#SMsociety15 Panel: More Than Just a “Follower”: How Is Academia Being Influenced by Online Communities of Practice & Networked Scholarship?
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#SMsociety15 Conference, Toronto, Canada - July 29, 2015 This panel will focus on the intersections between social media and academia, in relation to the theme of Social Media’s Impact on Society, but discussion will examine impact through the lens of trust and credibility within online communities. In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks and communities of practice. This fosters extensive cross-disciplinary public ties and rewards connection, collaboration, and curation between individuals rather than roles or institutions. These informal online developments and support networks in higher education is contributing to scholarly publications, professional development, and personal support. That being said, participation within these networks offers both opportunities and challenges with engagement. This panel will discuss their perspectives and encourage audience participants to share their stories, questions, and ideas on this topic.
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#SMsociety15 Panel: More Than Just a “Follower”: How Is Academia Being Influenced by Online Communities of Practice & Networked Scholarship?
- 1. More Than Just a “Follower” How Is Academia Being Influenced by Online Communities of Practice & Networked Scholarship? #SMSociety15 Conference Toronto, Canada July 29, 2015
- 2. Panelists Laura Pasquini @laurapasquini Rebecca Hogue @rjhogue Jessica Knott @jlknott Bonnie Stewart @bonstewart sava saheli singh @savasavasava#smsociety15panel
- 3. Why This Panel? • Intersections between networks & academia • Impact on research &scholarship • Understand the lens of trust and credibility in online communities • Influence of the informal on formal institutions • Access and representation in the networks – online and offline #smsociety15panel
- 6. A Typology of Web 2.0 (Bower, 2015) Where do you “network” online in academia? #smsociety15panel
- 7. Network Influence Bonnie Stewart University of Prince Edward Island @bonstewart#smsociety15panel
- 8. Metrics of Status • Where you went to school • Who your supervisor was • Where you’ve published (& their impact factor) • Your h-index • Your citation count • The associations you belong to • Your rank in the academic hierarchy @bonstewart#smsociety15panel
- 10. some nodes are more equal than others @bonstewart#smsociety15panel
- 11. Networks demand new literacies of influence @bonstewart#smsociety15panel
- 12. Identities & Influence: A Study @bonstewart#smsociety15panel
- 13. What do you SEE when you look at a Twitter profile? @bonstewart#smsociety15panel
- 15. Institutional affiliation doesn’t matter (except Oxford) longevity @bonstewart#smsociety15panel
- 16. Shared contexts & standing out @bonstewart#smsociety15panel
- 18. MobiMOOC Research Team Inge de Waard Institute of Tropical Medicine, Belgium Michael Sean Gallagher University of Edinburgh, UK Apostolos Koutropoulos University of Massachusetts Boston, USA Nilgün Özdamar Keskin Anadolu University, Turkey Rebecca J. Hogue University of Ottawa, Canada C. Osvaldo Rodriguez Universidad Nacional de La Plata, Argentina Sean C. Abajian California State University Northridge, USA @rjhogue#smsociety15panel
- 20. hierarchies of access sava saheli singh NYU @savasavasava#smsociety15panel
- 29. Facilitated Connection Jessica Knott Michigan State University @jlknott#smsociety15panel
- 31. Experiences • Visibility – “I saw your project on Twitter, how can I get my department involved?” • Association – “You’re from MSU! Let me introduce you to…” • Crowdsourcing and Collaboration – “Who is interested in writing an article about…” – “What does ‘production’ mean to you in your work?” @jlknott#smsociety15panel
- 32. Communities of Influence Laura Pasquini University of North Texas @laurapasquini#smsociety15panel
- 33. The Power of a Hashtag @laurapasquini#smsociety15panel
- 35. Jane’s Top 100 Tools @laurapasquini#smsociety15panel
- 37. #sachat Case Study DTA Visualization of #sachat (Guidry & Pasquini, 2013) @laurapasquini#smsociety15panel
- 38. @AcAdvChat Tuesdays 12-1 pm CDT https://acadvchat.wordpress.com/ #AcAdv Chat Development & Support @laurapasquini#smsociety15panel
- 40. Formal Adoption of Informal Practices myacpa.org nacada.ksu.edu @laurapasquini#smsociety15panel
- 42. Thanks for the Discussion! #SMSociety15panel http://bit.ly/smsociety15panel #smsociety15panel
Notas do Editor
- Connection and facilitation. As a practitioner, academic, and recent administrator, social media is the most powerful tool I have to connect to my employees, my colleagues, and cutting edge ideas. And, there is no single right answer in regard to how to use it and what works. I work with collaborators around the globe on a number of projects, and social media tools allow us to not only work together closely, but connect our work to others and others to our work. Conference experiences are heightened, and more useful to my institution because I can connect my co-workers to ideas and conversations in real time. Social media allows my unit to share what we’re doing with others and get feedback. We can test our learner experiences with individuals all over the world, and create a better environment for MSU students and faculty. Most utilized tools Twitter YouTube Google Docs (the social and sharing features)/Hangouts Zoom (not strictly social media, but I use it in some social media-like ways) WordPress
- Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. To assist higher education faculty and instructors in scaffolding student self-regulation skills in the creation of PLEs we developed a pedagogical framework for social media use based on the levels of interactivity that social media tools enable. These levels are: (1) personal information management, (2) social interaction and collaboration, and (3) information aggregation and management (Dabbagh and Reo, 2011a and Kitsantas and Dabbagh, 2010). Dabbagh and Reo used Gibson's (1977) theory of affordances to argue that social media possess features that users can activate “to enable the degree of interaction and sharing desired and/or required for learning” (p. 13). The goal of this framework is to inform college faculty and instructors how to engage students in a transformative cycle of creating PLEs that support self-regulated learning. In doing so, PLEs can become effective pedagogical tools that influence students' cognitive processes in addition to serving as vehicles for informal learning (Turker & Zingel, 2008). Note: Social media is encouraged in my unit. We use our official account to facilitate communication related to technology, and our individual accounts to highlight what we’re working on, and engage people in real time in our brainstorming and activities. We use crowd-sourcing regularly.
- Treem, J. W., & Leonardi, P. M. (2012). Social media use in organizations: Exploring the affordances of visibility, editability, persistence, and association.Communication yearbook, 36, 143-189.
- Through Advisor Interaction, Influence & Integration we will see more connected learning.