This document discusses maximizing the potential of social media. It provides an overview of the speaker's extensive personal social media presence and participation across multiple platforms. It then addresses challenges to social media adoption, including organizational obstacles. The speaker advocates developing a personal learning network (PLN) and connecting it to communities of practice. She also discusses the role of universities in cultivating "cloud academics" and networked practices, as well as strategies for capacity building through coaching and curating digital habitats that support online communities.
10. Wiring
a
place
for
technology
is
easy,
Wiring
people
for
technology
is
hard.
-‐ Tania
Major
at
#converge10
Image
cc
licensed
by
jbcurio
h.p://www.flickr.com/photos/jbcurio/4077260761
12. OBSTACLES
Anecdotes
• Empty
workshops
• Never
a
good
1me
• Priori1es
• Rush
jobs
• Unprepared
@beckyharcombe
men1oned
that
some
do
not
want
or
refuse
to
use
it.
and
this
needs
examina1on.
ques1on
asked;
is
it
twi.er?
or
is
it
because
it's
part
of
a
professional
community?
14. Basic functions of a
social media tool
Create
profile
Find
friends
&
conversa1ons
Connect
with
friends
Communicate
Form
groups
or
hubs
Share
artefacts
Label
artefacts
29. …how will you arrange them?
Flickr
cc
license
by
fragmented
h.p://www.flickr.com/photos/fragmented/2645000094/
31. • Low
Profile
• Low
Communica1on
• In
your
own
1me
• High
Profile
• Low
Communica1on
• In
your
own
1me
• Low
Profile
• Low
Communica1on
• In
your
own
1me
• High
Profile
• High
Communica1on
• Streamed
Staff
Room
Filing
Cabinet
Magazine
PorGolio
Design your PLN.
Build your filter.
You
h.p://www.flickr.com/photos/catspyjamasnz/7089515065/
32. ASK YOURSELF
• Do
we
know
these
networked
academics?
• Do
our
social
media
policies
enable
these
networked
academics
&
networked
prac1ces?
• …
39. MY JOB: GROWING CLOUD ACADEMICS
Staff
development
–
cloud
community
of
prac1ce
Cura1on
40. HAROLD JARCHE WWW.JARCHE.COM
“Organiza1ons
need
to
extend
the
no1on
of
work
beyond
collabora1on,
beyond
teams,
and
beyond
the
corporate
fire
wall.
They
need
to
make
social
networks,
communi1es
of
prac1ce,
and
narra1ve
part
of
the
work.”
42. High
touch
Low
touch
Personal
Personal
coaching/
conversa1ons
Aid
in
growing
PLN
Provide
resources/self
help
guides
Team
Learning
design,
construc1ve
alignment,
designing
learning
ac1vi1es,
assist
with
assessment
design
Design
templates
for
course,
resources,
process
guides
Community
of
Prac1ce
Facilitate
mee1ngs,
webinars,
etc
Community
management
Curate
and
inform
Run
short
courses/
miniMOOCs
Provide
the
community
habitat
Network
Broker
rela1onships
with
experts
Iden1fy
MOOCs,
external
resources,
OERs,
55. NETPRAX
Deakin
University,
Faculty
of
Health.
March
2013
-‐
Jun
2014
InsQlling
networked
pracQce
for
personal
learning,
teaching
pracQce
and
research
pracQce
iPad
based
Yammer/Facebook/Blog
TwiWer.com/netprax
56. ASK YOURSELF
• Do
our
internal
communica1on
tools
enable
these
networked
academics?
• Do
our
communica1on
tools
enable
the
academic
networks
• Are
we
posi1oned
to
make
use
of
the
weak
1es?
• Are
we
posi1oned
to
make
use
of
external
networks?
• Have
we
put
up
barriers?
59. • Low
Profile
• Low
Communica1on
• In
your
own
1me
• High
Profile
• Low
Communica1on
• In
your
own
1me
• Low
Profile
• Low
Communica1on
• In
your
own
1me
• High
Profile
• High
Communica1on
• Streamed
Staff
Room
Filing
Cabinet
Magazine
PorGolio
Design your PLN.
Build your filter.
You
h.p://www.flickr.com/photos/catspyjamasnz/7089515065/
65. ASK YOURSELF
• Who
are
the
star
networked
academics
in
your
organisa1on?
Are
they
consulted
on
best
prac1ce?
Are
they
supported?
• Who
is
tracking/monitoring
social
impact?
• Who
is
providing
capacity
building
to
create
networked
academics?
75. ASK YOURSELF
• Does
our
website
allow
for
easy
edi1ng
of
profile
pages,
and
incorpora1on
of
social
networks?
• Who
is
coaching
academics
to
establish
digital
presence?
• Do
we
consider
digital
presence
in
recruitment?
• …
93. ASK YOURSELF
• How
does
our
organisa1on
deal
with
the
artefacts
academics
create?
• Do
IP
policies
enable
networked
prac1ce?
• Do
we
have
policies
around
open
educa1onal
resources?
• …
95. “The
rise
of
plavorms
like
Pinterest
and
Instagram,
and
Facebook's
mul1million-‐dollar
acquisi1on
of
the
la.er,
shows
how
visual
content
is
becoming
an
increasingly
important
force
for
communica1on
online.”
"Pictures
have
also
become
a
short
form
way
of
communica1ng
lots
of
informa1on
quickly
and
succinctly,"
says
Samuals.
h.p://www.fastcompany.com/3000794/rise-‐visual-‐social-‐media
96. NMC HORIZON REPORT AUSTRALIA
h.p://www.nmc.org/publica1ons/2013-‐technology-‐outlook-‐
australian-‐ter1ary-‐educa1on
114. STEP 3: SELECT WHAT TO CURATE
This
is
all
value
you
add….
• Why?
• Who
for?
• What
value
to
me?
• What
value
to
students?
• What
value
to
others?
Access
Select
Set
up
streams
115. Collect
STEP
4:
“TAG
IT
AND
BAG
IT”
Access
Select
Set
up
streams
116. Access
Select
Collect
Share
OTHER
PART
OF
STEP
4:
SHARE
Set
up
streams
121. HOW MUCH OF OUR WORK IS PAID/IN WHOSE
SERVICE?
122. ASK YOURSELF
• Does
our
organisa1on
reward
cura1on
prac1ces?
• Do
we
know
who
our
curators
are?
• Do
our
communica1on
systems
allow
for
sharing,
cura1on
and
recommenda1on
of
informa1on?
• …
123. FROM GUTENBERG TO ZUCKERBERG
John
Naughton:
“One
thing
we’ve
learned
from
the
history
of
communica1ons
technology
is
that
people
tend
to
over-‐es1mate
the
short
term
impact
of
new
technologies
–
and
to
underes1mate
their
long
term
implica1ons”