member Profiles accessible by unaffiliated parties Time management issues Copyright of uploaded content Authorising illustrations Questionable content Code of conduct implications Authentication & IP tracking Identity theft Messages and ad links Virus or malware threats Information misuse Information sold to third party Legal implications
- 14. Social networks: Myths& Truths 1 of 3 MYTH TRUTH Computer use can be tracked (cookies, spyware) Inappropriate and illegal content may harm others Advertisers may use information to solicit emails Personal information can lead to id theft Liability of using materials inappropriately Impact of using the public domain (Oops too late) Addiction to checking for news and updates Violating the student conduct code Spying academics in search for fake excuses Spying employers in search for fake CVs Harassment, stalking, assault & slander Viruses, malware, spyware, dangerous links University boundaries no longer protect content
- 15. Case study: FacebookCreate and update a profile Sustain a list of friends Join groups or create your own Maintain group member lists Make announcements Communicate through discussions Notification for associated events Share applications (from quizzes to games)
- 16. Case study: MySpaceProfile feels more like a web page Interface is more customisable suiting individual needs Functionality suffers as it is more profile centred rather than network oriented More specific in its use to update on individual profile changes Frequently used in a blog mode/fashion
- 17. Case study: TweeterTweets of a few characters – focused Prompt report on events and activities Followers learn about one’s journal notes Keep updated with news from people you follow A bite out of the blogging concept
- 18. Tweet away inyour class – some examples Support student data collection by suggesting who to follow (scientific data, historical facts and specialised knowledge) Creative writing and collaborative editing of a story structure Use twitter poll to develop thematic polls Build up complex concept through the class network of tweets Ensure concise questions are asked and waffle is avoided in answers Create online repositories and bookmarks lists, eliminating duplication of entries Compile factual information such as FAQ and lecture summaries Disseminating research findings Bite out of formative assessment and progress monitoring Debating on discussions set by instructors Linking with GoogleEarth to locate resources (e.g. induction) Events and announcements
- 19. Future work: socialnetworks and knowledge management People Technology Processes KM Social network analysis Information architecture Knowledge Management Systems Relationship between people and content
- 20. Web 2.0: 30years of evolving communication Source: Morgan Stanley 1975 Landline Phone 2005 Mobile VoIP IM Blogs Email Pace of innovation across communication devices, services and networks continues to increase Platforms become: Dynamic Interactive Engaging Syndicated
- 21. Web 2.0: EvolutionTowards a Read/Write Platform Cuene.com/mima Web 1.0 (1993-2003) Pretty much HTML pages viewed through a browser Web 2.0 (2003- beyond) Web pages, plus a lot of other “content” shared over the web, with more interactivity; more like an application than a “page” “ Read” Mode “ Write” & Contribute “ Page” Primary Unit of content “ Post / record” “ static” State “ dynamic” Web browser Viewed through… Browsers, RSS Readers, anything “ Client Server” Architecture “ Web Services” Web Coders Content Created by… Everyone “ geeks” Domain of… “ mass amatuerization”
- 22. Case study: FlickrSocial network for sharing photos Combination of a social network with user generated content Users can collaborate on photo projects and use each others’ tags to find new photos Also has an API for web services to integrate photo collections with blogs and other apps
- 23. Case study: Del.icio.usSite using a “Folksonomy” to organise bookmarks A “folksonomy” is a spontaneous, collaborative work to categorise links by a community of users. Users take control of organise the content together. Tags are descriptive words applied by users to links (tags are searchable) My Tags uses any words a user is using to describe links in a way that makes sense to him/her
- 24. Case study: WikipediaCollaborative creation of articles Authors are classified according to their credibility Collaborative editing and versioning Difficult to control History and page editing options Hyper-texting critical to link associated information
- 25. Case study: RSSReally Simple Syndication emerged in past five years Enables users to get “feeds” of data from content publishers via a browser or special newsreader tool Items come to user free of spam, on-demand, and in an easy to digest format Feeds contain news and stories A small summary is included in the feed Users can read the full content of some stories within their browser or desktop app without going to originating website
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- 27. Case study: BlogsBlogging is a form of journalism (highly debatable) Self organised, loosely structured journal Thematic classification of blogs Fostering discussion Frequently the cause for problems
- 28. Blogging opportunities Cuene.com/mimaBlogging / Blogs RSS / Feeds Drive Traffic to the Site Improves placement and relevance in search engines Could generate repeat visits to site Generates interest in deeper engagement Generate “reminder” traffic “ Push” key product or promotion out to audience, to drive traffic back to your site Broaden reach through syndication, driving more traffic back to your site Improve Customer Experience Helps explain products, service, approach Provides “support” through direct customer Q & A Generate deeper insite into user attitudes and behaviors Feeds make it easier to stay connected and aware, driving convenience More information = more competence = more control Drive Conversions Generate “trial” usage Blogs and post drive deeper engagement and helps overcome objections Drives frequency, which may lower the barrier to awareness and trial
- 29. Case study: thebest of the rest Podcast (audio) versus Vodcast (video) Wiki versus Blike (wiki – blog combined) Blog versus Klog (knowledge blog with selective release) MUD (Multi-User Dungeon / Dimensions) MOO (MUD, Object Oriented)
- 30. Web 2.0: Myths& Truths 2 of 3 MYTH TRUTH Too many tools to become familiar with Need to be more careful with my posts The students will eventually outpace me Technology overload for both students and me Technology outranks the curriculum Expensive to keep up with latest technologies Not suitable for my non-technical class Difficult to shift back to classroom mode I no longer need my office space Must be connected 24-7 I need to go back to school to learn all that There is no strategy behind all these initiatives Good idea but difficult to sustain
- 31. Dealing with thesocial networking burden Source: Forrester Research
- 32. Dealing with thesocial networking burden Source: Forrester Research Twitter Facebook Plaxo Relationships are explicit and difficult to handle LinkedIn
- 33. Dealing with thesocial networking burden Source: Forrester Research Relationship mapping is permission based
- 34. Future work: studentperspective Web 1.0 (VLE) Do not feel connected to the lecturer Need more reflective tasks There is no human element Too much typing is needed Everything is text based I miss my lecturer’s voice/point Feel isolated from rest of class Web 2.0 (podacts) Podcasts for all modules Add-on facility to VLE Voice pattern is key Link to content Upgrade to vodcast Create portable files Enable student podcast submissions
- 35. MUD: Second LifeUniversity campuses
- 36. Work in progress…Education delivery requirements in 3D VLE A shift towards a new set of education delivery requirements in 3D VLEs through: Identifying characteristics for successful and effective e-learning sessions in virtual worlds. Setting educational spaces for learning modes / purposes. Designing spaces architecturally . Selecting suitable educational techniques / approaches to conduct the e-learning sessions.
- 37. 1a. Some characteristicsfor a successful virtual learning experience
- 38. 1b. Some characteristicsfor an effective virtual learning experience
- 39. 2. The DaCTvillage – learning modes Amphitheatre Seminar hall Classroom
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- 41. 4. Educational techniquesVideo 1 – changing shapes / remote tutorial Video 2 – questionnaire object / face to face Video 3 – changing colour / lecture slides Video 4 – various buildings / searching digital evidence Video 5 – delivering a session Video 6 – collecting data
- 42. Future work: Stagesof e-learning delivery via 3D VLE Conception – early ideas of how the learning environment should be, are used to form the virtual world in accordance to any identified requirements and specifications provided Action – identifying behavioural patterns of the learners and how these may declare patterns of use for each element designed as part of the virtual world. Fusion – experiencing a continuous development of the learning relationship till the point that learners become part of the virtual world and the virtual world itself becomes the learning experience.
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