Bibliography: Social Media (page 099 of 144)

Beyerbach, Barbara, Ed.; Davis, R. Deborah, Ed. (2011). Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues through the Arts. Counterpoints: Studies in the Postmodern Theory of Education. Volume 403, Peter Lang New York. Artists have always had a role in imagining a more socially just, inclusive world–many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. This book contains: (1) Introduction (Barbara Beyerbach); (2) Social Justice Education Through the Arts (Barbara Beyerbach); (3) Learning about the Farmworkers and the Landless Rural Workers Movements Through the Arts (Tania Ramalho and Leah Russell); (4) Art and Change in the Afro Reggae Cultural Group (Leah Russell); (5) Media Literacy and Social Justice in a Visual World (Jacquelyn S. Kibbey); (6) Enlivening the Curriculum Through Imagination (Mary Harrell); (7) Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other (Dennis Parsons); (8) Creating Student Activists Through Community Participatory Documentaries (Jane Winslow); (9) Art Class at the Onondaga Nation School: A Practice of the Good Mind (Jennifer Kagan and Chris Capella); (10) Indigenous Activism: Art, Identity, and the Politics of the Quincentenary (Lisa Roberts Seppi); (11) Activist Art and Pedagogy: The Dinner Party Curriculum Project (Carrie Nordlund, Peg Speirs, Marilyn Stewart and Judy Chicago); (12) Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum (Lisa Langlois); (13) Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through " 2010: Racism on Campus" (Patricia E. Clark, Ulises A. Mejias, Peter Cavana, Daniel Herson, and Sharon M. Strong); (14) In the Grey: Finding Beauty Without Labels (Barbara Stout); (15) The Art of Growing Food (Suzanne Bellamy); and (16) Activist Art in Social Justice Pedagogy (Barbara Beyerbach and Tania Ramalho).   [More]  Descriptors: Social Justice, Preservice Teachers, Multicultural Education, Fine Arts

Milburn, Kristine M. (2011). Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses, ProQuest LLC. Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students.   Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences of 24 high school graduates who took four or more AP courses during at least one academic year. A single overarching question guided this study: How did taking four or more AP courses during an academic year impact a high school student's life? Using purposeful convenience sampling and snowball sampling (Creswell, 2007; Bogdan & Biklen, 2007), data were collected from participants through interviews, detailed field notes, written reflections, follow-up focus groups, and reflexive journaling. Data analysis involved initial coding, recoding, and pruning to derive the essences of the lived experiences. Data were verified through triangulation, thick description, field notes and observations, reflexive journaling, and member checking. Written findings reflect the phenomenological tradition of narrative description to capture participants' lived experiences.   Findings: Data analysis revealed themes that capture the essence of participants' lived experiences while taking four or more AP courses: (a) motivations, (b) stress, (c) extracurricular activities, (d) sacrifices attributed to course load, (e) family, friends, and like-minded classmates, (f) coping strategies, (g) balance, and (h) successes and regrets. The participants' stories reflected the situational uniqueness of each AP student.   Conclusions: Parental support, teacher support, ethnicity as well as friendships and social connections shaped participants' experiences. The power of social media also became evident as participants communicated with the researcher and each other throughout this study. High-achieving students who pursue rigorous AP coursework can benefit from the lived experiences and perceptions of former students.   Recommendations: High schools should provide more resources to high-achieving students who take rigorous AP course loads. Students may benefit ongoing mental health assessments to determine stress levels and coping abilities. Schools might offer seminars and workshops for students, parents, and school personnel in the demands of AP coursework, study skills, time management strategies, stress reduction techniques, healthy habits, and local resources. Schools should also facilitate connections among AP students, both current and former. School personnel may wish to ensure the fidelity of AP curriculum in providing challenging learning experiences rather than more work.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: High School Students, Advanced Placement Programs, Courses, High Achievement

McHaney, Roger (2011). The New Digital Shoreline: How Web 2.0 and Millennials Are Revolutionizing Higher Education, Stylus Publishing, LLC. Two seismic forces beyond our control–the advent of Web 2.0 and the inexorable influx of tech-savvy Millennials on campus–are shaping what Roger McHaney calls "The New Digital Shoreline" of higher education. Failure to chart its contours, and adapt, poses a major threat to higher education as we know it. These forces demand that we as educators reconsider the learning theories, pedagogies, and practices on which we have depended, and modify our interactions with students and peers–all without sacrificing good teaching, or lowering standards, to improve student outcomes. Achieving these goals requires understanding how the indigenous population of this new shoreline is different. These students aren't necessarily smarter or technologically superior, but they do have different expectations. Their approaches to learning are shaped by social networking and other forms of convenient, computer-enabled and mobile communication devices; by instant access to an over-abundance of information; by technologies that have conferred the ability to personalize and customize their world to a degree never seen before; and by time-shifting and time-slicing. As well as understanding students' assumptions and expectations, we have no option but to familiarize ourselves with the characteristics and applications of Web 2.0–essentially a new mind set about how to use Internet technologies around the concepts of social computing, social media, content sharing, filtering, and user experience. Roger McHaney not only deftly analyzes how Web 2.0 is shaping the attitudes and motivations of today's students, but guides us through the topography of existing and emerging digital media, environments, applications, platforms and devices–not least the impact of e-readers and tablets on the future of the textbook–and the potential they have for disrupting teacher-student relationships; and, if appropriately used, for engaging students in their learning. This book argues for nothing less than a reinvention of higher education to meet these new realities. Just adding technology to our teaching practices will not suffice. McHaney calls for a complete rethinking of our practice of teaching to meet the needs of this emerging world and envisioning ourselves as connected, co-learners with our students. [Foreword by John Daniel.]   [More]  Descriptors: Learning Theories, Higher Education, Indigenous Populations, Teaching Methods

DeYoung, Alan J. (2011). Lost in Transition: Redefining Students and Universities in the Contemporary Kyrgyz Republic. International Perspectives on Educational Policy, Research and Practice, IAP – Information Age Publishing, Inc.. Being a "student" has been and remains a highly desirable status for young people and their families in Kyrgyzstan. "Giving their children education" (dat detyam obrazovaniye)–meaning "higher education"–has become an imperative for many parents, even in a time of serious economic and social decline. The numbers of universities and university enrollments have increased dramatically–in fact quadrupled–since Kyrgyz independence from the former USSR in 1991. All this is happening just as the overall system of secondary education has basically collapsed. School quality and outcomes of learning for most Kyrgyz youth have become increasingly marginal–even as those who run universities widely proclaim quality improvements and desires/intentions to join international higher education space. The book thus seeks to explain the manifest versus the latent functions of higher education in Kyrgyzstan. Relying on explanations of lived experience, the research attempts to explain how the seeming contradiction of a declining resource and intellectual base of universities yet appeals to parents and students as the system continues to expand with easily compromised accountability measures. The study approaches these topics by seeking to define what it now means to be a university student in Kyrgyzstan, as well as what many state universities have turned into" in contrast to how they were remembered by those who attended and taught within them two decades ago. The work also considers a number of private and inter-governmental universities which are allowed to operate in Kyrgyzstan and award both state and international diplomas. I portray the different organizational and ideological pursuits of these universities as they contrast with those of the state universities. "Lost in Transition" is an empirical look at higher education reform in Kyrgyzstan, employing several methodological strategies. These include a student survey given to over 200 student at five different universities; surveys and interviews with senior instructors and administrators at these same institutions; and a two-year case study of a student and faculty cultures and subcultures at one particular national university particular university faculty in one of the larger state universities. The case study utilized participant observation, ethnographic interviews, document analysis, and social media.   [More]  Descriptors: Foreign Countries, International Education, Policy Analysis, College Role

Cunningham, Carlton A. (2011). Using Learner Controlled Progress-Based Rewards to Promote Motivation and Achievement of At-Risk Students in Managed Online Learning Environments, ProQuest LLC. Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on achievement and the dropout problem, however, remains a subject of debate.  This dissertation seeks first to address this debate, through an investigation of reward system effectiveness in the blended learning environment, on at-risk students with varied intrinsic motivation factor scores. Next, the dissertation explores the importance of fit between students' reward perceptions and reward values when motivating student progress. To this end, the author has developed a new 6-factor motivation orientation model for students in blended learning environments, and a learner-configurable progress-based reward system (PBR) for Learner Content Management Systems (LCMS) based on this model.   The hypothesized model was tested for fit with a sample of 353 at-risk high school math students in Miami, Florida. The PBR was developed based upon the findings from interviews with subject matter experts and students, factor and regression analyses used to test hypotheses about learner motivation and predict learner progress.   Conclusions from the study informed the design of an integrated PBR. A 6-factor motivation orientation model was found to explain more of the variance (74%) in student motivation than earlier models. Contrary to Deci et al. (1999), hypothesis test results did not confirm adversarial extrinsic rewards/intrinsic motivation relationships. Furthermore, consistent with person-environment fit theory, learners demonstrated superior progress and achievement when extrinsic reward perceptions and values were well aligned.   With critical input from flexible learning theorists, teachers, and students, the emerging PBR design may ultimately be integrated through mobile learning applications and social media, within LCMS solutions such as Blackboard, and systems commonly used in K-12, such as Apex.  Although beyond the scope of the dissertation, the emerging Web-based design promises to play an important role in engaging a K-12 Community of Practice (CoP), consisting of telecommunications partners, game developers, retailers, and education stakeholders sharing a significant interest in future innovations that address the dropout problem.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Electronic Learning, Blended Learning, Dropouts, Online Courses

Ju, Ran (2013). Organizational Information-Seeking in the Digital Era: A Model of New Media Use, Uncertainty Reduction, Identification and Culture, ProQuest LLC. This dissertation examines the role of new media in individuals' organizational socialization process across cultures. First, this study has explored individuals' use of new media in their organizational socialization process in two countries, China and the United States, to gain a general understanding of the usage patterns. Second, this study proposes that identification should be thought of as a more communicative-related outcome of the socialization process and tests the relationship between information- seeking behaviors through social media, as a socialization effort, and individuals' identification levels. Third, this study proposes that in the relationship between information-seeking behaviors, uncertainty level serves as a mediator, and tests the mediating model of information-seeking, uncertainty level and identification levels. In particular, this dissertation highlights the role of social contexts in individuals' daily interactions. It compares the different new media use patterns and levels of different identifications (local and global) across two cultures to emphasize the influence of social context. This dissertation reveals the use of new media in the work setting, informs the relationship among information-seeking through new media, identification and uncertainty across two cultures. Chapter One presents a conceptual foundation of the problem of this dissertation. Using pragmatism as the meta-theory, this chapter argues that new media provide opportunities for scholars to update current knowledge and suggests that culture, as a social context, should be taken into consideration into inquires. Chapter Two provides a systematic review of both empirical and theoretical literature. The literature covers topics of uncertainty reduction theory, socialization, and social information processing theory, suggesting that organizational members in divergent cultures may rely on very different modes of uncertainty reducing communication strategies. From a pragmatic point of view, the practical implications of these divergent behaviors must be accounted for; therefore organizational identification is proposed as an outcome measure to explore the repercussions of the different meanings and behaviors surfacing across cultures. Research questions and hypothesis are presented in this chapter, resulting in a conceptual model presenting the predicted relationships among the above-mentioned topics. Chapter Three offers an in-depth description of the research methods used to collect and analyze data. The sampling method, participants, procedures, and methods of assessing organizational members' new media usage, levels of uncertainty and organizational identification are described. Chapter Four explains the statistical procedures used to analyze the data and reveals the results of research questions and hypotheses suggested in Chapter Two. At last, the result of the conceptual model is presented. The final chapter (Chapter Five) outlines the findings of this study and discusses them within the context of prior theories and research. Theoretical and practical implications are offered. The limitations of the study and areas of future research are also outlined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Foreign Countries, Information Seeking, Mass Media Use, Socialization

Lau, Andrew J. (2013). Collecting Experiences, ProQuest LLC. This dissertation is an ethnography conducted with the Los Angeles-based community arts organization called Machine Project. Operating both a storefront gallery in Echo Park and as a loose association of contemporary artists, performers, curators, and designers, Machine Project seeks to make "rarefied knowledge accessible" through workshops, site-specific installations and performances, lectures, and various participatory projects. Machine Project exists as but one instantiation of a larger movement in contemporary art around "alternative spaces," or organizations and projects that resist and/or refigure the discursive structures imposed on art by institutions of cultural heritage and the art market. Alternative and artist-run spaces often operate with a Do-It-Yourself and independent ethos, and are often sustained by its communities of artists and the publics that support them. Many of the efforts of alternative spaces are process-based operations, whether as an exhibition space for experimental forms of contemporary art, forums and workshops on a range of topics, performances, participatory projects, among others. Records created about the events, programs, and operations of these alternative spaces are often elusive, if created at all. Historically, alternative and artist-run spaces have been invested in community building, the public circulation of aesthetic knowledge, the exposing of museums and other institutions of cultural heritage as discursive frames, and public participation. How does documentation serve to support such orientations? If an alternative or artist-run space describes its operations in terms of values like community participation and relational aesthetics, how might such values be folded into the production, circulation, and preservation of its records? This dissertation is comprised of two primary sections. The first section includes a critical review of the archival science literature, identifying fundamental concepts of archival theory and practice that are directly relevant to the research questions, such as the principle of provenance, evidence, and records creation. This section also includes a chapter devoted to describing and assessing ethnography as a methodological approach for archival research, drawing in insights culled from social systems theory and information theory. The second section of the dissertation is comprised of observations and reflections on Machine Project and its documentation practices at three levels of analysis. The first level explores documentation issues that emerge out of the organization's collaborations with arts institutions. The second level adopts a finer-grained view and looks at collaborative relationships between artists affiliated with Machine Project. The third level looks to notions of community as they are expressed in a selection of Machine Project's events and programs, and analyzes the documentation produced by audiences and shared in social media spaces. The dissertation concludes with reading of Machine Project's documentation practices through the theoretical lens of the records continuum, which forms the basis for a critique of the records continuum and the burgeoning area of research on community archiving. Following this critique, the dissertation then presents a series of recommendations for future research and describes the metaphorical figure of the "itinerant archivist" as a conceptual intervention and strategy for self-reflection among archival scholars and practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Art, Art Activities, Ethnography, Museums

Kommers, Piet, Ed.; Issa, Tomayess, Ed.; Sharef, Nurfadhlina Mohd, Ed.; Isaías, Pedro, Ed. (2013). Proceedings of the International Conference on Educational Technologies 2013 (ICEduTech 2013) (Kuala Lumpur, Malaysia, November 29-December 1, 2013), International Association for Development of the Information Society. These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur, Malaysia, 29 November – 1 December 2013. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Papers in these proceedings include: (1) Learning in the Networked Society (Piet Kommers); (2) Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa (Simone Titus); (3) Professional Learning to Nurture Adaptive Teachers (Kar-Tin Lee); (4) Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning (Glenn Finger and Paul Finger); (5) A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies (Ugorji I. Ogbonnaya, David L. Mogari, and Eric Machisi); (6) Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training (Joy J. Godin and Lars F. Leader); (7) Surveillance in Programming Plagiarism beyond Techniques: An Incentive-Based Fishbone Model (Yanqing Wang, Min Chen, Yaowen Liang, and Yu Jiang); (8) Elearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education (Glenn Finger and Vicky Smart); (9) Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation (Tomas Lindroth, Johan Lundin, and Lars Svensson); (10) Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers (Adrian Orense, Berlyn Anne Decena, and Rommel Feria); (11) An Ontology for Software Engineering Education (Thong Chee Ling, Yusmadi Yah Jusoh, Rusli Adbullah, and Nor Hayati Alwi); (12) Technology Enhanced Analytics (TEA) in Higher Education (Ben Kei Daniel and Russell Butson); (13) Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia (Ria Hanewald); (13) Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning (Glenn Finger, Romina Jamieson-Proctor, and Peter Grimbeek); (14) The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language (Yujie Zhang, Asuka Terai, and Masanori Nakagawa); (15) Use and Production of Open Educational Resources (OER): A Pilot Study of Underground Students' Perceptions (Khe Foon Hew and Wing Sum Cheung); (16) Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore (Gucci Trinidad, Deepa Patel, Linda Shear, Peishi Goh, Yin Kang Quek, and Chen Kee Tan); (17) Research on Demand Analysis of the Users of the Senior English Diagnostic System (Chen Guo, Hui Zhang, Qian Yao, and Min Wu); (18) Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy (Jun Iwata, John Clayton and Sarah-Jane Saravani); (19) Investigating the Use of Social Media by University Undergraduate Informatics Programmes in Malaysia (Jane See Yin Lim, Shirley Agostinho, Barry Harper, and Joe F. Chicharo); (20) Educational Online Technologies in Blended Tertiary Environments: A Review of Literature (Kimberley N. Tuapawa); and (21) How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Individual papers contain references. An author index is included.   [More]  Descriptors: Conference Papers, Educational Technology, Technology Uses in Education, Web Sites

Charsky, Dennis; Kish, Mary L.; Briskin, Jessica; Hathaway, Sarah; Walsh, Kira; Barajas, Nicolas (2009). Millennials Need Training Too: Using Communication Technology to Facilitate Teamwork, TechTrends: Linking Research and Practice to Improve Learning. Human Communication in Organizations (HCO) is an introductory college course at Ithaca College, typically taken in the freshman year, in which students from a wide variety of majors examine the basic concepts, issues, and uses of organizational communication including communication theory, superior-subordinate and peer relationships, leadership, conflict and negotiation, problem solving and decision making processes, group dynamics, and presentation skills. HCO students experience the complex nature of organizational communication by immersion in a four-week participatory simulation. Wilensky and Stroup (1999) define participatory simulation as a role-playing situation that utilizes emergent activities in order to help learners concretize abstract content into a personally meaningful understanding. In HCO, the participatory simulation is used to provide students with a role-playing situation that will facilitate a learning environment in which students can experiment and discover how complex dynamic communication systems evolve and how to apply organizational communication concepts to shape that evolution. Since student use of instant messaging and social media sites led the instructor to question if the simulation was losing its authenticity, this article discusses a project designed by the authors to improve the simulation by providing more believable and relevant materials, activities, and communication channels. In order to integrate digital communication technologies that would facilitate student use of these tools for teamwork, the authors designed and developed the following solutions: a mock intranet for the fictitious company, OrgCom Associates which included a discussion board, chat tool, and support materials, and a realistic website for the fictitious client, Knowledge College. This project suggests that the millennials are not able to integrate their supposedly inherent technology adeptness into academic work even when they perceive the digital communication technology as authentic and potentially beneficial.   [More]  Descriptors: Organizational Communication, Group Dynamics, Internet, Technology Education

Jensen, Amy (2012). Digital Culture, and the Viewing/Participating Pre-Service Teacher: (Re)envisioning Theatre Teacher Training for a Social Media Culture, Research in Drama Education. This paper explores how our "digital world" shapes the ways that young people want to be engaged and how those desires subsequently shape academic theatre spaces. The paper uses artefacts developed in a university classroom to demonstrate that pre-service theatre educators can create educational materials that interrogate and deploy multiple media forms to explore, play with, re-combine and re-produce those multimedia images for and with their students. It also explores the notion of consumption as a means of production and argues that educators should aid young people to acquire new agency and power through theatre education processes that provide opportunities to reinterpret and appropriate popular digital culture as a means of understanding. To demonstrate the possibilities of this argument, I document and explore examples of pre-service theatre teachers who are practicing these "processes of utilization" with the young people they teach in educational theatre settings. Specifically I attempt to re-envision the acts of viewing and participation that occur in educational theatre settings as opportunities for teachers and their students to actively engage in the nuances of (digital) culture at large.   [More]  Descriptors: Theater Arts, Youth, Adolescents, Preservice Teachers

Walker, Trenia L. (2010). The Red Pill: Social Studies, Media Texts, and Literacies, Learning, Media and Technology. This article explores the use of media texts in contemporary high school social studies classrooms. Much of the current research regarding media education in social studies classes has focused on history classes and has centered on small idealized samples of both teachers and students. This study, based on the observations conducted in eight secondary social studies classrooms located in urban, suburban, and rural high schools in the Midwestern region of the USA, provides insight into type and frequency of media text interaction in a broad range of social studies courses and contexts. Results indicate that students had few opportunities to interact with media texts in the classrooms. In addition, there was only a small amount of class time devoted specifically to media literacies skill development. Implications of these findings are discussed and may provide a reality check for the status of media use in high school social studies classrooms.   [More]  Descriptors: Skill Development, Social Studies, Secondary School Curriculum, Classroom Research

Manlow, Veronica; Friedman, Hershey; Friedman, Linda (2010). Inventing the Future: Using Social Media to Transform a University from a Teaching Organization to a Learning Organization, Journal of Interactive Learning Research. In the corporate world, with its global, competitive environment, many firms have become learning organizations in order to survive and thrive. Similarly, 21st century universities that succeed will be lean, flexible, and nimble, enabling them to cross geographic and time boundaries, and to better meet the needs of future generations. The convergence of disciplines, along with the large number of interdisciplinary and multidisciplinary efforts both scholarly and curricular, is one of the major motivations for seeking to build a learning organization in academia. The new media, with its reliance on instantaneous and rapid interconnected and collaborative communication, can in a cost effective manner direct the transformation of an organization into a true learning organization.   [More]  Descriptors: Higher Education, Organizational Change, Interdisciplinary Approach, Social Networks

Kim, Paul; Ng, Chen Kee; Lim, Gloria (2010). When Cloud Computing Meets with Semantic Web: A New Design for E-Portfolio Systems in the Social Media Era, British Journal of Educational Technology. The need, use, benefit and potential of e-portfolios have been analysed and discussed by a substantial body of researchers in the education community. However, the development and implementation approaches of e-portfolios to date have faced with various challenges and limitations. This paper presents a new approach of an e-portfolio system design based on Private-Public (PrPl) data index system, which integrates cloud computing applications and storages with Semantic Web architecture, making semantic web-based visualisation and advanced intelligent search possible. It also discusses how the distinctive attributes of the PrPl-based digital asset management system can serve as a large-scale robust e-portfolio system that can address issues with scalability, sustainability, adoptability and interoperability. With such a new distinctive design, a large-scale deployment at a state or national level becomes possible at a very cost-effective manner and also such large-scale deployment with intelligent digital asset management and search features create numerous opportunities in education.   [More]  Descriptors: Portfolios (Background Materials), Information Management, Computer Software, Internet

Williams, Roy; Karousou, Regina; Mackness, Jenny (2011). Emergent Learning and Learning Ecologies in Web 2.0, International Review of Research in Open and Distance Learning. This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework. The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.   [More]  Descriptors: Communities of Practice, Educational Technology, Internet, Computer Uses in Education

Pavlik, John V. (2015). Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media, Contemporary Educational Technology. Emerging technologies are fueling a third paradigm of education. Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process. This paradigm challenges traditional assumptions that have long characterized educational institutions and processes, including basic notions of space, time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered.   [More]  Descriptors: Models, Social Media, Technological Advancement, Technology Uses in Education

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