#3Wedu, Podcast

The #3Wedu Podcast: Episode No. 10: Express Yourself!

Laura Pasquini

My father always said, “it’s what’s in your head and not on your head.” This expression was often used as he saw myself or my siblings getting ready for school, and, perhaps, spending a ridiculous amount of getting ready to go out the door. Although, I know this statement to be true — I can’t help but think how much the external self really does impact how we are perceived in the world of work.  There is no shortage of “how to dress for work & success” advice columns, personal blog posts, or media articles. We often get suggestions or passing comments on our wardrobe from our peers, whether we like it or not. And despite credentials, intelligence, or knowledge, our image is the first impression we provide to our campus stakeholders and colleagues. Fashion and how women dress in higher education will continue to be a topic of frustration, debate, and conversation. So let’s talk about it, #3Wedu

This Wednesday, October 19th join us for The #3Wedu Podcast, as we talk about putting our fashionista selves forward during the “Express Yourself!” episode #10. From past podcasts, we have shared about how our outward self really does impact our work in education. We know that what we wear and how we dress sends messages to our colleagues, students, and peers. Our appearance and dress offers insights to our personality and often impacts first impressions.

3wedu_no_10To step up our a-game for the battle of the dress, this week’s #3Wedu banter will be about putting our best foot forward (literally and figuratively) as we consider strategies to “dress to impress” on campus, in the boardroom, and for conference travel.

Here are just a few real and relevant questions, I’ve overheard from our #3Wedu conversations:

  • What do you think your personal image says about you?
  • What influences your own style when you’re shopping for new duds?
  • How can you update your own wardrobe on a budget?
  • Where do you go for no hassle clothing options? Stores and online?
  • What do Converse kicks pair best with for business casual?
  • What is your “go to” clothing item or accessory you often bring when you travel to a conference or academic meeting?

screen-shot-2016-10-17-at-3-18-31-pmBONUS: We will share about the recent conversations at the 28th WCET Annual Meeting in Minneapolis, specifically with regards to the great discussions we hosted at The #3Wedu Conversation: Redefining Higher Ed to Support Women session. Feel free to read the Google doc notes here: http://bit.ly/wcet163wedu Thank you for sharing and also being part of this connected community!

We’re looking forward to you joining us this week for the #3Wedu podcast for Episode no. 10: Express Yourself. Be sure to tune in LOVE to YouTube  & tweet your little hearts out with the #3Wedu hashtag THIS Wednesday (10/19) at 3 PM PT//6 pm CT // 6 PM ET:

Blogged and cross-posted at the #3Wedu Podcast site.

#phdchat, Academia, Higher Education, OLC

#AcDigID Workshop: Developing Your Social & Digital Self

Laura Pasquini

Next week I will be facilitating another edition of the @OLCToday workshop on “Developing Your Social Media and Digital Presence” or the #AcDigID workshop (for hashtag & nickname). This 7-day, asynchronous, online workshop is designed to support digital identity development for faculty and staff in higher education.worditout-word-cloud-1870260

Developing Your Social Media and Digital Presence

Workshop Description: What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives:

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits & challenges of open and digital scholarship while using social

Dates Offered: September 26-October 2, 2016; Registration Page (to sign up)

 

Here’s the outline for the #AcDigID workshop this coming week:

  • Why Does Social & Digital Identity Matter in Academia?
    • Getting started, digital identity development, and state of scholars online
  • The Tools of the Digital Academic Trade: Social Media
    • Twitter, hashtags, blogging, podcasting, LinkedIn, and more!
  • Being a Connected and Digital Scholar
    • Digital research impact and influence, ORCID iD, academic social networks designed for scholars, and measuring impact.
  • Openness in Academia: Benefits & Challenges
    • Being open in higher education, the tension between challenges and affordances of online, and experiences from networked scholars.
  • Building Your Social and Digital Presence Online
    • Creating your own space and place for scholarship (at least 3 platforms)
  • Developing Your Digital Academic Identity
    • Bonus: ways to aggregate and showcase your digital/social profiles

In the  #AcDigID workshop, we will share ideas for online identity development, discuss open and shared practices on social media, and dig into the challenges and affordance of  networked participatory scholarship (Veletsianos & Kimmons, 2012).  I learned a great deal in the last workshop held in May, and I continue to learn what it means to “be online” in higher ed. I alway welcome any and all suggestions, experiences, and stories you have for academic digital identity development. If you are or have been a higher education faculty OR staff member who is/was on social media, academic networking sites, or just online – please consider giving some advice to my #AcDigID workshop participants — here’s how YOU can contribute your #AcDigID ADVICE and KNOWLEGE for this learning experience:

  • ADD TO THE LIST: to my “Academics Who Tweet” Twitter list? I would like to get a variety of scholars from all disciplines and areas in higher education. Let me know if YOU or someone else should be added.
  • TELL YOUR #AcDigID STORY: Interested in coming to talk about your #AcDigID development? How did you become a networked scholar? Why do you participate in networked, online communities higher ed? Let me know – happy to have you join during our #AcDigID Online, Synchronous Meeting on Wednesday, September 28, 201fromrm 12-1 pm EST.
  • JOIN THE #AcDigID TWITTER CHAT: Join us for the LIVE Twitter chat on Friday, September 30 from 1-2 pm EST – We will, of course, use the #AcDigID to ask questions and discuss the issues, challenges, and affordances of being a networked scholar or higher ed professional online.
  • USE the #AcDigID HASHTAG this week to introduce yourself, say hello, share resources, or offer advice.

Reference:

Veletsianos, G. & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks. Computers & Education, 58(2), 766-774.

#3Wedu, Podcast, wine, women, WomenWhoWine.edu

The #3Wedu Podcast No. 9: Elevate and Amplify

Laura Pasquini

Do you ever think about how to best amplify one another in higher education? Jess Knott shared about this in her #3Wedu podcast blog post that included this article about amplification tactics, which left her staff thinking more critically about the voices heard around the table. Are we guilty sweeping comments from ladies aside in meetings? How do we amplify messages of our female peers in higher ed? How do you elevate other women in the field? Let’s share this message loud and proud. It’s time to turn the conversation about amplifying women in higher ed up to 11.

turnupto11

Image c/o Flickr user Kainet

Join the #3Wedu posse as we share strategies and stories for elevating our voice. Share your story and tweet with during episode no. 9.: Amplify & Elevate. Tune into YouTube LIVE  TODAY: Wednesday, September 21st  at 3 PM PT//6 pm CT // 6 PM ET

Watch the podcast here on the NEW YouTube LIVE feature (p.s. Google+ ON AIR Hangouts were killed on September 12th. R.I.P. G+ hangouts!]:

Networked Community

#NetworkedCoP: Networked Communities of Practice [RESEARCH STUDY]

Laura Pasquini

The Networked Communities of Practice (#NetworkedCoP) study is created to explore how student affairs and higher education professionals participate in online networked communities. We would like to learn HOW and WHY graduate students, professional staff, senior administrators, and scholar-practitioners in higher ed are engaged with blogging, Facebook group discussion, Twitter chats, creating podcasts, using hashtags and more.

play-stone-1237457_1920

We see higher education staff using social media to not only network, but also support one another, provide learning opportunities, share knowledge, and contribute back to the field.


 Please consider participating in our study to share with more about your digital practices:

  • What communities you participate and interact with online?
  • Why do you contribute or interact with these networked communities?
  • How does your digital practice impact your professional identity and influence?
  • What type of professional development, networking, and learning have you experienced from these communities?
  • What benefits, challenges, and affordances occur within this networked practice?

To learn more about our study and participate by telling us about your networked community involvement [SURVEY] or more share more about your networked self [INTERVIEW], please visit our research website:

https://networkedcommunityofpractice.wordpress.com/

This research project is being conducted by Dr. Paul Eaton (Sam Houston State University) and Dr. Laura Pasquini (University of North Texas) and has been approved by the SHSU Institutional Review Board (#30423) and the UNT Institutional Review Board (#16-310).

AcAdv, ACPA, ACPAdigital, Blended Learning, Higher Education, Learning, Learning Technologies, Online Learning, Professional Development

Academic Support In A Digital Age

Laura Pasquini

Although you might not advise or support students in an online degree program, there are increasing efforts for teaching and learning technology. Learning delivery and design does impact how we support our students, and we mediate much of our work in higher education using digital tools and platforms. That being said, any adoption of technology should be led with informed decisions on modifying pedagogical methods (Bates, 2015), which is directly related to our advising models and programs we offer in the post-secondary.

Our students want the same flexibility, access, and online support they often receive from instruction and other services they use. When learning with technology, our students are accustomed to having access to student support or other features alongside their online/blended coursework; however, the digital student success side is frequently an afterthought for these technology determinations. We need to have more student success and academic advising programs consider the best technology to provide advising content and service delivery (Steele, 2015) for a more learner-centered approach.

digital DNA

Digital DNA by Adriana Varella and Nilton Malz 

Whether you are leveraging technology to optimize your student support services or your campus is transitioning to either a blended or online learning model, there is both a need and desire to improve technology for academic advisors and student support practices in higher education (Pasquini & Steele, 2015). During your planning, it will be critical for your institution to ask the following questions before selecting technology-mediated environments for advising and learner support: 

  • What technologies is your institution currently utilizing for academic advising or student support?
  • How does your division or unit on campus decide on the most appropriate mode of technology delivery? [Will this be a campus-wide decision?]
  • What factors should be determined when designing technology in advising program and/or student support functional area?
  • What other strategies and structural support might benefit your campus in preparing  staff as they support learners digitally?  (e.g. training, skill development, etc.)

Join me as I discuss this further next Wednesday, September 14th from 12-1 pm EDT for the ACPA Commission for Academic Support in Higher Education (CASHE) Presents Webinar: “Selecting Technology for Advising and Supporting Your Students.” During this online event, I will be sharing a few evidence-based ideas and practical resources to help your advising team address these questions. This webinar will introduce your campus planning group to a few strategies and structures as they select technology for advising and student support. Sign up for this FREE webinar sponsored by ACPA CASHE here: http://goo.gl/tR8THa 

References

Bates, A. W., (2015). Chapter 9: Modes of delivery. In Guidelines for designing teaching and learning for a digital age. Open Text BC.

Pasquini, L. A., & Steele, G. (2016). Technology in academic advising: Perceptions and practices in higher education. figshare. Retrieved from https://dx.doi.org/10.6084/m9.figshare.3053569.v7

Steele, G. (2015). Using Technology for Intentional Student Evaluation and Program Assessment. NACADA Clearinghouse of Academic Advising Resources.