Twitter Top Tips

•Télécharger en tant que PPTX, PDF•

2 j'aime•4,759 vues

Sue Beckingham

A collection of tips to make the most of Twitter

Formation Technologie Santé & Médecine

Twitter Top Tips

Sue Beckingham
@suebecks

Your Username

 Choose something that is
easy for others to
remember
 Don't make it to long as this
will eat into the 140
characters if others retweet
your posts

@suebecks

Your Bio

 This your opportunity to
create a first impression,
make it a good one.
 Include a link to your blog
or website

@suebecks

Tweet regularly

By all means observe and
learn, but then join in and
contribute:
 Post useful links
 Add comments to other
people's posts
 Ask questions

@suebecks

Respond

 Don't just focus on your
own tweets, read and
respond to others questions
and comments
 Twitter is social so check
your DMs and mentions
from others
 Thank others for retweeting
one of your posts

@suebecks

Retweet

 Retweet useful posts to
share with your followers
and show your appreciation
to the people you follow and
acknowledge you have
found it useful

@suebecks

Consider the length

 Don't use all of the 140
characters so that others
can retweet your full post
(which will include your
username) and add a
comment

@suebecks

Consider the content

 It’s not all about you, this is
an opportunity to network
 Share tweets and
information that shows you
are an expert in your
chosen field and will be of
value to your followers

@suebecks

Consider the tone

 Be professional
 Don't use Twitter as a forum
to vent and resist negative
or sarcastic remarks
 Have empathy and
sensitivity

@suebecks

Keep personal, personal

 Use a DM (direct message)
for personal messages
meant for just one person

@suebecks

Getting organised

 Create lists
 Utilise the favourites feature
 Download a Twitter app to
your smart phone

@suebecks

Getting organised

 View your Twitter lists using
a dashboard e.g. Hootsuite
or Tweetdeck
 Maximise free analytics
using URL shorteners e.g.
bit.ly goo.gl, and ow.ly

@suebecks

The Fail Whale…

Go make a cuppa and F5 to refresh!

@suebecks

Sue Beckingham
Sheffield Hallam
University

@

@suebecks

Contenu connexe

En vedette

This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing. http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media

Using social media for learning and teaching #Bett2017 #ALiSOnline

Sue Beckingham

Webdesign

Реклама в Черкассах

いま、Html5でできること

Masakazu Muraoka

Mεσοπολέμος: ζωγράφοι και πίνακες

Angeliki Chroni

找這樣的公司就對了

LITTC

Groups continued

Jonida Kollcaku

Teu nome eliana ellinger & meu nome josé ernesto ferraresso

Luzia Gabriele

New microsoft power point presentation

SMART Board Faculty Training

Lisa Rusczyk

Eight keys for Integrating ABM with your sales team’s existing Target Accoun...

Heinz Marketing Inc

CEO Briefing Mexico looks at the direction of the Mexican economy in 2015 and beyond. We examine growth opportunities, technology changes and the business strategies needed to take advantage of them. This research draws on a global survey of C-suite executives, comparing and constrasting the views of Mexico-based executives with their C-suite peers around the world. The financial services and consumer products sectors are the subject of particular emphasis.

CEO Agenda Mexico: From productivity to outcomes

The Economist Media Businesses

Eagle shark brochure

Mikael Thiesen

Michelle Estefania Arroyo pe

Michelle Arroyo

EAGLE SHARK brochure

Mikael Thiesen

PPDP is personal and professional development planning A screencast version is available here: http://youtu.be/On1Og8gUWJo Providing students opportunities to develop professional digital and social media skills to enhance meaningful engagement with personal and professional development. Introducing activities that allow students: ~ to explore and experiment with multimedia to personalise their own reflective blog and professional portfolio ~ use inquiry to observe, listen, interact and learn within professional social media spaces ~ capture feedback from tutors, peers, employers and the wider public using innovative ways chosen by themselves

Providing students opportunities to develop professional digital and social m...

Sue Beckingham

DH Breakout Sessions Menu

Delivering Happiness

Diploma Wei Chen

Wei Chen

Западная маркетинговая компания

Marina Kirilyuk

Hewlett Packard Enterprise BVEx Customer Experience in the Age of the Interne...

Hewlett Packard Enterprise Business Value Exchange

En vedette (19)

Using social media for learning and teaching #Bett2017 #ALiSOnline

Webdesign

いま、Html5でできること

Mεσοπολέμος: ζωγράφοι και πίνακες

找這樣的公司就對了

Groups continued

Teu nome eliana ellinger & meu nome josé ernesto ferraresso

New microsoft power point presentation

SMART Board Faculty Training

Eight keys for Integrating ABM with your sales team’s existing Target Accoun...

CEO Agenda Mexico: From productivity to outcomes

Eagle shark brochure

Michelle Estefania Arroyo pe

EAGLE SHARK brochure

Providing students opportunities to develop professional digital and social m...

DH Breakout Sessions Menu

Diploma Wei Chen

Западная маркетинговая компания

Hewlett Packard Enterprise BVEx Customer Experience in the Age of the Interne...

Similaire à Twitter Top Tips

Twitter tips

Sue Beckingham

Twitter presentation

Stacey Murray

Twitter for Journalists

Stacey Murray

Twitter Mini Masterclass

Sue Beckingham

Twitter 101

Diana Benner

Twitter Basics by SpiderWeb Connections

Susan Schauer John

- Community Management - Content Marketing - Trends & Tools - Case Studies Our hashtag #ShababShare What is شباب شير - Shabab Share ? Shababshare working on youth networking community in its different forms through the use of several tools from the Internet through the World Wide Web and other tools group Who is the trainer : Mohammad Tahhan, Founder Of Shabab Share | Social Entrepreneur | Social Media & Media Expert | Communication Specialist | Youth Development. He has 10 years experience working with international & local organizations,mainly in Education, Media, Online Media, and Capacity building. In addition to that 5 years experience working in Media and Social Media. Also 6 years experience working as freelance trainer with several NGOs and private sector. Twitter : https://twitter.com/tahanco - @Tahanco LinkedIn: https://jo.linkedin.com/in/tahanco www.facebook.com/MTahanco For who's interested and want workshops contact us: www.facebook.com/ShababShare www.twitter.com/shababshare

Social Media Workshop - #ShababShare

Mohammad Tahhan, CPT, ILM, PMD

Twitter for TweetChats.pptx

Nadeem Khan

Tweeting for the Masses

wschamp9

Twitter101

LCJ Media Agency

Canada Games How to Tweet Presentation

Christina Carew

Twitter- The Basics

bfpastries

Propel Your Job Search In 140 Characters Or Less

Amy L. Adler

Twitter Cheat Sheet

OptimalResume.com

The Science Of Re Tweets

Ankur Sharma

Twitter webinar

greeneggsandfram

Twitter for Professional Development

Swift Sonya

How to Market your Business on Twitter (2014)

Yeen Chalermvongsenee

Twitter for beginners

Jessica Hedrick

Twitter for Beginners

eaj67

Similaire à Twitter Top Tips (20)

Twitter tips

Twitter presentation

Twitter for Journalists

Twitter Mini Masterclass

Twitter 101

Twitter Basics by SpiderWeb Connections

Social Media Workshop - #ShababShare

Twitter for TweetChats.pptx

Tweeting for the Masses

Twitter101

Canada Games How to Tweet Presentation

Twitter- The Basics

Propel Your Job Search In 140 Characters Or Less

Twitter Cheat Sheet

The Science Of Re Tweets

Twitter webinar

Twitter for Professional Development

How to Market your Business on Twitter (2014)

Twitter for beginners

Twitter for Beginners

Plus de Sue Beckingham

Digital Footprints to Career Pathways - Building a Strong Professional Online...

Sue Beckingham

Scaffolding the Effective use of EdTech for Group Assessments.pptx

Sue Beckingham

In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.

Using social media safely and appropriately in higher education - A reflectio...

Sue Beckingham

Poster & Pitch Presentation at the AHE Conference #assessmentconf23 Abstract As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different types of feedback. Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and become an ongoing practice the students develop confidence in. The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.

From monologue to dialogue - Scaffolding multi-perspective and co-constructed...

Sue Beckingham

Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.

Students' use of social media for academic studies - The connecting bridge be...

Sue Beckingham

Title: How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)? Summary Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential. Outline A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release: “...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1) In its own words: “ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2) ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian) Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can: • Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4) • Grade assignments against assessment criteria and produce an appropriate feedback report. (5) • Write module specifications. (5) • Produce lesson plans for specified topics. (5) • Be a useful study aid (6) • Construct several different drafts on a given topic. (6) • Produce outlines for essays or reports. (6) • Write working computer code. (7) • Produce illustrations from a written description. (8) ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)? This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11). References 1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html 2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’ 3. Smith, D. (2022) How

How should our higher education institutions respond to innovations in new AI...

Sue Beckingham

In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.

Exploring modality in the context of blended and hybrid education.pptx

Sue Beckingham

Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation. This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.

Mattering, meaning making and motivation - Building trust and respect through...

Sue Beckingham

This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact. Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely. Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository. Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.

A practical approach to amplifying scholarly practice through digital technol...

Sue Beckingham

The updated non-technical introduction to ChatGPT SEDA March 2023.pptx

Sue Beckingham

A non-technical introduction to ChatGPT - SEDA.pptx

Sue Beckingham

The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.

Using social media safely and appropriately in higher education.pptx

Sue Beckingham

This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.

Using social media to create your own professional development and PLN.pptx

Sue Beckingham

Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease. Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.

Getting to know your students through storytelling.pptx

Sue Beckingham

Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.

Recommendations from the ground - Student led use of social media to foster i...

Sue Beckingham

From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online". Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them? This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.

The complex web of social interaction - Expanding virtual and spatial multili...

Sue Beckingham

Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.

Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...

Sue Beckingham

Modes of Learning in Higher Education

Sue Beckingham

Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond. A summary of our fireside chat at #SocMedHE21 Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.

Building social learning communities

Sue Beckingham

Presentation at the Practical Pedagogy Conference. The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches. Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.

Recognising the value of interdependence through cooperative active learning

Sue Beckingham

Plus de Sue Beckingham (20)