Social Media
The e-HR Advantage: The Complete Handbook for Technology-Enabled Human Resources
The e-HR Advantage addresses the use of technology for enhanced learning. Its topics range from social media, to performance support, to knowledge management, to e-learning and everything in between. The authors examine each technology from a variety of angles including selection, design, implementation, evaluation, and legal ramifications. Available both in paperback and e-book form The e-HR Advantage includes real, current case studies from Fortune 500 and trend-setting organizations written by those with responsibility for the technology's success. Cited by the Society of Human Resources Management as a "Don't Miss Reading..." book, The e-HR Advantage can be obtained through Amazon, iBook, SHRM Bookstore, and Nicholas Brealey websites.
Teaching with social media in classroom settings: Top ten practices from teachers around Europe
This brochure presents the 10 best practices from the “Teachers’ competition for social media use in formal language learning contexts”, run throughout 2011. Now that we have highlighted current good practices through the competition, this special publication is about to share these deserving and admirable practices with a broader audience. We hope that this publication will be of interest to teachers, educators, parents and pupils sharing good practices in the use of social media in classroom settings.
New issue of eLearning Papers on Social networking supporting learning is out!
Internet is a social network. It links people, groups of people, organizations, information and applications made by people. When teaching and learning aims to take advantage of the Internet, activities that foster an understanding of the role and impact of social networks become crucial. Both research and hands-on experiments are needed to explore the possibilities the new platforms and practices social networks provide for teaching and learning.
Social networking is definitely not a new phenomenon in the field of teaching and learning. It could be, however, claimed that at some point in history we forgot the importance of social network in the learning process.
In about 387 BC, Plato founded a new school devoted to researching and teaching philosophy and the sciences. In Plato’s Academy the main working practice was dialogue carried out among the participants. An ongoing reflection and evaluation of beliefs was seen to lead to a critical and deeper understanding of the issues. Plato’s Academy was, in effect, a social network capable of carrying out self-correcting inquiry.
For decades, various methods have been applied in educational research to analyse and study the social networks and social dynamics of educational institutions. The majority of these studies have been undertaken at a classroom or school level. Today, with new forms of digital social networks and increasing computing power, research on social networks in learning is more exciting than ever before. The possibilities to experiment with social network services — to carryout design-based research, gather quantitative and qualitative data and to do social network analyses or build computer models — are endless. Both in terms of practice and research, we are only now taking the first steps with using social networks in teaching and learning contexts.
The new issue features 6 articles, 2 of them are in depth insights on the topic and the other 4 are examples from the field of the implementation of social networking supporting education. We thank all authors for their high quality submissions.
In-depth
Yvonne Diggins, Ann Marcus-Quinn, cbruen, University of Limerick, Miriam Allen, Catherine Bruen, Trinity College
From the field
Web to Where
Students collaborate together using a Ning online social media environment to share day to day and cultural information. Although the teachers moderate the Ning, students work together in groups to share their informaion in a relaxed and flexible environment where Web 2.0 can easily integrated.
This is a global classroom project where students between the ages of 13 and 15 years old will connect together to discuss simple cultural elements of life such as:
Project ideas that have worked well globally include:
What type of clothing are you wearing today? What does your school uniform look like? What is the latest fashon? Do you follow the fashons? What do clothes tell you about a person? Can we tell the season by the clothes we wear?
Share what a typical dinner is like for your family. Share some of your favorite recipes.
3. School Days
What does a typical day at school look like for you?
Students will share what their hobbies are and what they do in their free time.
What type of games do students like to play? (sports, electronic, board, etc.)
Students will share Interesting facts about their area.
What celebrations and traditions do you participate in with your family or community?
If we were to come visit, where would you take us?
9. 'How do I spend my time' - a project where students keep a record of their what they do in their time for one week, produce a spreadsheet with graphs and develop a poll daddy survey from their results. They then publish their findings using a variety of Web 2.0 tools.
10. 'Let me help you'- a project where students produce resources that help others learn specific topics of their choice.
11. How can I use Google Earth to teach others about my town?
Stage 1:
- Each school will arrange their students into groups of 3 to 5 students.
- Each student group will allocate a student manager or leader who will either make a discussion forum in the StudentGroups area at http://webtowhere.ning.com/group/studentgroups or select one that already exists to join (each group may have more than one student manager).
In each group discussion forum:
- Members of each group will introduce themselves and describe their theme eg their closet.
- Once in a group students should remain in that group but they may also join more than one group.
- Group members should upload pictures of what they are wearing (from the neck down or blur out any faces.
- Group members upload pictures of their closet.
NOTE: No identifiable pictures, no faces of people and no personal information may be published on this Ning.
Change in Education - Call for Papers! - ESSIE Annual Convention 2012 - Leuven Belgium
CALL FOR PAPERS: CHANGE IN EDUCATION
Official ISBN publication: "ESSIE Annual Convention 2012: Change in Education”.
PAPER SUBMISSION DEADLINE:
- 31 January 2012
THEMES I
• Innovation Ecologies and Learning Ecosystems
• Digital Learning Resources and Learning Clouds
• Transformational Educational Leadership
• Alternative and Diversified Learning Spaces
• Shifts in Teaching, Learning and Assessment
• Web 2.0, Wiki and Social Technologies
• Open Access, Resources and Standards
• Internet Security, Privacy and Safety
• Breakthroughs in Learning and Neurosciences
Visit the Website: Call for Papers
Submit your paper THE LATEST on 31 January 2012
Call for Papers on 'Learning and Social Networking'. Deadline approaching!
eLearning Papers seeks contributions about social networking and/or social software and/or social computing contributions to supporting learning in both sections: In-Depth and From the Field. Send us your article.
We specifically invite contributions which address one or several of the following issues:
- Innovative social computing technologies, applications, tools and environments for supporting learning
- Tools for supporting group-learning
- Case studies and best practices in social networking supported learning
- Communities of practice
- Progressive inquiry learning and other pedagogical models
- Assessment in social networking supported learning
- Gender, age, cultural issues in social networking supported learning
- Ethical issues in social networking supported learning
- IPR issues in social networking supported learning
The article submission closes on 9 September 2011. The provisional date of publication is October 2011.
For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
Guest editor:
Teemu Leinonen, Professor, New Media Design and Learning, Aalto University
Young people with fewer opportunities learning languages informally: perceptions and uses of ICT and social media
We hope that this study will be of interest to language teachers, teacher trainers and also to individuals working with younger people with fewer opportunities in youth centres and schools, as it sheds light on how this population use and practice different languages with the use of social media and through other informal means. We also attempt to provide insights on how informal ICT-supported language learning can ease the passage to formal language learning
eLearning Papers has launched a new call on 'Learning and Social Networking'
eLearning Papers seeks contributions about social networking and social software to supporting learning in both sections: In-Depth and From the Field. Deadline for submissions: September 09, 2011. Publication: October 2011.
The rapid emergence of social computing applications is changing the ways people connect with each other, as well as how they exchange and create knowledge. In particular, young people entering higher education are integrating ICT seamlessly into their everyday life and expect their educational institutions to support their digital lifestyle. Use of social software in combination with open content to support learning is a phenomenon largely emerging from outside educational institutions.
We specifically invite contributions which address one or several of the following issues:
-Innovative social computing technologies, applications, tools and environments for supporting learning
-Tools for supporting group-learning
-Case studies and best practices in social networking supported learning
-Communities of practice
-Progressive inquiry learning and other pedagogical models
-Assessment in social networking supported learning
-Gender, age, cultural issues in social networking supported learning
-Ethical issues in social networking supported learning
-IPR issues in social networking supported learning
Read more here