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SocialandDigital
Technology
CompetencyInstitute
for College Student Educators
with JosieAhlquist, Paul Brown, Ed Cabellon,
Tony Doody, and Laura Pasquini
#ACPA16
Sunday, March 6, 2016
Introduction
HistoryofSAtech&
ImplementationModel
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Technology
Competency
Overview
Figure 1. Visual Representation of the Intersection of the 10 Competency Areas
Overview of the Competency Areas
Competency Area Description Professional Development
Technology
(TECH)
Focuses on the use of digital tools,
resources, and technologies for the
advancement of student learning,
development, and success as
well as the improved performance
of student affairs professionals.
Included within this area are
knowledge, skills, and dispositions
that lead to the generation of digital
literacy and digital citizenship
within communities of students,
student affairs professionals,
faculty members, and colleges and
universities as a whole.
Professional growth in this
competency area is marked
by shifts from understanding
to application as well as from
application to facilitation and
leadership. Intermediate and
advanced level outcomes also
involve a higher degree of
innovativeness in the use of
technology to engage students and
others in learning processes.
Advising and
Addresses the knowledge,
skills, and dispositions related to
providing advising and support to
individuals and groups through
direction, feedback, critique,
referral, and guidance. Through
Progression from foundational to
advanced level proficiency involves
the development of higher order
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 33
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
The Technology competency area focuses on
the use of digital tools, resources, and technologies
for the advancement of student learning,
development, and success as well as the improved
performance of student affairs professionals.
Included within this area are knowledge, skills, and
dispositions that lead to the generation of digital
literacy and digital citizenship within communities
of students, student affairs professionals, faculty
members, and colleges and universities.
• Model and promote equitable and inclusive
practices by ensuring all participants in
educational endeavors can access and utilize
the necessary tools for success.
• Appropriately utilize social media and other
digital communication and collaboration tools
to market and promote advising, programming,
and other learning-focused interventions and
to engage students in these activities.
• Engage in personal and professional digital
learning communities and personal learning
networks at the local, national, and/or global
level.
• Design, implement, and assess
technologically-rich learning experiences for
students and other stakeholders that model
effective use of visual and interactive media.
• Ensure that one’s educational work with and
service to students is inclusive of students
participating in online and hybrid format
courses and programs.
• Incorporate commonly utilized technological
tools and platforms including social medial and
other digital communication and collaboration
tools into one’s work.
Technology (TECH)
Foundational Outcomes
• Demonstrate adaptability in the face of fast-
paced technological change.
• Remain current on student and educator
adoption patterns of new technologies and
familiarize oneself with the purpose and
functionality of those technologies.
• Troubleshoot basic software, hardware, and
connectivity problems and refer more complex
problems to an appropriate information
technology administrator.
• Draw upon research, trend data, and
environmental scanning to assess the
technological readiness and needs of
students, colleagues, and other educational
stakeholders when infusing technology into
educational programs and interventions.
• Critically assess the accuracy and quality
of information gathered via technology
and accurately cite electronic sources of
information respecting copyright law and fair
use.
• Model and promote the legal, ethical, and
transparent collection, use, and securing of
electronic data.
• Ensure compliance with accessible technology
laws and policies.
• Demonstrate awareness of one’s digital
identity and engage students in learning
activities related to responsible digital
communications and virtual community
engagement as related to their digital
reputation and identity.
34 Professional Competency Areas for Student Affairs Educators
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
• Proactively cultivate a digital identity, presence,
and reputation for one’s self and by students
that models appropriate online behavior and
positive engagement with others in virtual
communities.
• Demonstrate a willingness and capacity to
generate, critically examine, and change
technology-related policies and practices that
privilege one group of students or educational
stakeholders over another.
• Design and assess outcomes that utilize social
media and other digital communication and
collaboration tools for promoting learning-
focused interventions and engaging students in
these activities.
• Utilize local, national, and global digital
professional learning communities and personal
learning networks to enhance intra- and
inter-institutional collaboration and ongoing
professional development in educational,
customer service, marketing, and community
engagement efforts that reflect the mission and
values of the organization.
• Generate a wide and varied array of digital
strategies for enhancing educational
interventions with multimedia, interactive tools,
and creativity-enhancing technologies.
• Initiate the development of holistic educational
interventions designed for students participating
in courses and other educational experiences
delivered via hybrid and online formats.
Intermediate Outcomes
• Model and promote adaptability among
students, colleagues, and educational
stakeholders in the face of fast-paced
technological change and demonstrate
openness to the introduction of new digital tools
by others.
• Anticipate potential problems with software,
hardware, and connectivity and prepare
multiple strategies to troubleshoot these
problems and/or prepare alternative means of
achieving learning and productivity outcomes.
• Facilitate educational interventions that are
based upon research, trend data, and needs
assessments of participants and that increase
the technological competencies and digital
literacy of those participants.
• Utilize multiple strategies for accessing and
assessing information, critically considering the
sources of information as well as the purposes
or agendas that led to the dissemination of the
data as presented.
• Teach and facilitate the legal and ethical use
of digital information in a manner that complies
with law and policy and that addresses the
larger values and principles underlying these
laws and policies.
• Draw upon universal design principles to model
and promote compliance with accessibility laws
and policies among students, colleagues, and
educational partners.
Technology (TECH) (cont.)
#SAtech Competency Themes
Grouping the foundational, intermediate, and advanced
outcomes for the Student Affairs TECH competency.
1. Trends, Research, and
Knowledge Development
• Draw upon research, trend data, and environmental scanning to assess the
technological readiness and needs of students, colleagues, and other educational
stakeholders when infusing technology into educational programs and interventions.**
• Remain current on student and educator adoption patterns of new technologies
and familiarize oneself with the purpose and functionality of those technologies.
• Demonstrate a willingness and capacity to generate, critically examine, and change
technology-related policies and practices that privilege one group of students or
educational stakeholders over another.**
• Anticipate technological change and allocate personal, departmental, and/or
institutional resources to foster in others dispositions of adaptability, flexibility,
and openness to technological innovation.
• Contribute to the generation of research, trend analyses, and needs assessments
related to digital technologies that inform efforts to meet the technological needs of
students, colleagues, and educational stakeholders.**
ACPA Digital Task Force
http://digitaltaskforce.myacpa.org/
Tech Competency Institute for College Student Educators
2. Leadership, Governance,
and Stewardship
• Demonstrate a willingness and capacity to generate, critically examine, and change
technology-related policies and practices that privilege one group of students or
educational stakeholders over another.**
• Develop contingency plans for the continual operation of basic college and
university functions in the event of software, hardware, or connectivity failures as
a result of routine issues or in response to crises and emergencies.**
• Provide leadership that demands digital information and technologies be used in a
manner that is ethical and in full compliance with national and state/province laws as
well as with institutional policies.
• Lead and demonstrate a commitment to universal design principles in technological
implementations that ensures the frictionless use and application of technology by all.**
• Contribute to, partner with, and/or provide leadership for local, state/provincial,
national, and global digital professional learning communities and personal learning
networks in promoting the use of technology for educational purposes.
What are your desired results for
your campus?
Fear	
Behavior	
Control
3. Assessment and Implementation
for Education & Program Planning
• Draw upon research, trend data, and environmental scanning to assess the
technological readiness and needs of students, colleagues, and other educational
stakeholders when infusing technology into educational programs and interventions.**
• Design, implement, and assess technologically rich learning experiences for students
and other stakeholders that model effective use of visual and interactive media.
• Ensure that one’s educational work with and service to students is inclusive of students
participating in online and hybrid format courses and programs. **
• Facilitate educational interventions that are based upon research, trend data, and needs
assessments of participants and that increase the technological competencies and digital
literacy of those participants.
• Design and assess outcomes that utilize social media and other digital communication
and collaboration tools for promoting learning focused interventions and engaging
students in these activities.
• Generate a wide and varied array of digital strategies for enhancing educational
interventions with multimedia, interactive tools, and creativity-enhancing technologies.
• Initiate the development of holistic educational interventions designed for students
participating in courses and other educational experiences delivered via hybrid and
online formats.**
3. Assessment and Implementation for
Education & Program Planning (con’t)
• Provide leadership for the proactive creation, use, and empirical evaluation of
technological tools and digital spaces for students including those drawing on social
media and other digital communication and collaboration tools.**
• Contribute to the generation of research, trend analyses, and needs assessments
related to digital technologies that inform efforts to meet the technological needs of
students, colleagues, and educational stakeholders.**
• Collaborate with and support faculty by developing holistic educational and co-
curricular opportunities for students in online and hybrid programs promoting the
relevance and vision of what student affairs practice in new educational delivery formats.
• Provide leadership in the development of new means of leveraging technology for
assessing, certifying, and credentialing the holistic learning and development of
students through co curricular learning endeavors.
Which Campus Stakeholders
Might Support Your Planning?
Faculty	 Staff	 Students	 IT	
Library	 Tutoring	 Advising	
Instruc9onal	
support	
Social	media	
influencers	
Dept/College	
Admin	
HR	&Legal	
University	
Records	
Registrar	 Financial	Aid	 Governance	
External	
Partners
(Kotter, 2007)!
“Why are
we on
screen so
much?”!
Culture vs.
Strategy
and
Change!
“But we’ve
always
done it this
way…”!
Connect SA
tech to the
campus
strategy.!
Find
champions
at your
campus!!
4. Information Literacy and
Management
• Critically assess the accuracy and quality of information gathered via technology
and accurately cite electronic sources of information respecting copyright law and
fair use.
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Engage in personal and professional digital learning communities and personal
learning networks at the local, national, and/or global level.
• Model and promote the legal, ethical, and transparent collection, use, and securing
of electronic data.
• Utilize multiple strategies for accessing and assessing information, critically
considering the sources of information as well as the purposes or agendas that led to
the dissemination of the data as presented.
• Teach and facilitate the legal and ethical use of digital information in a manner that
complies with law and policy and that addresses the larger values and principles
underlying these laws and policies.
• Support, promote, and/or lead efforts to create a culture in which information is both
valued and systematically scrutinized prior to its use to inform educational practice.
Information Literacy
Competency in Higher Ed
"recognize when information is needed and have the
ability to locate, evaluate, and use effectively the
needed information." ~ American Library Association
• Authority Is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
via @Jisc
5. Applied Skills for Using
Technology
• Demonstrate adaptability in the face of fast-paced technological change.
• Troubleshoot basic software, hardware, and connectivity problems and refer more
complex problems to an appropriate information technology administrator.
• Anticipate potential problems with software, hardware, and connectivity and prepare
multiple strategies to troubleshoot these problems and/or prepare alternative
means of achieving learning and productivity outcomes.
• Develop contingency plans for the continual operation of basic college and
university functions in the event of software, hardware, or connectivity failures as
a result of routine issues or in response to crises and emergencies.**
• Able to troubleshoot technology issues
• Response to crisis & emergency situations
• Administration of software/hardware applications
6. Inclusion and Access
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Draw upon universal design principles to model and promote compliance with
accessibility laws and policies among students, colleagues, and educational partners.
• Initiate the development of holistic educational interventions designed for students
participating in courses and other educational experiences delivered via hybrid and
online formats.**
• Lead and demonstrate a commitment to universal design principles in technological
implementations that ensures the frictionless use and application of technology by all.
• Engage in systematic practices aimed at ensuring students and professionals across all
demographics have access to technological resources and are educated in their
intelligent use and implementation for solving problems and enhancing learning.**
How does your SA group
support technology access?
• Universal Design
• Accessibility
• Compliance
• Accommodations
• Considerations
• Legal Requirements
7. Learning and Professional
Development
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Model and promote adaptability among students, colleagues, and educational
stakeholders in the face of fast-paced technological change and demonstrate openness
to the introduction of new digital tools by others.
• Proactively cultivate a digital identity, presence, and reputation for one’s self and by
students that models appropriate online behavior and positive engagement with others
in virtual communities.
• Utilize local, national, and global digital professional learning communities and
personal learning networks to enhance intra- and inter-institutional collaboration
and ongoing professional development in educational, customer service, marketing,
and community engagement efforts that reflect the mission and values of the
organization.
7. Learning and Professional
Development (con’t)
• Provide leadership for the proactive creation, use, and empirical evaluation of
technological tools and digital spaces for students including those drawing on social
media and other digital communication and collaboration tools.**
• Provide leadership and ongoing training to colleagues and students for the cultivation
of a genuine digital identity, presence, and reputation that models appropriate online
behavior and enables open access and engagement with virtual communities as
appropriate.
• Engage in systematic practices aimed at ensuring students and professionals across all
demographics have access to technological resources and are educated in their
intelligent use and implementation for solving problems and enhancing learning.
• Provide training and instruction for the use, adoption, and evaluation of digital
strategies for enhancing educational interventions with multimedia, interactive tools,
and creativity enhancing technologies by students, colleagues, and other educational
stakeholders.
Tech Competency Institute for College Student Educators
8. Communication and
Collaboration
• Appropriately utilize social media and other digital communication and collaboration
tools to market and promote advising, programming, and other learning-focused
interventions and to engage students in these activities.
• Incorporate commonly utilized technological tools and platforms including social
media and other digital communication and collaboration tools into one’s work.
• Provide leadership for the seamless integration of social media and other digital
communications with broader educational, customer service, marketing, and
community engagement efforts that communicate and develop dialogue and
community around shared common institutional values.
• Communication
Strategy
• Community
Engagement
• Collaboration Efforts
• Marketing & Promotion
• Campus Interventions
#SAtech Competency Themes
1. Trends, Research, and Knowledge Development
2. Leadership, Governance, and Stewardship
3. Assessment and Implementation for Education
and Program Planning
4. Information Literacy and Management
5. Applied Skills for Using Technology
6. Inclusion and Access
7. Learning and Professional Development
8. Communication and Collaboration
#SAtech Competency Reflection
What’s your individual perspective?
#SAtech Competency:
Assessment @ Your Campus
• Who is part of this assessment team?
• How does it tie into your current division learning
outcomes and goals?
• How will this connect to strategic planning at your
institution?
• How will you engage campus stakeholders (e.g.
students, staff, faculty, alumni) in the assessment
process?
BREAK
QuickTakes
Leadership
Governance
&Stewardship
Sociotechnical
Stewardship-
Management, Policy,
Governance,&
Guidelines
with Laura…
WANTED: Policy & Regulation
Tech Competency Institute for College Student Educators
17,429
1071
13
3771
314
1121
189
109 160
62
# of social media
passages
www.socialmediaguidance.wordpress.com
250	policy	
documents
(Pasquini & Evangelopoulos, 2015)
Policy Reference & Starting Point
(Pasquini & Evangelopoulos, 2016)
Framework for Campus Planning
Sociotechnical Stewardship #1
•  Who are your institutional
stakeholders?
•  In designing standards, who
should be at table to represent
your community?
– Advisory Group or Council
– Institutional Mandates/Requirements
– Identity Management
Sociotechnical Stewardship #2
•  What regulations and rules already
exist at your campus?
•  What protocols need to be updated?
•  How will you develop standards for
all institutional stakeholders?
– Policies
– Protocols
– Implications
Sociotechnical Stewardship #3
•  Consult your campus
attorney for legal advice
•  Considerations under your
institutions’ requirements:
– Risk Management
– Human Resources
– Security Compliance
– Federal/Local Legislation
– Copyright & Fair Use
Sociotechnical Stewardship #4
•  How will you measure and
assess progress?
•  Consider ways to share:
– Share data
– Support analytics & ROI
– Develop a repository
– Create a directory
– Sustain technical tools & systems
Sociotechnical Stewardship #5
•  Learning, development &
training will be key
•  How will you share best
practices to guide use?
•  Plan to include:
– Accessibility guidelines
– A glossary of terms
– Suggested models/examples
– Local support/help
Sociotechnical Stewardship #6
•  Involve your campus
stakeholders in this process
•  Think about how you want to
develop and support your
community, in terms of:
– Target audiences
– Engagement on platforms
– Respect for other
– Responsibility & ownership
(Pasquini & Evangelopoulos, 2016)
DigitalDecisionMaking
ModelinSA
with Josie…
How are Deans and Vice Presidents
using social media?
Digital Decision Making Model
Who How
What Why
Ahlquist, J. (2014)
Digital Decision Making Model
Digital Tools
& Strategy
User
Engagement
Digital
Contribution
Intended
Purpose
Ahlquist, J. (2014)
Who
WhyWhat
How
Digital Decision Making Model
Twitter
Student
Engagement
Contribute as
Whole Self
Strengthen
Relationships &
Communication
Ahlquist, J. (2014)
Who
WhyWhat/Where
How
You have my permission to
Accept a Facebook request
Interact on Twitter
Instagram Follow
with Students
Value Added Approach
to Social Media Use
Bring your whole self
Be the kind of educator
students want to take
selfies with
@josieahlquist
www.josieahlquist.com
Tech Competency Institute for College Student Educators
How do you make
decisions about
using social media?
(students, staff, family, friends)
#ACPA16
Assessment&
Implementation
forProgramPlanning
TechnologySelectionfor
YourLearners&
Colleagues
with Laura…
From	Kindergarten	
to	Ph.D.	–	Learning	
is	my	“thing”
23
Learning + Technology Development Process Model
(Hibbitts & Travin, 2015)
SECTIONS Model
• Students (or Stakeholders)
• Ease of use
• Costs
• Teaching or Education functions (affordances of different media)
• Interactions
• Organizational Issues
• Networking
• Security and privacy consideration
(Bates, 2015)
Learning
Service
Engagement
Establish intentional learning
outcomes that can be
delivered in different
mediums & modes.
Provide service
learning and
experiential
opportunities.
Use of tools to inform and
build communities among
both your campus
stakeholders (not just
your students).
Purpose in Your Educational Planning
#ugstSTORY
5 Critical SA Tech Questions
1. Who are your stakeholders (e.g. students, staff, & faculty)?
2. What are the desired learning outcomes or objectives
from your division or program planning?
3. What strategies will be employed to facilitate these
learning outcomes or objectives?
4. What are the unique educational characteristics of each
medium/technology, and how well do these match the
your divisional goals or program requirements?
5. What resources are available at your campus?
Download:
Selecting Technology for Learning Checklist (Pasquini, 2015)
UsingDatatoInform
Decisions
with Tony…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Information
Literacyand
Management
DigitizedStudent
DevelopmentTheory
with Paul…
MarciaBaxterMagolda’s
TheoryofSelf-Authorship
Student explores and experiments
openly with social media. This is
strongly influenced by authorities
(parents/guardians) through access
and peers through peer culture.

Student does not understand how
online and offline interactions can
impact each other or possess a
sophisticated understanding of
context.
Student makes conscious choices
about social media usage and how it
fits into life desires, outlook, and goals.

Student realizes that one’s online life
requires constant renegotiation as
one’s goals, needs, contexts, and
circumstances change.
DigitalStudent
LeadershipCurriculum
with Josie…
Digital Identity
“Demonstrate awareness of one’s
digital identity and engage students
in learning activities related to
responsible digital communications
and virtual community engagement
as related to their digital reputation
and identity.”
Digital Education
Digital
Identity
Digital
Tools
Virtual
Communi
ty
Engagem
ent
Digital
Reputatio
n
Leadership
in the Digital Age
#LDR2116
Check-up on your
Social Media Status
What do you 

want to go viral for?
Your Digital Identity
Digital Wellness
Digital Decisions as a
College Student
Digital Branding
for professional reputation
Who are your
Role Models
for Digital Behavior?
Digital Leadership
On campus
Make Positivity Go Viral
Tech Competency Institute for College Student Educators
Now
Define your digital stamp
“Providing a digital remix to empower
leaders of the 21st century”
Tech Competency Institute for College Student Educators
Collaboration
Common Purpose
Controversy with
Civility
Citizenship
Consciousness of
self
Congruence
Commitment
Social Change Model
Individual Values
G r o u p Va l u e s
Community Values
Change
What would be
your final tweet?
Forever
This semester what is
one way you can
teach students about
digital identity?
#acpa16
Self-Esteemand
Authenticityon
SocialMedia
with Paul…
Tech Competency Institute for College Student Educators
Pursuitof
Likes
“Thatnumberinitself
doesn’tmeananything
unlessyoucompareitto
otherposts.”
-Addie
“Thenyougetinthatwhole
thingwherepeoplestart
comparingthemselvesto
otherpeople.Thatreallyisn’t
thebestroutetogodown.”
Addie
“You’rethinkingaboutit
toomuch.”
Selective
Viewof
Reality
IMAGE: CHOMPOO BARITONE
Consuming
Perfected
Images
“Yeahit’sexhausting…
it’swhatcausesmyunhappiness…
thecomparisonsgetsointense…
IfeellikeI’mjustaconstantfailure”
-Logan
AppliedSkills
forUsing
Technology
DigitalDesign
with Paul…
Tell A Story
Keep it
Simple
Use
Video
High Quality
Images
Tech Competency Institute for College Student Educators
ProducingandUsing
Video
with Ed…
Tech Competency Institute for College Student Educators
Learningand
Professional
Development
#SAproDigital
Reputationand
PersonalLearning
Networks
with Josie…
#SApro Digital Reputation
@josieahlquist
#acpa16
And Personal Learning Networks
Digital Reputation
is your reputation
1. Bio
2. Headshot
3. Claim your name
4. Google yourself (now)
Digital Reputation Mentors
Personal Learning
Networks
“Engage in personal and
professional digital learning
communities and personal
learning networks at the local,
national, and/or global level.”
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
#sachat
#satech
#edtech
#digitaled
#edusocmedia
#Casesmc
#emchat
#fachat
#salead
#SLchat
#WLsalt
#sagrad
#sadoc
#sapro
#safit
#sareads
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
NASPA		 ASHE 		
ACUI 	 	 	 AIMHO		
ACPA	 	 	 NACA
ACUHO-I		 Inside Higher Ed
LinkedIn Groups
NASPA		 ASHE 		
ACUI 	 	 	 AIMHO		
ACPA	 	 	 NACA
ACUHO-I		 Inside Higher Ed
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
#SaPro Tip
yourself(professionally)
Define(brand)
online(Twitter & LinkedIn)
@josieahlquist
Blogging
Student Affairs Collective
The Student Affairs Feature
Student Affairs Women Talk Tech
Student Affairs Fitness
Student Leader Collective
Student Affairs - The First Years
www.josieahlquist.com
HigherEdTech&SocialMediaBloggers
Eric Qualman: www.socialnomics.net
Ed Cabellon: edcabellon.com
Joe Sabado: joesabado.com
Kristin Abell: savedbyabell.com
Laura Pasquini: techknowtools.wordpress.com
Liz Gross: lizgross.net
Paul Gordon Brown: paulgordonbrown.com
Produce Sharable Content
Digital Reputation
is your reputation
• The Admin: A Place for Student Affairs Professionals
• Student Affairs Professionals
• Leadership Educators in Higher Education
• NASPA Technology Knowledge Community
• Student Affairs Professional Development
• Student Activities Professionals
• ACPA Grow
• Student Affairs Runners
• Student Affairs Faculty
• Women in Housing
• Student Affairs Graduate Students
Facebook Groups
Tech Competency Institute for College Student Educators
Higher Ed Live
Student Affairs Live
Higher Education
Student Affairs Chat
Edtech
Social Media – Higher Ed
SAlead
Technology in Student Affairs
What is one
personal learning
network you can
commit to?
#acpa16
TechnologyGuidance
andPolicyDocuments
with Ed…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
DigitalLearning
Communities
with Tony…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Inclusion
andAccess
UniversalDesign&
Accessibility
with Laura…
The goal is to maximize learning with a wide range of characteristics by applying UD
principles to all aspects of learning (e.g. delivery methods for learning, physical
spaces, information resources, technology, personal interactions, assessments, etc.)
(DO-IT, University of Washington, 2016)
Principles of Universal
Design (UD)
1. Equitable Use
2. Flexibility in Use
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Low Physical Effort
7. Size and Space for Approach and Use
Copyright 1997 NC State University, The Center for Universal Design
Considerations for #SAtech Support & Resources
Flickr image c/o Giulia Forsythe
How does your SA group
support technology access?
• Universal Design
• Accessibility
• Compliance
• Accommodations
• Considerations
• Legal Requirements
Accessibility & UD
Resources On Campus
• Who or what department supports this at your
institution?
• What examples are available for you to follow?
• Where can you learn more about your UD &
accessibility compliance?
• Have you conducted an audit of your SA
program and resources to ensure access?
Communication
&Collaboration
CrisisCommunication
with Tony…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
CHANNELS
TEXT

MESSAGE
EMAIL
VOICEMAIL
SoMe
DIRECT
MESSAGE
LIVE

PHONE
DIRECT

MAIL
SOCIAL
MEDIA
CHAT
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
IntegratedMarketing&
CommunicationTeams
with Ed…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
CollaborationTools
with Tony…
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
DivisionalDigital
TechnologyCommittees
with Ed…
Tech Competency Institute for College Student Educators
Trends,Research,
andKnowledge
Development
DigitalStudentActivism
andEngagement
with Paul…
Social Media and Civic Engagement:
Takeaways
Social Media:
• Drives Civic Learning & Organizing
• Allows for Fast, Customized Information Gathering
• Facilitates Sharing of Information
But it Also:
• May Lead to an Avoidance of Civil Debate
• Create an Intimidating Environment for Students
Engaged in Early-Stage Cognitive & Identity
Development
@AdamGismondi
Social Media and Student Activism:
Takeaways
• Removes/Lessens Barriers to Entry
• Serves as a Tool for Organizing/Mobilizing
• Serves as a Conduit for Information Dissemination/
Consumption
• Allows for Iterations & Development of a Shared
Language (“The 1%,” “#BlackLivesMatter,” etc.)
Across recent student activist movements (Occupy Wall
Street, Quebec Tuition Protests, Black Lives Matter),
social media:
@AdamGismondi
Social Media and Student Activism: Concerns
to Consider
• Activism Derives from Issues & Social Forces
• Social Media Accelerates & Expands Movements
• What Happens When a Leaderless Movement
Succeeds?
• New vs. Traditional Forces (Who Represents
Students that “Make it to the table?”)
• Clicktivism?
• How Do We Define Meaningful Participation?
@AdamGismondi
Questions for Student Affairs Practice
• How does our “traditional” mode of Registered/
Recognized Student Organizations fit with modern
movements?
• Does the “traditional” model fit? Is that
important?
• How might these new tools for activism
interact with typical structures within Student
Affairs?
• Should we adapt? Can we adapt?
@AdamGismondi
Openness:
OpenEducation
Resources,Open
Practices&Creative
Commons
with Laura…
What does OPEN mean to you?
[Hint: It’s not just digital.]
The	Digital	Scholar	Movement	
Mar3n	Weller	
a.k.a.	
@mweller	…	
The	Ed	Techie
Why Open Practice in SA?
The Arguments for Open in SA:
1. To not be left behind.
2. The benefits of being open.
3. The need to understand this
stuff.
4. If you don’t control it, someone
else will.
Why Open Practices and Open
Knowledge via @mweller
The Battle for the Open
• Open Access - Publication & Research
• Open Educational Resources (OER)
• Massively Open Online Courses (MOOCs)
• Open Scholarship (& Open Practice)
“Openness is not just a peripheral
interest now.” (Weller, 2014)
Content Curation
•Copyright
•Fair Use
•Creative
Commons
•Attribution
More about Content Curation Flickr image c/o OpenSource.com
Crea%ve	Commons	h-p://crea%vecommons.org/	
OER	Commons	h-ps://www.oercommons.org/		
Open	Access	@	UNT	h-p://openaccess.unt.edu/
Sharing IS Caring
•Images/Photos
•Resources to
remix & reuse
•Research & data
•Evidence-based
practices
Flickr image c/o Ryan Roberts
Forecastingand
KeepingUpwith
Platformsand
Technologies
with Josie…
“Digital tools, resources, and
technologies for the advancement of
STUDENT
• Learning
• Development
• Success
Technology
AND the improved performance of
student affairs professionals.”
“Included within this area are:
knowledge, skills, and dispositions
that lead to the generation of
digital literacy and digital citizenship
within communities of
students, student affairs professionals, faculty
members, and colleges & universities as a
whole.”
Technology
Foundational

• Digital Explorer
Intermediate

• Digital Educator
Advanced

• Digital Influencer
Adapting to Technology
Demonstrate adaptability in the
face of fast-paced technological
change.
Be aware of adoption patterns of
students and professionals,
including understanding how
those tools function.
Evolution of Technology
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Know these applications
Learn
Explore
Aware
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Tech Competency Institute for College Student Educators
Josie’s Predictions
•Visual content will rule every application
•One streaming video app with real time interaction will
increase in adoption/popularity
•New apps will infuse trending news content
•More private sharing options, mimicking Snapchat
•Increase of social media engagement research and
scholarship in education
•University digital education and leadership programs
•Student Affairs master's program infusion of  NASPA/
ACPA Tech competency 
Concluding…

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Tech Competency Institute for College Student Educators

  • 1. SocialandDigital Technology CompetencyInstitute for College Student Educators with JosieAhlquist, Paul Brown, Ed Cabellon, Tony Doody, and Laura Pasquini #ACPA16 Sunday, March 6, 2016
  • 33. Figure 1. Visual Representation of the Intersection of the 10 Competency Areas
  • 34. Overview of the Competency Areas Competency Area Description Professional Development Technology (TECH) Focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities as a whole. Professional growth in this competency area is marked by shifts from understanding to application as well as from application to facilitation and leadership. Intermediate and advanced level outcomes also involve a higher degree of innovativeness in the use of technology to engage students and others in learning processes. Advising and Addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through Progression from foundational to advanced level proficiency involves the development of higher order
  • 35. ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 33 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS The Technology competency area focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities. • Model and promote equitable and inclusive practices by ensuring all participants in educational endeavors can access and utilize the necessary tools for success. • Appropriately utilize social media and other digital communication and collaboration tools to market and promote advising, programming, and other learning-focused interventions and to engage students in these activities. • Engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level. • Design, implement, and assess technologically-rich learning experiences for students and other stakeholders that model effective use of visual and interactive media. • Ensure that one’s educational work with and service to students is inclusive of students participating in online and hybrid format courses and programs. • Incorporate commonly utilized technological tools and platforms including social medial and other digital communication and collaboration tools into one’s work. Technology (TECH) Foundational Outcomes • Demonstrate adaptability in the face of fast- paced technological change. • Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and functionality of those technologies. • Troubleshoot basic software, hardware, and connectivity problems and refer more complex problems to an appropriate information technology administrator. • Draw upon research, trend data, and environmental scanning to assess the technological readiness and needs of students, colleagues, and other educational stakeholders when infusing technology into educational programs and interventions. • Critically assess the accuracy and quality of information gathered via technology and accurately cite electronic sources of information respecting copyright law and fair use. • Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data. • Ensure compliance with accessible technology laws and policies. • Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity. 34 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS • Proactively cultivate a digital identity, presence, and reputation for one’s self and by students that models appropriate online behavior and positive engagement with others in virtual communities. • Demonstrate a willingness and capacity to generate, critically examine, and change technology-related policies and practices that privilege one group of students or educational stakeholders over another. • Design and assess outcomes that utilize social media and other digital communication and collaboration tools for promoting learning- focused interventions and engaging students in these activities. • Utilize local, national, and global digital professional learning communities and personal learning networks to enhance intra- and inter-institutional collaboration and ongoing professional development in educational, customer service, marketing, and community engagement efforts that reflect the mission and values of the organization. • Generate a wide and varied array of digital strategies for enhancing educational interventions with multimedia, interactive tools, and creativity-enhancing technologies. • Initiate the development of holistic educational interventions designed for students participating in courses and other educational experiences delivered via hybrid and online formats. Intermediate Outcomes • Model and promote adaptability among students, colleagues, and educational stakeholders in the face of fast-paced technological change and demonstrate openness to the introduction of new digital tools by others. • Anticipate potential problems with software, hardware, and connectivity and prepare multiple strategies to troubleshoot these problems and/or prepare alternative means of achieving learning and productivity outcomes. • Facilitate educational interventions that are based upon research, trend data, and needs assessments of participants and that increase the technological competencies and digital literacy of those participants. • Utilize multiple strategies for accessing and assessing information, critically considering the sources of information as well as the purposes or agendas that led to the dissemination of the data as presented. • Teach and facilitate the legal and ethical use of digital information in a manner that complies with law and policy and that addresses the larger values and principles underlying these laws and policies. • Draw upon universal design principles to model and promote compliance with accessibility laws and policies among students, colleagues, and educational partners. Technology (TECH) (cont.)
  • 36. #SAtech Competency Themes Grouping the foundational, intermediate, and advanced outcomes for the Student Affairs TECH competency.
  • 37. 1. Trends, Research, and Knowledge Development • Draw upon research, trend data, and environmental scanning to assess the technological readiness and needs of students, colleagues, and other educational stakeholders when infusing technology into educational programs and interventions.** • Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and functionality of those technologies. • Demonstrate a willingness and capacity to generate, critically examine, and change technology-related policies and practices that privilege one group of students or educational stakeholders over another.** • Anticipate technological change and allocate personal, departmental, and/or institutional resources to foster in others dispositions of adaptability, flexibility, and openness to technological innovation. • Contribute to the generation of research, trend analyses, and needs assessments related to digital technologies that inform efforts to meet the technological needs of students, colleagues, and educational stakeholders.**
  • 38. ACPA Digital Task Force http://digitaltaskforce.myacpa.org/
  • 40. 2. Leadership, Governance, and Stewardship • Demonstrate a willingness and capacity to generate, critically examine, and change technology-related policies and practices that privilege one group of students or educational stakeholders over another.** • Develop contingency plans for the continual operation of basic college and university functions in the event of software, hardware, or connectivity failures as a result of routine issues or in response to crises and emergencies.** • Provide leadership that demands digital information and technologies be used in a manner that is ethical and in full compliance with national and state/province laws as well as with institutional policies. • Lead and demonstrate a commitment to universal design principles in technological implementations that ensures the frictionless use and application of technology by all.** • Contribute to, partner with, and/or provide leadership for local, state/provincial, national, and global digital professional learning communities and personal learning networks in promoting the use of technology for educational purposes.
  • 41. What are your desired results for your campus? Fear Behavior Control
  • 42. 3. Assessment and Implementation for Education & Program Planning • Draw upon research, trend data, and environmental scanning to assess the technological readiness and needs of students, colleagues, and other educational stakeholders when infusing technology into educational programs and interventions.** • Design, implement, and assess technologically rich learning experiences for students and other stakeholders that model effective use of visual and interactive media. • Ensure that one’s educational work with and service to students is inclusive of students participating in online and hybrid format courses and programs. ** • Facilitate educational interventions that are based upon research, trend data, and needs assessments of participants and that increase the technological competencies and digital literacy of those participants. • Design and assess outcomes that utilize social media and other digital communication and collaboration tools for promoting learning focused interventions and engaging students in these activities. • Generate a wide and varied array of digital strategies for enhancing educational interventions with multimedia, interactive tools, and creativity-enhancing technologies. • Initiate the development of holistic educational interventions designed for students participating in courses and other educational experiences delivered via hybrid and online formats.**
  • 43. 3. Assessment and Implementation for Education & Program Planning (con’t) • Provide leadership for the proactive creation, use, and empirical evaluation of technological tools and digital spaces for students including those drawing on social media and other digital communication and collaboration tools.** • Contribute to the generation of research, trend analyses, and needs assessments related to digital technologies that inform efforts to meet the technological needs of students, colleagues, and educational stakeholders.** • Collaborate with and support faculty by developing holistic educational and co- curricular opportunities for students in online and hybrid programs promoting the relevance and vision of what student affairs practice in new educational delivery formats. • Provide leadership in the development of new means of leveraging technology for assessing, certifying, and credentialing the holistic learning and development of students through co curricular learning endeavors.
  • 44. Which Campus Stakeholders Might Support Your Planning? Faculty Staff Students IT Library Tutoring Advising Instruc9onal support Social media influencers Dept/College Admin HR &Legal University Records Registrar Financial Aid Governance External Partners
  • 45. (Kotter, 2007)! “Why are we on screen so much?”! Culture vs. Strategy and Change! “But we’ve always done it this way…”! Connect SA tech to the campus strategy.! Find champions at your campus!!
  • 46. 4. Information Literacy and Management • Critically assess the accuracy and quality of information gathered via technology and accurately cite electronic sources of information respecting copyright law and fair use. • Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.** • Engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level. • Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data. • Utilize multiple strategies for accessing and assessing information, critically considering the sources of information as well as the purposes or agendas that led to the dissemination of the data as presented. • Teach and facilitate the legal and ethical use of digital information in a manner that complies with law and policy and that addresses the larger values and principles underlying these laws and policies. • Support, promote, and/or lead efforts to create a culture in which information is both valued and systematically scrutinized prior to its use to inform educational practice.
  • 47. Information Literacy Competency in Higher Ed "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." ~ American Library Association • Authority Is Constructed and Contextual • Information Creation as a Process • Information Has Value • Research as Inquiry • Scholarship as Conversation • Searching as Strategic Exploration
  • 49. 5. Applied Skills for Using Technology • Demonstrate adaptability in the face of fast-paced technological change. • Troubleshoot basic software, hardware, and connectivity problems and refer more complex problems to an appropriate information technology administrator. • Anticipate potential problems with software, hardware, and connectivity and prepare multiple strategies to troubleshoot these problems and/or prepare alternative means of achieving learning and productivity outcomes. • Develop contingency plans for the continual operation of basic college and university functions in the event of software, hardware, or connectivity failures as a result of routine issues or in response to crises and emergencies.**
  • 50. • Able to troubleshoot technology issues • Response to crisis & emergency situations • Administration of software/hardware applications
  • 51. 6. Inclusion and Access • Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.** • Draw upon universal design principles to model and promote compliance with accessibility laws and policies among students, colleagues, and educational partners. • Initiate the development of holistic educational interventions designed for students participating in courses and other educational experiences delivered via hybrid and online formats.** • Lead and demonstrate a commitment to universal design principles in technological implementations that ensures the frictionless use and application of technology by all. • Engage in systematic practices aimed at ensuring students and professionals across all demographics have access to technological resources and are educated in their intelligent use and implementation for solving problems and enhancing learning.**
  • 52. How does your SA group support technology access? • Universal Design • Accessibility • Compliance • Accommodations • Considerations • Legal Requirements
  • 53. 7. Learning and Professional Development • Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.** • Model and promote adaptability among students, colleagues, and educational stakeholders in the face of fast-paced technological change and demonstrate openness to the introduction of new digital tools by others. • Proactively cultivate a digital identity, presence, and reputation for one’s self and by students that models appropriate online behavior and positive engagement with others in virtual communities. • Utilize local, national, and global digital professional learning communities and personal learning networks to enhance intra- and inter-institutional collaboration and ongoing professional development in educational, customer service, marketing, and community engagement efforts that reflect the mission and values of the organization.
  • 54. 7. Learning and Professional Development (con’t) • Provide leadership for the proactive creation, use, and empirical evaluation of technological tools and digital spaces for students including those drawing on social media and other digital communication and collaboration tools.** • Provide leadership and ongoing training to colleagues and students for the cultivation of a genuine digital identity, presence, and reputation that models appropriate online behavior and enables open access and engagement with virtual communities as appropriate. • Engage in systematic practices aimed at ensuring students and professionals across all demographics have access to technological resources and are educated in their intelligent use and implementation for solving problems and enhancing learning. • Provide training and instruction for the use, adoption, and evaluation of digital strategies for enhancing educational interventions with multimedia, interactive tools, and creativity enhancing technologies by students, colleagues, and other educational stakeholders.
  • 56. 8. Communication and Collaboration • Appropriately utilize social media and other digital communication and collaboration tools to market and promote advising, programming, and other learning-focused interventions and to engage students in these activities. • Incorporate commonly utilized technological tools and platforms including social media and other digital communication and collaboration tools into one’s work. • Provide leadership for the seamless integration of social media and other digital communications with broader educational, customer service, marketing, and community engagement efforts that communicate and develop dialogue and community around shared common institutional values.
  • 57. • Communication Strategy • Community Engagement • Collaboration Efforts • Marketing & Promotion • Campus Interventions
  • 58. #SAtech Competency Themes 1. Trends, Research, and Knowledge Development 2. Leadership, Governance, and Stewardship 3. Assessment and Implementation for Education and Program Planning 4. Information Literacy and Management 5. Applied Skills for Using Technology 6. Inclusion and Access 7. Learning and Professional Development 8. Communication and Collaboration
  • 59. #SAtech Competency Reflection What’s your individual perspective?
  • 60. #SAtech Competency: Assessment @ Your Campus • Who is part of this assessment team? • How does it tie into your current division learning outcomes and goals? • How will this connect to strategic planning at your institution? • How will you engage campus stakeholders (e.g. students, staff, faculty, alumni) in the assessment process?
  • 61. BREAK
  • 65. WANTED: Policy & Regulation
  • 67. 17,429 1071 13 3771 314 1121 189 109 160 62 # of social media passages www.socialmediaguidance.wordpress.com 250 policy documents
  • 68. (Pasquini & Evangelopoulos, 2015) Policy Reference & Starting Point
  • 69. (Pasquini & Evangelopoulos, 2016) Framework for Campus Planning
  • 70. Sociotechnical Stewardship #1 •  Who are your institutional stakeholders? •  In designing standards, who should be at table to represent your community? – Advisory Group or Council – Institutional Mandates/Requirements – Identity Management
  • 71. Sociotechnical Stewardship #2 •  What regulations and rules already exist at your campus? •  What protocols need to be updated? •  How will you develop standards for all institutional stakeholders? – Policies – Protocols – Implications
  • 72. Sociotechnical Stewardship #3 •  Consult your campus attorney for legal advice •  Considerations under your institutions’ requirements: – Risk Management – Human Resources – Security Compliance – Federal/Local Legislation – Copyright & Fair Use
  • 73. Sociotechnical Stewardship #4 •  How will you measure and assess progress? •  Consider ways to share: – Share data – Support analytics & ROI – Develop a repository – Create a directory – Sustain technical tools & systems
  • 74. Sociotechnical Stewardship #5 •  Learning, development & training will be key •  How will you share best practices to guide use? •  Plan to include: – Accessibility guidelines – A glossary of terms – Suggested models/examples – Local support/help
  • 75. Sociotechnical Stewardship #6 •  Involve your campus stakeholders in this process •  Think about how you want to develop and support your community, in terms of: – Target audiences – Engagement on platforms – Respect for other – Responsibility & ownership
  • 78. How are Deans and Vice Presidents using social media?
  • 79. Digital Decision Making Model Who How What Why Ahlquist, J. (2014)
  • 80. Digital Decision Making Model Digital Tools & Strategy User Engagement Digital Contribution Intended Purpose Ahlquist, J. (2014) Who WhyWhat How
  • 81. Digital Decision Making Model Twitter Student Engagement Contribute as Whole Self Strengthen Relationships & Communication Ahlquist, J. (2014) Who WhyWhat/Where How
  • 82. You have my permission to Accept a Facebook request Interact on Twitter Instagram Follow with Students
  • 83. Value Added Approach to Social Media Use
  • 85. Be the kind of educator students want to take selfies with @josieahlquist www.josieahlquist.com
  • 87. How do you make decisions about using social media? (students, staff, family, friends) #ACPA16
  • 91. 23
  • 92. Learning + Technology Development Process Model (Hibbitts & Travin, 2015)
  • 93. SECTIONS Model • Students (or Stakeholders) • Ease of use • Costs • Teaching or Education functions (affordances of different media) • Interactions • Organizational Issues • Networking • Security and privacy consideration (Bates, 2015)
  • 94. Learning Service Engagement Establish intentional learning outcomes that can be delivered in different mediums & modes. Provide service learning and experiential opportunities. Use of tools to inform and build communities among both your campus stakeholders (not just your students). Purpose in Your Educational Planning
  • 96. 5 Critical SA Tech Questions 1. Who are your stakeholders (e.g. students, staff, & faculty)? 2. What are the desired learning outcomes or objectives from your division or program planning? 3. What strategies will be employed to facilitate these learning outcomes or objectives? 4. What are the unique educational characteristics of each medium/technology, and how well do these match the your divisional goals or program requirements? 5. What resources are available at your campus? Download: Selecting Technology for Learning Checklist (Pasquini, 2015)
  • 123. Student explores and experiments openly with social media. This is strongly influenced by authorities (parents/guardians) through access and peers through peer culture. Student does not understand how online and offline interactions can impact each other or possess a sophisticated understanding of context. Student makes conscious choices about social media usage and how it fits into life desires, outlook, and goals. Student realizes that one’s online life requires constant renegotiation as one’s goals, needs, contexts, and circumstances change.
  • 125. Digital Identity “Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.”
  • 127. Leadership in the Digital Age #LDR2116
  • 128. Check-up on your Social Media Status
  • 129. What do you want to go viral for?
  • 132. Digital Decisions as a College Student
  • 134. Who are your Role Models for Digital Behavior?
  • 138. Now Define your digital stamp “Providing a digital remix to empower leaders of the 21st century”
  • 140. Collaboration Common Purpose Controversy with Civility Citizenship Consciousness of self Congruence Commitment Social Change Model Individual Values G r o u p Va l u e s Community Values Change
  • 141. What would be your final tweet? Forever
  • 142. This semester what is one way you can teach students about digital identity? #acpa16
  • 164. 1. Bio 2. Headshot 3. Claim your name 4. Google yourself (now)
  • 166. Personal Learning Networks “Engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level.”
  • 174. NASPA ASHE ACUI AIMHO ACPA NACA ACUHO-I Inside Higher Ed LinkedIn Groups NASPA ASHE ACUI AIMHO ACPA NACA ACUHO-I Inside Higher Ed
  • 180. Student Affairs Collective The Student Affairs Feature Student Affairs Women Talk Tech Student Affairs Fitness Student Leader Collective Student Affairs - The First Years
  • 182. HigherEdTech&SocialMediaBloggers Eric Qualman: www.socialnomics.net Ed Cabellon: edcabellon.com Joe Sabado: joesabado.com Kristin Abell: savedbyabell.com Laura Pasquini: techknowtools.wordpress.com Liz Gross: lizgross.net Paul Gordon Brown: paulgordonbrown.com
  • 185. • The Admin: A Place for Student Affairs Professionals • Student Affairs Professionals • Leadership Educators in Higher Education • NASPA Technology Knowledge Community • Student Affairs Professional Development • Student Activities Professionals • ACPA Grow • Student Affairs Runners • Student Affairs Faculty • Women in Housing • Student Affairs Graduate Students Facebook Groups
  • 187. Higher Ed Live Student Affairs Live Higher Education Student Affairs Chat Edtech Social Media – Higher Ed SAlead Technology in Student Affairs
  • 188. What is one personal learning network you can commit to? #acpa16
  • 209. The goal is to maximize learning with a wide range of characteristics by applying UD principles to all aspects of learning (e.g. delivery methods for learning, physical spaces, information resources, technology, personal interactions, assessments, etc.) (DO-IT, University of Washington, 2016)
  • 210. Principles of Universal Design (UD) 1. Equitable Use 2. Flexibility in Use 3. Simple and Intuitive Use 4. Perceptible Information 5. Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use Copyright 1997 NC State University, The Center for Universal Design
  • 211. Considerations for #SAtech Support & Resources Flickr image c/o Giulia Forsythe
  • 212. How does your SA group support technology access? • Universal Design • Accessibility • Compliance • Accommodations • Considerations • Legal Requirements
  • 213. Accessibility & UD Resources On Campus • Who or what department supports this at your institution? • What examples are available for you to follow? • Where can you learn more about your UD & accessibility compliance? • Have you conducted an audit of your SA program and resources to ensure access?
  • 247. Social Media and Civic Engagement: Takeaways Social Media: • Drives Civic Learning & Organizing • Allows for Fast, Customized Information Gathering • Facilitates Sharing of Information But it Also: • May Lead to an Avoidance of Civil Debate • Create an Intimidating Environment for Students Engaged in Early-Stage Cognitive & Identity Development @AdamGismondi
  • 248. Social Media and Student Activism: Takeaways • Removes/Lessens Barriers to Entry • Serves as a Tool for Organizing/Mobilizing • Serves as a Conduit for Information Dissemination/ Consumption • Allows for Iterations & Development of a Shared Language (“The 1%,” “#BlackLivesMatter,” etc.) Across recent student activist movements (Occupy Wall Street, Quebec Tuition Protests, Black Lives Matter), social media: @AdamGismondi
  • 249. Social Media and Student Activism: Concerns to Consider • Activism Derives from Issues & Social Forces • Social Media Accelerates & Expands Movements • What Happens When a Leaderless Movement Succeeds? • New vs. Traditional Forces (Who Represents Students that “Make it to the table?”) • Clicktivism? • How Do We Define Meaningful Participation? @AdamGismondi
  • 250. Questions for Student Affairs Practice • How does our “traditional” mode of Registered/ Recognized Student Organizations fit with modern movements? • Does the “traditional” model fit? Is that important? • How might these new tools for activism interact with typical structures within Student Affairs? • Should we adapt? Can we adapt? @AdamGismondi
  • 252. What does OPEN mean to you? [Hint: It’s not just digital.]
  • 254. Why Open Practice in SA? The Arguments for Open in SA: 1. To not be left behind. 2. The benefits of being open. 3. The need to understand this stuff. 4. If you don’t control it, someone else will. Why Open Practices and Open Knowledge via @mweller
  • 255. The Battle for the Open • Open Access - Publication & Research • Open Educational Resources (OER) • Massively Open Online Courses (MOOCs) • Open Scholarship (& Open Practice) “Openness is not just a peripheral interest now.” (Weller, 2014)
  • 256. Content Curation •Copyright •Fair Use •Creative Commons •Attribution More about Content Curation Flickr image c/o OpenSource.com
  • 258. Sharing IS Caring •Images/Photos •Resources to remix & reuse •Research & data •Evidence-based practices Flickr image c/o Ryan Roberts
  • 260. “Digital tools, resources, and technologies for the advancement of STUDENT • Learning • Development • Success Technology AND the improved performance of student affairs professionals.”
  • 261. “Included within this area are: knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges & universities as a whole.” Technology
  • 262. Foundational • Digital Explorer Intermediate • Digital Educator Advanced • Digital Influencer
  • 263. Adapting to Technology Demonstrate adaptability in the face of fast-paced technological change. Be aware of adoption patterns of students and professionals, including understanding how those tools function.
  • 273. •Visual content will rule every application •One streaming video app with real time interaction will increase in adoption/popularity •New apps will infuse trending news content •More private sharing options, mimicking Snapchat
  • 274. •Increase of social media engagement research and scholarship in education •University digital education and leadership programs •Student Affairs master's program infusion of  NASPA/ ACPA Tech competency