Academic Web 2.0: An Introduction to Social and Participatory Media
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Training presentation for the Commonwealth Scholars (Midlands and Oxford) Conference, ESGC, University of Nottingham, 27 March 2012.
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Academic Web 2.0: An Introduction to Social and Participatory Media
- 1. Andy Coverdale Academic Web 2.0 An Introduction to Social and Participatory Media Commonwealth Scholars Conference Engineering & Science Graduate Centre University of Nottingham 27 March 2012
- 2. • Share work and ideas • Network • Engage with specialist or wider audiences • Gain recognition in research field • Develop academic profile • Engage in dialogue • Get critical feedback • Conceptualise / synthesise ideas • Source, manage and share resources • Develop new skills • Gain confidence • Create evidence of research impact
- 4. The Social Web Social & Participatory Media • Blogging • Microblogging (Twitter) • Social Networking Sites (SNS) • Social Bookmarking & Citation • Ning Sites • Content Sharing Sites • Collaborative Texts & Wikis • Social Annotation • Virtual Worlds
- 5. Academic Practices Source, Manage & Networking Share Resources Collaborative Dissemination Working
- 6. Academic Practices Source, RSS READER FACEBOOK Manage & Networking Share TWITTER Resources SOCIAL BOOKMARKING FACEBOOK GROUPS NING SITES BLOGS WIKIS Collaborative Dissemination Working GOOGLE DOCS
- 8. Blogging Blogs • e.g. Wordpress http://wordpress.org • e.g. Blogger http://www.blogger.com ‘Tumblogs’ • e.g. Tumblr http://www.tumblr.com • e.g. Posterous https://posterous.com Hosting • Developer-hosted • Self-hosted Technologies • Increasingly multimedia – links, tags, RSS feeds, images & video • New forms of blogging – e.g. audio & video blogging
- 9. Blogging: Blog Writing Writing Skills • Regularity – writing discipline • Informality – opportunities to experiment with different writing styles • Generality – writing to a wider audience Writing Contexts • Shape ideas, formulate thoughts, and concepts • Work in progress – raw content for thesis, journal article or conference paper • Subjective and biographical – emphasis on personal perspective, opinion and experience
- 10. Blogging: Impact and Peer Review The ‘Blogosphere’ • Blogging community – reading, linking to, and commenting on other blogs • Comments and pingbacks – feedback and peer review Informal, Distributed and Frequent • Establish sustainable channels of discussion, feedback and peer support • Extend beyond immediate research community – geographically and disciplinary
- 11. Blogging: Process and Reflection Narrative • Journal style entry provides narrative structure (e.g. doctoral experience) Reflective and Evidential • Demonstration and documentation of process Navigation • Searchable facility • Chronological (time-based) – by date, month, year • Conceptual (ideas-based) – by category or tags
- 12. Twitter Features • Microcontent – ‘tweets’ (maximum 140 characters) • Following and followers • Retweeting, direct messaging and replies • Lists, favourites and hashtags Twitter Technologies • Twitter clients and services – interfaces, content support, tracking and visualisation etc. • Interconnectivity with other social media – e.g. linking to blogs
- 13. Twitter: Academic Practice • Knowledge / resource sharing – posting, accessing and ‘retweeting’ links • Notification – new blog posts, publications and bookmarks, events, call for papers, announcements etc. • Self-promotion • ‘Crowdsourcing’ – asking questions, making enquiries, seeking solutions • Real-time social networking and interaction • Real-time search engine • Events and conferences – the ‘backchannel’ and remote conferencing • Institutions and organisations
- 14. Tagging: Bookmarking Personal Bookmarking • Personal organisation / management of Bookmarks • Searchable – Tag List / Cloud • Further Organisation Tools – Bundle Tags / Multiple Sites Social Bookmarking • Use as search engine – keyword / user • Search other users bookmarks • Subscriptions, networks etc. • http://delicious.com • http://pinboard.in • http://evernote.com Tagging Content • Tagging also used in blogging, and content sharing sites (e.g. Flickr, YouTube, Slideshare etc.)
- 15. Content Sharing • Sharing of academic content in different forms / media • Dissemination of work to a wider audience • Tagging and annotation of content • Content can be linked to / embedded on other sites (e.g. blogs) Presentations • e.g. Slideshare http://www.slideshare.net Papers / Documents • e.g. Scribd http://www.scribd.com Networking Sites • e.g. Academia http://academia.edu
- 16. Syndication and Aggregation The navigation and management of digital environments through the syndication and aggregation of multiple sites, tools and services. RSS (Really Simple Syndication) Subscribe to blogs, websites, podcasts etc. Types of RSS / Feed Readers • Desktop-based • Browser-based • Web-based Web Portals Integration between applications (e.g. http://google/ig, http://netvibes.com etc.)
- 17. Collaborative Editing Google Docs • Collaborative real-time editing of texts and documents • Basic chat functionality • https://docs.google.com/ Wikis • Collaborative text development • Collaborative project work and text development • Resource sharing • http://www.wikispaces.com/ • http://pbworks.com/ • https://sites.google.com/
- 18. Digital Identity “The persona an individual presents across all the digital communities in which he or she is represented” http://thisisme.reading.ac.uk
- 19. Digital Identit(y/ies): Identity in Practice Identity Dichotomies • Public & Private • Work & Recreational • Professional & Personal • Formal & Informal Contexts • Social, cultural and professional • Physical, online and virtual • Communities and networks • Social interactions are increasingly distributed – 'networked individualism’ • Multiple domains – multi-membership
- 20. Digital Identit(y/ies) Modernist (‘Confessional’ Practice) • Identity is determined by dominant social structure • Identity is stable • Identity is singular and developmental • Identity is unified across multiple contexts Postmodernist (‘Critical’ Practice) • Identity is socially constructed and culturally mediated • Identity is flexible – in constant flux • Identity can be multiple and fragmentary • Identity is diversified across multiple contexts
- 21. Digital Identity and Reputation Identity Control • Personal profiles • Digital / online CVs and e-Portfolios • Password management (e.g. Open ID) • Ownership and intellectual property Digital Artefacts • Records of social interaction – blog posts, tweets, etc. • Permanence - digital artifacts are increasingly searchable / traceable Modality • Textual, visual etc. • Multimedia – images, video etc.
- 22. Summary • Social media both challenges and augments established academic practices • Effectiveness of social media is situated in individual practices and disciplinary knowledge cultures • Should be embedded in everyday academic practice • Researchers need to develop their own strategies and develop context specific solutions • Effective use of social media requires developing reflective and critical practices
- 23. Reflective and Critical Practices • Identifying appropriate tools and platforms and evaluating their affordances • Developing self- and collaborative organisational and time-management skills • Identifying appropriate training needs and training opportunities • Transference to lifelong learning and professional development contexts • Engaging in opportunities for sharing practice • Developing potential for individual, participatory and collaborative design • Negotiating new socio-technical academic communities and networks • Boundary-crossing of disciplinary and interdisciplinary contexts • Recognising shifts in academic protocols; new modes and means of production, peer review and knowledge resources • Adapting to new practices in academic integrity and responsibility - referencing and attribution of digital sources and artefacts • Negotiating institutional, proprietary, freeware and open-source tools and platforms • Understanding emerging multimedia and multimodal literacies • Managing online identities and reputation
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