Archive for the ‘Social Networks’ Category

Social scholarship and the networked scholar: researching, reading, and writing the web

What does it mean to be a digital/social scholar today? What does it take to be a networked scholar? What complicating and mitigating factors are emerging today for digital and networked scholarship? Those are some of the questions that a group of digitally connected “obnoxious academics” (the Authors) have been wrestling with, first individually and […]

Portfolio, text, data, page

Integrating learning management and social networking systems

Learning Management Systems (LMS) have become ubiquitous tools in support of both classroom and distance education programming. They bring significant advantages that digitize and automate many of the functions and pedagogical activities of traditional campus teaching. At the same time social networks have become ubiquitous tools for communication, entertainment and informal learning by both students […]

Why blogs endure: A study of recent college graduates and motivations for blog readership

This paper reports the results from a mixed methods study of recent college graduates who were asked if and why they used blogs as sources for continued learning purposes. Findings are based on 1,651 online survey responses and 63 follow-up telephone interviews with young graduates from 10 U.S. colleges and universities. Despite the media’s declarations […]

MIT Media Lab Learning Initiative

The ML Learning initiative is built around a cohort of learning innovators from across the diverse Media Lab groups. We explores learning across many dimensions, ranging from neurons to nations, from early childhood to lifelong scholarship, and from human creativity to machine intelligence.  In addition to creating tools and models, the initiative provides non-profit and […]

Download Report

Online Harassment 2017 Roughly four-in-ten Americans have personally experienced online harassment, and 62% consider it a major problem. Many want technology firms to do more, but they are divided on how to balance free speech and safety issues online. Pew Research Center

Facilitating Professional Learning Communities Among Higher Education Faculty: The Walden Junto Model

Virtual Professional Learning Communities (PLC) have become an innovative way to meet the professional development needs of faculty in the online learning environment. Walden University’s model for PLCs, the Walden Junto, uses a combination of synchronous and asynchronous online strategies and is based on a philosophy that embraces the faculty members’ needs for professional growth […]

Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community

Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors’ roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher analyzed 50 hours […]

Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” […]

Social media in undergraduate learning: categories and characteristics

This study investigates the core categories and characteristics of the social media technologies (SMTs) that undergraduate students choose to use in their own learning, outside of the formal curriculum. Within a mixed method research methodology, this inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates across disciplines view […]

Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present. As manual metadata generation is time-costly and often […]