Bibliography: Social Media (page 118 of 144)

Brennan, Karen (2016). Audience in the Service of Learning: How Kids Negotiate Attention in an Online Community of Interactive Media Designers, Learning, Media and Technology. Audience can serve as powerful motivation in learning–and network technologies have the potential to greatly broaden audience for the processes and products of learning. But these new opportunities for audience are accompanied by new challenges. In this paper, we examine and problematize the notion and role of audience in learning by presenting a case study of a large online community of young interactive-media designers. We focus on two key questions: (1) How do young people develop a sense of audience in the online community? (2) How does this sense of audience shape kids' participation as interactive-media designers? Drawing on five years of observation data and interviews with 30 young designers, we share a portrait of how these kids engaged with others as audience, drawing out several major themes: kids' desires for attention in a populous, digitally mediated space, the challenges of getting attention or not getting attention, and how attention-seeking behaviour can be aligned and misaligned with kids' initial intentions as creators, community members, and learners.   [More]  Descriptors: Audiences, Case Studies, Observation, Interviews

Zhong, Xiang-Ming; Fan, Kuo-Kuang (2016). A New Perspective on Design Education: A "Creative Production-Manufacturing Model" in "The Maker Movement" Context, EURASIA Journal of Mathematics, Science & Technology Education. When "The Maker Movement" started, it made a great impact and influence on many aspects of society. "The Maker Movement" has transformed industries as well as people's way of life and thinking. For this reason, many people decided to create something by turning their ideas to tangible products. Media has become a bridge that connects people to each other and to reality. It is also a tool which controls relationships. "Efficiency" has been replaced by creativity based on the economic market model, and creativity links up with capitalism. The aim of this article is to establish a "creative production-manufacturing" process based on "The Maker Movement" context along with the relationship between "media-as-tools" and "creative production- manufacturing". The article also discusses how the media impact the "creative production-manufacturing" process as tools. Lastly, it presents the possibilities of interaction between a "creative production-manufacturing" model and design education.   [More]  Descriptors: Design, Teaching Methods, Industry, Efficiency

Costa, Cristina (2016). Double Gamers: Academics between Fields, British Journal of Sociology of Education. The field of academia is frequently associated with traditional norms that aim to regulate scholarly activity, especially research. The social web, as another field, is often viewed as challenging long-established conventions with novel knowledge production practices. Hence, the two fields seem to oppose rather than complement each other. Using a Bourdieuian lens, this research examines research participants' accounts of their approaches to practice on the social web in relation to academia. The paper reports on the habitus dissonance between the two fields, before discussing the effects of the two fields' competing doxas on individuals' habitus.   [More]  Descriptors: Traditionalism, Social Media, Educational Practices, Scholarship

Knudson, Duane (2016). Future Trends in the Kinesiology Sciences, Quest. Kinesiology emerged from its preventative medicine and education roots to establish itself as a recognized field of inquiry with numerous sub-disciplines. This article presents four trends in modern science that will likely influence the future of kinesiology sciences. Will recent increases in greater scientific specialization be overcome by the need for greater integration and collaborative research? Will recent increases in emphasis on "greater impacts" from funded research continue? Will new kinds of review and journals replace traditional emphases on prestigious, peer-reviewed journals? Will advancements in technology increase complexity and integration of kinesiology sciences? With attention to the dangers and opportunities in these four trends, kinesiology faculty are well positioned to increase the visibility and funding of kinesiology sciences.   [More]  Descriptors: Kinetics, Educational Trends, Trend Analysis, Sciences

AkÃßayir, GökÃße; AkÃßayir, Murat (2016). Research Trends in Social Network Sites' Educational Use: A Review of Publications in All SSCI Journals to 2015, Review of Education. In the current study, 247 articles dealing with the use of SNSs (social network sites) in education and published in Social Sciences Citation Index (SSCI) journals up to 2015 were analysed. The articles' demographic (year, learner type, used SNS, major contributing countries, and academic discipline) and topic trends were determined. As a result of the analyses that were conducted, the research topics were classified into nine groups (learner outcomes, instructional approaches, contributions to education, dispositions, demographics, interaction, comparison, support and others). These nine topics were subsequently divided into relevant sub-topics. The findings demonstrate that the number of studies dealing with the educational use of SNSs is increasing each year. Significant numbers of research studies have investigated higher education. The topic of learner outcomes has also become a trend topic. Other findings obtained are discussed in detail, the existing gaps in the literature are determined and several suggestions are made regarding future research.   [More]  Descriptors: Social Networks, Outcomes of Education, Research, Trend Analysis

Naghdipour, Bakhtiar; Eldridge, Nilgün Hancioglu (2016). Incorporating Social Networking Sites into Traditional Pedagogy: A Case of Facebook, TechTrends: Linking Research and Practice to Improve Learning. The use of online social networking sites for educational purposes or expanding curricular opportunities has recently sparked debates in scholarly forums. This potential, however, has yet to attract sufficient attention in second language classes, and particularly in English as a Foreign Language (EFL) contexts. The current study explores the affordances of Facebook to help both improve EFL students' vocabulary knowledge and develop their vocabulary strategy learning in a blended learning course. To this end, a Facebook page was created to engage an intact class of first-year undergraduates (N = 25) majoring in English in a package of vocabulary learning strategies. The analysis of the data from Facebook content (i.e., the posts and comments shared throughout a semester) and a student focus group discussion revealed that students benefited from participating in different activities to improve their knowledge of English vocabulary and develop their awareness of various vocabulary learning strategies. The results, however, raised several concerns about the integration of Facebook into traditional pedagogy as a formal platform for language teaching and learning.   [More]  Descriptors: Social Media, Affordances, English Language Learners, Second Language Instruction

Schoening, Anne M.; Oliver, Sarah (2016). Connect, Change, and Conserve: Building a Virtual Center for Teaching Excellence, To Improve the Academy. In an era of limited fiscal and human resources, educational developers are seeking innovative ways to connect with their constituents. Developing a "virtual" center for teaching and learning (CTL) is one approach to consolidating development resources and reaching busy full-time and adjunct faculty. This article will describe the process used to create and sustain a Virtual Center for Teaching Excellence (vCTE) at a diverse, mid-sized university campus. This process required connection between departmental faculty developers and stakeholders, change of the campus mindset, and conservation of resources through shared efforts. Challenges faced and recommendations to overcome those challenges will be presented.   [More]  Descriptors: Educational Development, Social Media, Instructional Innovation, Partnerships in Education

Gordon, Jessica (2016). How Is Language Used to Craft Social Presence in Facebook? A Case Study of an Undergraduate Writing Course, Education and Information Technologies. This quantitative content analysis examines the way social presence was created through original posts and comments in a Facebook group for an undergraduate writing course. The author adapted a well-known coding template and examined how course members–one instructor, two undergraduate teaching assistants and twenty-two students–used language and image to generate social presence. Language is categorized by purpose, and each category is a social presence indicator. The results show which social presence indicators are used more frequently by course members and that social presence is higher when certain social presence indicators are utilized. Since existing research indicates that social presence is associated with increased course satisfaction and learning, these findings provide practical knowledge for faculty seeking to increase social presence in their classes. This is a case study with a small population, but these results indicate the need for additional research to further explore how language and image are used to generate social presence in Facebook.   [More]  Descriptors: Content Analysis, Interpersonal Relationship, Social Media, Computer Mediated Communication

Baker, Sally; Stirling, Eve (2016). Liminal Spaces, Resources and Networks: Facebook as a Shaping Force for Students' Transitions into Higher Education, Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As technological developments accelerate, and neoliberal ideologies shift the ways that universities "do business," higher education is facing radical changes. Within this context, students' need to 'succeed' at university is more important than ever. Consequently, understanding students' transitions within this shifting higher education landscape has become a key focus for universities. It is now pertinent to explore how social-networking sites (SNS) influence students' experiences as they transition into university. In this article, we offer two ethnographic case studies of how students use one SNS (Facebook) as they travel through their first year of undergraduate study. We suggest that Facebook is used not only for dynamic participation in the social fabric of university life, Facebook is the go-to space to organise their academic and social lives, using it as a hybrid space to negotiate between home and university. As such, Facebook offers student-users a "liminal tool" for negotiating and facilitating resources and networks within the first year at university.   [More]  Descriptors: Social Media, Higher Education, Technological Advancement, Ethnography

Morreale, Sherwyn P.; Staley, Constance M. (2016). FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom, Communication Education. The essays that comprise "Communication Education's" Forum on Instructional Communication and Millennial Students provide excellent summaries of existing research on this new generational cohort as college students. Taken as a whole, the writings paint an intriguing picture of this cohort, including both challenges and opportunities to maximize teaching and learning for these students. The essays have several common themes that relate to millennials' behaviors and learning preferences in college classrooms; however, one omnipresent characteristic of this cohort, hinted at in the essays, can be taken further–what we choose to refer to as the "elephant in the college classroom"–the ubiquitous presence of technology and its impact on their lives. Today's traditional students are often referred to as "digital natives," the "Net Generation," or "Generation C"–students who are connected, content-centric, computerized, community-oriented, and, most importantly, continually clicking (Trend Watching, 2004). Given millennials' immersion in communication technology and the six essayists' descriptions of their unique characteristics, a potential research agenda can be created. This article provides recommendations that are intended to serve as a general organizing framework for a communication-based research agenda. [For the other essays in this forum: (1) FORUM: Instructional Communication and Millennial Students: Scripting Knowledge and Experiences for Millennial Students (Angela M. Hosek, Scott Titsworth, EJ1102964); (2) FORUM: Instructional Communication and Millennial Students: Hoverboards and "Hovermoms": Helicopter Parents and Their Influence on Millennial Students' Rapport with Instructors (T. Kody Frey and Nicholas T. Tatum, EJ1102970); (3) FORUM: Instructional Communication and Millennial Students: "Me"llennials and the Paralysis of Choice: Reigniting the Purpose of Higher Education (Marjorie M. Buckner and Michael G. Strawser, EJ1102967 ); (4) FORUM: Instructional Communication and Millennial Students: Managing Imposter Syndrome among the "Trophy Kids": Creating Teaching Practices that Develop Independence in Millennial Students (Kirstie McAllum, EJ1102980); (5) FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement (Zachary W. Goldman and Matthew M. Martin, EJ1102950); and (6) FORUM: Instructional Communication and Millennial Students: Teaching Communication to Emerging Adults (Paula S. Tompkins, EJ1102974). Also available is another response: (1) FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research (Kyle C. Rudick and Scott Ellison, EJ1102961).]   [More]  Descriptors: Research Needs, College Students, Influence of Technology, Social Media

Lowenthal, Patrick R.; Dunlap, Joanna C.; Stitson, Patricia (2016). Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional, TechTrends: Linking Research and Practice to Improve Learning. Educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate–leading and assisting¬ teachers and students toward this goal, but also model the digital fluency expected of an educational technology leader. Part of this digital fluency involves effectively managing one's web presence. In this article, we argue that educational technology professionals need to practice what they preach by attending to their own web presence. We share strategies for crafting the components of a vibrant and dynamic professional web presence, such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).   [More]  Descriptors: Educational Technology, Technology Uses in Education, Technological Literacy, Web Sites

Vanderhoven, Ellen; Schellens, Tammy; Vanderlinde, Ruben; Valcke, Martin (2016). Developing Educational Materials about Risks on Social Network Sites: A Design Based Research Approach, Educational Technology Research and Development. Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in eight separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through three explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through five quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology.   [More]  Descriptors: Social Media, Risk, Risk Assessment, Risk Management

Segool, Natasha K.; Goforth, Anisa N.; Bowman, Nicholas; Pham, Andy (2016). Social Networking Practices in School Psychology: Have Moral Panic Concerns Been Overstated?, Journal of Applied School Psychology. The almost ubiquitous use of Facebook and other social networking sites (SNSs) by adults in the United States raises important practice considerations for school psychologists. This study examined the SNS practices of school psychologists, graduate trainers, and graduate students to explore (a) SNS use training experiences for school professionals, (b) personal and work-related social networking practices, (c) concerns about potential damage related to SNS use, and (d) beliefs regarding the use of SNSs in professional and preprofessional evaluations. Findings suggest that problematic behaviors on SNSs are more the exception than the norm among these groups. These results are discussed in the context of the literature on SNS practices in professional psychology and moral panic. Practice implications and recommendations are provided.   [More]  Descriptors: Social Networks, Social Media, School Psychology, School Psychologists

Bell, Frances; Mackness, Jenny; Funes, Mariana (2016). Participant Association and Emergent Curriculum in a MOOC: Can the Community Be the Curriculum?, Research in Learning Technology. We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14).We compared learner experiences in two social networking sites (SNSs), Facebook and Twitter. Our combination of thematic analysis of qualitative survey data with analysis of participant observation, activity data, archives and visualisation of SNS data enabled us to reach a deeper understanding of participant perspectives and explore SNS use. Community was present in the course title and understood differently by participants. In the absence of explanation or discussion about community early in the MOOC, a controversy between participants about course expectations emerged that created oppositional discourse. Fall off in activity in MOOCs is common and was evident in Rhizo14. As the course progressed, fewer participants were active in Facebook and some participants reported feelings of exclusion. Despite this, activity in Facebook increased overall. The top 10 most active participants were responsible for 47% of total activity. In the Rhizo14 MOOC, both community and curriculum were expected to emerge within the course. We suggest that there are tensions and even contradictions between 'Community Is the Curriculum' and Deleuze and Guattari's principles of the rhizome, mainly focussed on an absence of heterogeneity. These tensions may be exacerbated by SNSs that use algorithmic streams. We propose the use of networking approaches that enable negotiation and exchange to encourage heterogeneity rather than emergent definition of community.   [More]  Descriptors: Logical Thinking, Models, Large Group Instruction, Online Courses

Lucic, Luka (2016). Changing Landscapes, Changing Narratives: Socio-Cultural Approach for Teaching Global Migrants, Pedagogy, Culture and Society. Given the proliferation of new media technologies today's immigrant children and youth are experiencing the effects of "time-space compression" in the domain of interpersonal interactions. Increasingly, they are able to simultaneously engage in developmental activities across their native and host societies. If migration is no longer a one-way binary choice, but rather a culturally dialectical process involving fluid articulation of consciousness and identity across multiple cultural landscapes, how can we structure teaching and learning to support cognitive development of immigrant children and youth as they gradually assume the responsibilities of adulthood? This work builds on socio-cultural theory in order to describe "sense-making", a psychological process situated in interaction with extant social, cultural and physical environments, which employs language actively woven into a narrative as a tool for organising consciousness and perception. Practical recommendations stemming from this theoretical framework are explored in order to enable the tools for curriculum design that support bicultural and transnational developmental orientations.   [More]  Descriptors: Immigrants, Social Theories, Cultural Influences, Social Influences

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