Bibliography: Social Media (page 133 of 144)

Zhyrun, Iryna (2016). Culture through Comparison: Creating Audio-Visual Listening Materials for a CLIL Course, Latin American Journal of Content and Language Integrated Learning. Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches to creating CLIL materials, gives rationale for recording of CLIL audio- visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students' life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable.   [More]  Descriptors: Audiovisual Aids, Second Language Learning, Language of Instruction, Teaching Methods

Robbins, Christopher (2010). Beyond Preservation: New Directions for Technological Innovation through Intangible Cultural Heritage, International Journal of Education and Development using Information and Communication Technology. While many digitization projects are currently underway, to help preserve Indigenous traditions, few explore the full potential of the development of digital media and networked technology through Indigenous cultures. This paper outlines the three phases necessary for a robust digital preservation, promotion and growth project: 1) Straightforward documentation of Indigenous traditions; 2) Translation of Indigenous traditions into emerging technology and contemporary cultural modes of expression; 3) Application of principles of Indigenous traditions to develop new technologies.   [More]  Descriptors: Indigenous Populations, Cultural Background, Preservation, Information Technology

Council for Advancement and Support of Education (2010). Alumni Go Europe: A Lifelong Learning Grundtvig Project–2008-2010. This article reports on the results of a two-year project to strengthen and enhance alumni relations programmes at European universities. Members of the "Alumni go Europe" partnership include CASE Europe, the University of Linz in Austria, the University of Navarra in Spain, and the University of Siegen in Germany. The project is funded as part of the European Commission's Lifelong Learning programme. The report, which is available at no cost, features proven ideas and suggestions as well as group findings for alumni relations practitioners, especially those who are new to the field. A few examples of lessons learned in the report include: (1) Working with volunteers and students to help alumni relations practitioners support the activity; (2) Organizing fewer, more focused events each year. Concentrate on running those events which have good attendance levels; (3) Organizing low-cost events where possible by sharing costs with other departments; and (4) Being targeted and realistic about what you can do when it comes to online communications-don't follow every new trend just for the sake of it. From 2008 to 2010, alumni relations practitioners with the University of Linz in Austria, the University of Navarra in Spain, and the University of Siegen in Germany met with CASE Europe staff in seven European cities to discuss ways to strengthen alumni programmes and networking between institutions. UK colleagues from the Universities of Birmingham, Liverpool, Reading, University College London, Birkbeck, and the School of Oriental and African Studies also participated in the project.   [More]  Descriptors: Foreign Countries, Alumni, Lifelong Learning, Benchmarking

Hussein, Hisham Barakat (2013). The Effectiveness of Using Social Communications Networks in Mathematics Teachers' Professional Development, Online Submission. The study aims to determine the effectiveness of using social communications networks in mathematics teachers' professional development. The main research questions was: what is the effectiveness of using social communications networks in mathematics teachers' professional development. The sub questions were: (1) what are the standards of sustainable mathematics teachers' professional development? (2) what are the main features of a sustainable mathematics teachers' professional development program? The research used the semi experimental methodology, the research group was (20) elementary mathematics teachers. The results indicate the effectiveness of social networking for the mathematics teachers' professional development program. And determine the procedural standards for mathematics teachers' professional development, presented applied vision for mathematics teachers' professional development program. The result recommended that work on the development of intensive training to clarify the objectives and methods of use and activation of social networking in professional development, and give attention to the provision of computers and wireless internet access in schools, teacher training on using social networks, work to develop a strategy to activate these networks formally within the curriculum, and to encourage and support models and successful experiences in this field and published this deployment. [This paper was also presented at the International Conference on New Horizons in Education (4th, Rome, Italy, June 25-27, 2013).]   [More]  Descriptors: Mathematics Teachers, Professional Development, Electronic Learning, Social Networks

Hicks, Ronald H. (2013). Threats of Harm Posted on Facebook; the Viewing and Response by Friends, ProQuest LLC. This qualitative study explored how people define and respond to threatening language that is posted in Facebook. Basic Interpretive Qualitative Research was used to see how the 16 participants made meaning of threats that were posted in Facebook and how they responded to the posted threats. The data was collected through personal interviews with 16 traditional age college age men and women. The participants were asked a number of questions related to threatening language, including their personal definition as well as how they believed they would respond to threats and how they have responded to similar posts. The findings included how there is a large gap between how the user defines his or her friends and acquaintance as it relates to the electronic list of Facebook friends. How threats to social status was an identified fear via the use of Facebook. Threats were identified as directed toward others, and not toward oneself. The participants used Facebook for a variety of reasons ranging from academic, to social, to personal, but the use is in line with Facebook's mission, to connect people and not as much of a communication tool. Implications of this study may apply to threat assessment literature as well as working with bystander training. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Social Networks, Social Media, Qualitative Research, Antisocial Behavior

O'Bannon, Blanche W.; Britt, Virginia G.; Beard, Jeffrey L. (2013). Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement, International Association for Development of the Information Society. This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how the treatment group used the group, and their perspectives of the use of Facebook as an educational tool. The results revealed no significant gain in achievement. Almost all participants had prior experience using a Facebook group, and the primary purposes of these groups were for organizing events, communication within organizations, communication within classes, and lending support to memorials/dedications. Although participation in the group was required and linked to a grade, most of the participation was characterized as very low level (i.e., "liking"), with only half supplying the answers to questions and about one fifth making comments. Their perspectives on whether Facebook can be used for educational purposes were lukewarm, yet they indicated significant change in their perception that Facebook assignments were an invasion of privacy. While they perceived the idea to be good, they viewed the expectations for participation as too lenient, thus causing lack of in-depth participation. [For the full proceedings, see ED562107.]   [More]  Descriptors: Technology Uses in Education, Social Media, Preservice Teachers, Knowledge Level

Krejci, Rafael; Siqueira, W. M. (2013). YouFlow Microblog: Encouraging Discussions for Learning, International Association for Development of the Information Society. Microblogs have been used in the educational context. However, differently from following friends' status messages, in the educational scenario it is important to follow the discussions, to understand the flow of messages. YouFlow microblog was developed for that purpose. It is a microblog that provides the main structures of discourse that are available on communication systems as well as messages' categorization according to a lesson plan. An exploratory case study allowed analyzing the use of the structures of discourse on the microblog in an educational context. Then, an explanatory case study showed an increase in the participation on discussions of topics according to a lesson plan. [For the full proceedings, see ED562127.]   [More]  Descriptors: Educational Technology, Technology Uses in Education, Web Sites, Electronic Publishing

O'Reilly, Frances L.; Matt, John J. (2013). Public Relations Opportunities for Schools Utilizing Innovations in Virtual Communities, Journal of Education and Learning. With the dawn of the Information Age, schools, along with other organizations, must take note of the varied ways individuals and groups in society are communicating. Today, with the many forms of communication, most information is made public in real time. In a qualitative national study in the United States, respondents identified positive and negative aspects stemming from comments in virtual communities that impact school district public relations. School superintendents indicated a clear need for schools to become cognizant of and involved in virtual communities. While acknowledging the need and some supportive ideas, the respondents identified the barriers to involvement as time and personnel. The authors have proposed a systematic process, as a result of study data that will allow school leaders to take a proactive approach to public relations in virtual communities.   [More]  Descriptors: Public Relations, Educational Innovation, School Districts, School Community Relationship

Gomez, Stephen; Andersson, Holger; Park, Julian; Maw, Stephen; Crook, Anne; Orsmond, Paul (2013). A Digital Ecosystems Model of Assessment Feedback on Student Learning, Higher Education Studies. The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.   [More]  Descriptors: Ecology, Internet, Web 2.0 Technologies, Student Evaluation

Husbye, Nicholas E.; Elsener, Anne A. (2013). To Move Forward, We Must Be Mobile: Practical Uses of Mobile Technology in Literacy Education Courses, Journal of Digital Learning in Teacher Education. Technology continues to shift the definition of what it means to be literate. As literacy educators in teacher preparation programs, we must consider how emerging and mobile technology may be used within coursework to not only create multiple ways to conceptualize teaching 21st century literacy, but also as a professional imperative. This article presents practical insights from two literacy education courses at two universities that built mobile technologies into coursework in ways that expand and socially network student learning. This work offers educators who lead literacy education courses in teacher preparation programs a variety of ways to incorporate technology that benefit students and are value-added, rather than simply added on.   [More]  Descriptors: Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices

Jones, Julie P.; Love, Sarah (2013). Living Social: How to Use Social Narratives as a Behavior Intervention, Journal on School Educational Technology. Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others. This article presents social narratives as a behavioral intervention option for educators. Detailed steps describe 5 stages of the intervention process: (i) identifying target behavior, (ii) establishing baseline, (iii) writing the story, (iv) implementing the intervention, and (v) evaluating effectiveness. Ideas for using multimedia resources in social narratives are provided.   [More]  Descriptors: Intervention, Interpersonal Competence, Student Behavior, Classroom Environment

Parkes, Kelly A.; Dredger, Katie S.; Hicks, David (2013). ePortfolio as a Measure of Reflective Practice, International Journal of ePortfolio. This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge. As part of summative assessment within a teacher preparation program, teacher candidates prepare an ePortfolio to demonstrate reflective practice and growth in learning across their arts and humanities programs (e.g., within the Music K-12, History and Social Sciences 6-12, and English 6-12 teacher licensure programs). This article illustrates the importance of privileging meta-cognitive practices that facilitate student ownership of their own learning and growth. Used not as compilation of artifacts, ePortfolios are instead positioned as a pedagogical space where teaching and learning are as transparent as possible. As such, ePortfolios examples and practices are exemplified and discussed within the pedagogical content knowing and technological pedagogical content knowledge frameworks.   [More]  Descriptors: Portfolios (Background Materials), Portfolio Assessment, Electronic Publishing, Summative Evaluation

Brobst, Joseph Arthur (2013). A Little Help from My Friends: Testing the Utility of Facebook Groups as Online Communities in an Undergraduate Research Internship, ProQuest LLC. This Executive Position Paper describes the findings of a study investigating the utility of Facebook Groups in fostering community among participants in the Delaware INBRE and EPSCoR undergraduate research internship programs. In the first phase of the study, findings from the existing evaluation of the programs and themes from the literature were drawn upon to design a mock-up Facebook group that could be used during the internships. In the second phase of the study, research mentors, program leadership, and selected past student interns were interviewed about the current state of the internship programs and offered the chance to comment on the design and utility of the mock-up Facebook group design. Past student interns were overwhelmingly enthusiastic about the potential of using the Facebook group, while mentors and leadership were cautiously optimistic. Students viewed the Facebook group as a potential venue for sharing of internship information and resources, as well as place in which they could receive feedback from research mentors and network with mentors and other students. Mentors and leadership saw the Facebook group as a tool that could be used for dissemination of information and monitoring of students' progress. In the third phase of the study, the design of the mock-up group was refined in light of the findings from the second phase, after which additional past student interns were invited to join the group on Facebook and complete a survey describing their feelings about its usefulness and potential value. Likely uses of the group cited by students included receiving feedback on research projects and research symposium posters and commenting on photos/videos or posters uploaded by other group members. Benefits that students felt they might gain through using the group included improved sense of community and getting help on posters from other students. Based on these findings, the incorporation of Facebook Groups into the internship programs is recommended and suggestions for its design are offered. Additional recommendations are made for changes that may be made to improve sense of community among internship stakeholders as well as other aspects of the internship programs. Finally, limitations to the findings of this study are discussed. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Social Media, Communities of Practice, Internship Programs, Undergraduate Students

Thongteeraparp, Ampai (2013). Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand, International Association for Development of the Information Society. The objective of this research was to examine how Thai university students used Facebook for academic purposes and how public university students differed from private university students in this regard. This was an exploratory research where a questionnaire was used to collect data from 460 undergraduate students in Bangkok, Thailand. The data were then analyzed using Multivariate Analysis of Variance. The study found that Thai students used Facebook more to communicate and to share than to collaborate. This communication or sharing of information was more among the students than with their professors. It also found that private university students used Facebook to collaborate more than their counterparts at public universities. [For the full proceedings, see ED562107.]   [More]  Descriptors: Foreign Countries, Social Media, Computer Uses in Education, Public Colleges

Díaz, Javier; Schiavoni, Alejandra; Osorio, María Alejandra; Amadeo, Ana Paola; Charnelli, María Emilia (2013). Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study, International Association for Development of the Information Society. The integration of different platforms and information Systems in the academic environment is highly important and quite a challenge within the field of Information Technology. This integration allows for higher resource availability and improved interaction among intervening actors. In the field of e-Learning, where Learning Management Systems are used to develop the courses, their integration with other platforms and applications is more than interesting, in particular with Digital Repositories. This article describes the integration of the Moodle LMS, used by the School for the last seven years, with the DSpace repository, currently widely spread as well. The integration process consists of two stages, in order to establish full communication to and from the repository. For communication from Moodle to the repository, with the goal of consulting and transferring elements from DSpace, modules already implemented for both platforms were used. The current stage is implementing a specific module in order to establish communication in the other direction and allow transferring resources and learning objects from the LMS to the repository. This module is very useful for educational material that can be made publicly available through a repository and thus transcending the borders of an educational environment. The initial implementation is oriented towards the publication of work done by the students and presented for evaluation through the Moodle platform. The incorporation of metadata to the published resource is automatic, taking context information from the platform, and at a later stage, with the intervention of librarians, who contribute their knowledge in the classification. [For the full proceedings, see ED562127.]   [More]  Descriptors: Technology Uses in Education, Educational Technology, Integrated Learning Systems, Assignments

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