Networked Community, Networked Practice

What Does the #SApro Facebook Group Actually Talk About?

Wow. It’s the end of June. It’s been pretty quiet on this blog, and really on most of my social streams. I have intentionally turn off, deactivated, and ignored my social media channels to really dig into understanding more about networked practices in higher education. June has been filled with a many research and writing tasks: reviewing up interview transcripts, editing a couple of manuscripts for journals, reading even MORE literature, and cleaning/organizing extant data (e.g. digital archives, online community spaces, etc.). Sounds like fun, right?

To take a break, I’m emerging from my #ShutUpAndWrite hiding location to give an update on one community we examined. At the end of May, a few of us (Paul, Adam, Josie, & I) discussed how and why we researched the Student Affairs Professional Facebook Group on the Higher Ed Live episode: “Researching Student Affairs Professional’s Digital Communities.” In listening to this broadcast, I thought this conversation with Tony was helpful to open up about our process and explain more about this type of research. Although we presented this study during #ACPA18 and we currently have an article “under review,” I thought I’d offer some highlights from our conversation for graduate students and professionals in Student Affairs.

In combing through the empirical literature on Facebook groups, there are a number of industries and a variety of professionals who utilize this platform for their occupation. What is unique about the Facebook groups we looked at, in comparison, it was rare to have a community be actively sustained for such a long length of time (since 2009) and to find one as as scaled in membership (30, 866 members as of today).

The community members of the Student Affairs Professionals Facebook group share a significant amount of data (information that something happened) and knowledge (information about why something happened) via this social media platform (a digital infrastructure that enables two or more groups to interact (Srnicek, 2017). There are so many assumptions, observations, and anecdotes for this group; however very little evidence has been gathered using data to inform what is being shared within the conversations of this digital space — so we guided our study with these research questions:

RQ1. What topics and issues do member of the Student Affairs Professional Facebook group discuss over 14-month period of time?

RQ2. What topics and issues gain the most shares, comments, reactions, and interactions?

To learn more about the process for data collection, analysis, and our preliminary findings, watch the archived @HigherEdLive episode here:

Here are just a few of the questions Tony asked with the relevant response after this time stamp:

  1. Introductions and about the topic [Start]
  2. [6:42] You decided to study the Student Affairs Professionals  Facebook Group. Why did you think this group in particular was important to study?
  3. [9:05] How did you collect the data you analyzed?
  4. [15:23] There has been a lot of talk about privacy issues related to Facebook and other social media lately. How did you protect people’s privacy and why is this important for researchers doing social media research?
  5. [17:25] What types of analyses did you conduct and why were these the analytical approaches you decided to employ?
  6. [20:10] What are some of the ways professionals are using this space, based on your analyses?
  7. [27:42] Which posts garnered the most engagement? What might this say about our profession and the ways that professionals are using groups such as the Student Affairs Professionals Facebook group?

When solicited for advice or resources for digital communities our panel offered a few helpful suggestions. Thanks for asking the questions and having us talk about our research process out loud, Tony. Here are our parting thoughts that closed the conversation [57:12]:

  • Josie: Instead of a resource, find people to look to “lurking and learning” and watch how they use these social and digital platforms. Pay attention to behaviors, reach out to chat with them, and ask questions – find a mentor to discussion your professional digital self with. Seek out people, and not just paper. Find others to learn and grow from within your network.
  • Adam: Look beyond the field and engage with communities beyond the field of Student Affairs and outside higher education; think with an interdisciplinary spirit about your own practice to encourage a diversity of thought to your own campus.
  • Paul: We need more experience and exposure to learn how to research in the field about the field in these digital spaces. A few suggested books: Methods – Sage Handbook of Social Media Methods; Conducting Qualitative Inquiry of Learning in Online Spaces; Digital Tools for Qualitative Research and Journals: Social Media & Society; Computers in Human Behavior; Internet and Higher Education
  • Laura: “Study problems, not things.” by @veletsianos Forget the technology or the tools. What is the question or issue you want to explore? We need more practitioners to be part of this research and be part of this process in understanding how and why we engage in digital communities and spaces. We need more people to find evidence and share the work we do.

Suggested Reads:

Helpful Resources for Community Moderators:

  • Are you a moderator or admin of a Facebook group? You might want to use https://sociograph.io/ This can help you understand more about your community and group as the Administrator; this needs to be an open group to use the tool. This can be a good starting point to learn about your community.
  • Need to gather a hashtag to archive your Twitter community conversation and interactions? TAGS is a free Google Sheet template which lets you setup and run automated collection of search results from Twitter: https://tags.hawksey.info/ [Thanks, Martin Hawksey!]

If you’re interested and want to learn more about the larger research project OR perhaps even get involved with research in this area — please reach out! To learn more the about networked practices in higher education and student affairs study, that is, general updates, publications, and presentations can be found here:  https://networkedcommunityofpractice.wordpress.com/

Reference:

Srnicek, N. (2017). Platform capitalism. Cambridge, UK: Polity Press.
Collaboration, Higher Education, Horizon Report, K-12, Learning, report, Research

#FOECast: Ideation Week for the Future of Education

What project should we create to grasp the future of education and technology?

This is a big, bold question that is being explored and discussed in facilitated conversations via Bryan Alexander this week for:

Future of Education & Everything Community (#FOECast) IDEATION WEEK: February 26-March 2, 2018 

For those of you who know me (or are just getting to be acquainted), I am all for a grassroots initiative to discuss and dig into problems by and for a community. The idea of this week is to encourage “ideation” in an open, accessible way to explore how we’ll investigate/understand the future of learning, education, technology, and probably more. This is an exciting endeavor instigated by Bryan (and more!) to crowdsource where the Horizon report might go — or even expand into areas it did not reach. The goal (or dream) is: “to create something bold and new, a project drawing on the middle of the 21st century. This is a public and open process, through which we hope to get as broad and diverse a set of perspectives as possible.”

 

JOIN the LIVE Online Sessions to CONTRIBUTE!

During the online, synchronous meetings, these will be the four questions/prompts to guide the conversation:

  1. What needs did the Horizon report meet?

  2. What forecasting methods should we consider?

  3. What shape should a new effort take?

  4. What scope should this cover?

If you are not able to make a time/meeting, please feel free to participate in this organic and growing discussion. You can comment by tweeting and follow the #FOECast hashtag. Add your comments and responses to this open Google doc that continues to grow and be annotated (love it?).  Join and contribute to the ongoing Slack channel (find the direct URL here: https://beyondthehorizongroup.slack.com/). Additionally, you can post your own thoughts/ideas to the four questions (above) on your own blog, video, or other digital media of your choice. I have no doubt the community of futurists, instigators, designers, and then some would welcome all contributions … well, maybe not smoke signals (yet).

I expressed my sentiments about the NMC Horizon Report and the value it offered in the doc:

1) What needs did the Horizon Report meet?

I think the horizon report helps to bring together multiple stakeholders have contributed to the different entities in education come together (K-12, higher ed, and libraries) and the professional organizations/affiliations of practitioners and researchers. The horizon reports offered information, knowledge sharing, exemplars/examples, and practical experiences collected in one hub. Related to that, we started to bridge into other geographic areas and branch into the needs of industry. This cross-section of representation started to pollinate ideas and encourage people to move beyond a role or institutional focus into what is possible for the future of education. Does the horizon report need to be exclusive to technology? Should we be focused on the education landscape as a whole? This could be the changes in demographics for learners, educators, practitioners, and organizational trends/needs.

I’m stilling chewing on these questions… and thinking out loud (out blog?). I hope to join the conversations and be part of this collaborative discussion and threads on the interwebs. If you too care about the future of learning and have a thought of two — do join in. This is important and we need ideas from all around the education/learning table. What do you think about the future of learning, education, and technology?

 

An UPDATE on March 4, 2018:

After participating in a couple of conversations, watching the online discourse, and critical contributions in the shared doc/slack spaces, I thought I should finish up my own contributions to all that is shared and where this #FOEcast conversation might go. Here are my responses to the last 3 questions posed for the week:

2) What forecasting methods should we consider?

I am not sure about forecasting methods; however, I am not sure we do a decent job actually aggregating the data, research, and current practices in a comprehensive manner. There are a number interesting and creative pedagogical practices that rarely get reviewed or researched. Additionally, there is rarely many findings or research implications that are shared well with practitioners for teaching/learning/training. I would be more interesting in considering how we bring these information sources we currently have to understand the broader landscape. Perhaps this involves bringing different entities, stakeholders, organizations, etc. together to process and review learning practices in a few different pockets and industries. With criticisms of integrity withing the educational technology research and critiques of past NMC briefs, I am not sure how the past reports were developed always expressed the trends of teaching/learning/training around the globe. Who gets included or excluded with a Delphi panel? Why is there a focus on technologies and tools, rather than solving problems? How can future trend reporting truly reach and cover a broad spectrum of how learning and development is evolving with “innovative” or forward thinking pedagogical practice? Those would be the questions I would want answered for predictions and pathways forward for research methods to develop a new report.

3) What shape should a new effort take?

Perhaps going from the original Delphi model of “ask the expert” + community to curate a report of the “state of learning” (or training or development — per Stephen Downes above) to tease out the original PDF report and present it in multiple ways that interests and engages multiple audiences (e.g. educators, researchers, designers, admin, training, L&D, etc.). A digital showcase of applications beyond a webinar or webcast could include bit-sized examples of testing and experimenting with learning design, a technology in application for learning, or other via a podcast+show notes, video demonstration, testing exemplar of a concept, team blog of experimentation in progress, or a “behind the curtains” look for how to apply pedagogical practices. There is no shortage of how to share knowledge that allows it to cross into different industries, learning/educational areas, and could engage multiple professionals (not just K-12, higher ed, workplace learning, library, etc.) — this could be shared with those who are willing to test/try/experiment in learning. Perhaps focusing on the issues, concepts, and problems will help bring a broader audience and interest to the findings in these future of learning reports AND help us to connect the nodes between professions, practitioners, and a variety of industries. Let’s start encouraging play in other professional sandboxes!

4) What scope should this cover?

I think FOECast has the potential to go beyond the original Horizon Report. It could be more than a function of educational sectors or even geographic locations discussing the trends for technology + {Library, K-12 education, Higher Ed, etc.}. The new version looking at the future of education (or learning/development/training), could provide a pathway to discuss critical issues, contemplative ideas, and thoughtful pedagogical practices. Some of these trends may include technology; however, the focus could be on the issues or problems the collective wants to solve in teaching/learning/development. I would hope these reports (or open ideation events or whatever shape this takes) continues to involve an integrated community of practice to engage, question, think critically, contribute, and challenge one another to do better work (teaching, researching, designing, etc.). What are the questions we should be asking? What are the practices we could be testing or piloting? What are the nuances for teaching/learning?

I am a big fan of how Kay Oddone shared this diagram below and reflected how connected learning principles emerged out of the FOEcast week of brainstorming/ideation:

Project_FOECast_through_the_lens_of_Connected_Learning

I agree with this, and further push this idea to embrace how connected learning often drives professionals to contribute to a networked community of practice. The FOEcast week reminded me how an organic group of people can support and contribute to moving an idea forward. The community is vested in a common purpose and many want to not just talk, but also contribute to how we can shape our future practices, with regards to formal and informal learning. With formal education institutions (K-12, higher education, etc.) and professional associations/organizations there seems to be a tension of how to balance innovative ideas and approach future-oriented projects due to structural barriers or workforce constraints. This process allows for more freedom and willingness to connect the nodes to share knowledge and involve those who might be interested in a problem/issue or topic. What is great about this designed experience is the potential to move this conversation (and future actions) beyond a particular professional role/title/function, across institutional/organizational boundaries, and involve others who have not contributed their voice yet. This is critical, as sharing at the intersections of what we do in learning/training/development will help to truly advance our pedagogical practices.

There was so much thoughtful discussion and critical thinking shared on the live chats, hashtag and open Google doc (go see for yourself). Thanks for instigating this needed conversation, Bryan, and to all the contributors — it has been a real delight to read your ideas and hear your thoughts in this open dialogue.  I hope this process of thinking, talking, and doing something for the future of everything continues. I’m interested… count me in! This might be the wrap up blog post for the #FOEcast week, Final push: Create!, however; this conversation and community contribution seems to be just the beginning: https://www.foecast.net/

#AcDigID, #EdDigID, networkedscholar, Training & Development

Being “Professional” Online… Whatever That Means. #EdDigID #AcDigID

I just started reading the new book, The Digital Academic (Lupton, Mewburn, & Thomson, 2018), and I was reminded of the debate in The Guardian on being or not being a “serious academic.”  These two articles argue the merit of how scholars participate (or should not) on social media and digital networks. The two sides see involvement on social networks as either public discourse and knowledge sharing or as a complete waste of time only used for personal reputation management. Not surprising, this how networked practice is mirrored among the administrative staff I have been interviewing. Often postsecondary educators express the need to “be professional online.” Depending on the campus culture, professionals are either encouraged or discouraged from actively engaging online on social media. Most staff expressed uncertainty of any policies, expectations, politics, and implications of their own social media use. And commonly, social media and digital technologies are not often guided by academic institutions or via the professional organizations/associations. What is exciting about this edited collection (that I’ve read so far), is it unpacks these binary perceptions and dichotomous narratives. There is so much more to discuss than just good vs. bad for these social, online contexts. Just like our social identities, our online selves are so much more complex and things get complicated when we interact on certain platforms, connect with particular communities, and experience “being” within social networks. Just like our social identities, our online selves are so much more complex and vary in certain contexts. Things tend to get complicated when we interact on certain platforms, connect with specific communities, and experience “being” within particular professional online networks. Online identity is more fluid and less compartmentalized than ever before. Sure we share our practices and offer praise; however, there seem to be escalating issues and challenges we need to talk about in these online environments.

Sure, I can reflect back to the early days of participating in open, digital channels to ask for advice, share resources, support one another, and really have a bit of a chat (and banter) with loads of colleagues in #highered. I have definitely benefited from the offering of professional development via Twitter, open sharing of learning on blogs, and wealth of knowledge being shared by videos, open documents, and curated resources via my personal learning network. Although I still experience benefits to “working out loud” and participating in these online social networks, I believe “being online” in higher ed looks today looks different from when I first started, plus I recognize my own points of social privilege I have in these spaces. Our networks have grown up and with this scaled new look comes concerns about privacy, data collection, and reputation management. Additionally, there are a number of unwritten rules and informal sanctions facing higher ed faculty and staff in these social, digital places. “Academic work and academic selfhood in the increasingly digitised realm of higher education are fraught with complexities and ambivalences” (Lupton et al., 2018, pp. 15-16). So much is left unanswered:

  • What happens when our personal and professional online networks intersect and come to campus?
  • What behaviours and use of social media are acceptable for your role, discipline, and institution?
  • How do we work online and offline, when the boundaries are poorly defined and perhaps even seamless?
  • What implications are there for being online and connected in 2017?
  • How does being active on social media or in networked spaces impact career development and advancement?
  • What are we not learning about networked practice in higher ed we should know more about?

These are the questions I am asking (in my research and for my practice), and they are why I developed an OLC online workshop:#EdDigID: Developing Your Social & Digital Presence in Higher Ed (#AcDigID)

Next week (September 25-October 1, 2017) is the last offering of this workshop for 2017. [Update: I’m teaching the #AcDigID version January 8-14, 2018 for academic faculty and researchers.] This 7-day short course is like an expanded, self-pace webinar to understand and identify what it means to be networked as a higher education professional. This course was created 1st targeted only at networked scholars (#AcDigID), and it has evolved to discuss the affordances and challenges faced by both academic and administrative staff in higher ed who are digitally engaged. Although this workshop was pitched to me as a “how to” develop your online presence on social media, I think it would be a disservice to postsecondary practitioners if we did not discuss the blurred lines of our occupational selves, including private vs. public, online vs. offline, and context collapse between our personal and professional networks.

Here are the learning goals for the workshop:

  1. Evaluate social media and digital platforms for professional development and connected learning in the field;
  2. Establish effective strategies for developing/creating/improving your  digital identity for open, networked practice; and
  3. Outline the benefits and challenges of open and digital practice, especially when considering what it means for higher education staff and faculty are active on social media and in networked spaces.

For those who join this course, we will dig deeper into to help YOU consider HOW and WHERE you want to present (or not present) online.  SIGN UP HERE! If you are not able to formally join the #EdDigID workshop next week, no need to fear! I have created a few ways YOU can get involved, perhaps contribute, and potentially drop into this learning party/conversation:

  • TWITTER:
    • TWEET: Share resources around digital identity, networked experiences, and how you learn online and on social media using the workshop hashtag: #EdDigID
    • SHARE HASHTAGS: What hashtags do you track on or who do you follow on Twitter? What hashtags are YOU interested for colleagues in higher ed? #EdDigID
    • TW-LISTED: I have been curating Twitter lists for quite some time that includes peers in higher ed, academia, academic advising, librarians, and MORE! Do I need to add you to one of my Twitter lists? Please advise (on Twitter or in the comments below).
    • JOIN the#EdDigID TWITTER CHAT: Join us for the live, synchronous Twitter chat on Friday, September 29th from 2-3 pm CDT on the Twitters. We’ll be hanging out in this TweetChat Room and I will moderate this chat here: http://tweetchat.com/room/EdDigID
  • LINKEDIN: 
    • CALL FOR CONTRIBUTION: Are you using closed/private groups and networks on social media platforms? Are you forming communities to share in digitally closed spaces, e.g. Private/Secret Facebook Groups, Slack, Mastodon, etc.? Let me know! I will be hosting a synchronous meeting online next Wednesday (9/27) from 1-2 pm CST and I would LOVE if you could JOIN THE CONVERSATION if you’re interested/available.

Reference:

Lupton, D., Mewburn, I., & Thomson, P. (2018). The digital academic: Critical perspectives on digital technology in higher education. New York, NY: Routledge

 

Learning and Performance, Networked Community, Professional Development, Virtual Communities, Workplace

VOTE for our PanelPicker: #NSFWatSXSW

Employees in today’s workforce have either grown-up balancing their “screen time” or have embraced the power of digital tools to enhance communication, collaboration, and workflow. Social and digital technologies have been at our fingertips for just over a decade in our occupational lives. Exposure to social media or mobile applications does not mean new professionals or veteran employees are digitally savvy at simultaneously negotiating their online and offline self. Our social networks have expanded beyond a collection of family/friends and now branch into industry groups, professional networks, and online communities connected to our career.  The expression “in real life” or “IRL” no longer applies, and what we do inside the screen does impact our working lives. What happens when these digital networks witness behaviors or interactions that are unwanted, inappropriate, hateful, and not suitable for work (NSFW)?

#NSFWatSXSW: Your “Professional” netWORKed Community:

http://panelpicker.sxsw.com/vote/77084 

Our digital communities and online networks are witnessing unwanted behaviors and reactions.

“Online communities form for personal enrichment, professional networking, and social learning. How do they help or hurt individuals, organizations, and industry? What challenges and barriers arise for community organizers? When it comes to the workplace, what happens when our online and offline life converge? Implications for both individuals and employers will be discussed.”

Being exposed to these virtual spaces and places does not mean employees or employers know how to simultaneously negotiate what happens when these online interactions impact the offline work environment and potentially impact their career advancement. The WEF Future of Jobs report (Leopold, Ratcheva, & Zahidi, 2016) listed complex problem-solving, critical thinking, and creativity at the top of the essential skills list for work in 2020; however, digital literacy training and preparation in post-secondary has not fully prepared learners to contribute (Alexander et al., 2017) and meet the technology needs of industry.  As we think about the future of jobs and job training needs (Rainie & Anderson, 2017), it is critical we address these networked behaviors and consider the skills required to cultivate a productive digital ecosystem that is able to go to work with our employees.

In our PanelPicker session, we want to share implications and strategies for supporting professionals in a networked space for the INTERACTIVE: Workplace track. We want to discuss how these networked spaces and, perhaps not NSFW online interactions, impact the future of work, by discussing:

  1. Why do networked communities matter for professional practice and industry?
  2. What are the benefits and challenges in these professional networked communities?
  3. How do we (employer’s, employees, or industry) deal with these digital communities or networked professionals in the workplace?

Please join the online community opportunity to VOTE and COMMENT on our idea, and others! The opportunity to source the most creative, innovative and appropriate for the South by Southwest (SXSW) 2018 event is yours for deciding. The community voting will close on Friday, August 25 (11:59 PM CT). Please take a minute to VOTE for OUR PanelPicker!!

#NSFWatSXSW

Your “Professional” netWORKed Community

 http://panelpicker.sxsw.com/vote/77084 

References:

Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017). Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief. Volume 3.4, August 2017. Austin, Texas: The New Media Consortium.

Leopold, T. A., Ratcheva, V., & Zahidi, S. (2016, January). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. World Economic Forum.

Rainie, L., & Anderson, J. (2017, May 3). The future of jobs and jobs training. Pew Research Center.

Learning and Performance, PLN, Professional Development

Q: What is #SAcdn Chat? A: A conversation across Canada with #HigherEd colleagues.

The #SAcdn hashtag has been embraced by student affairs (SA), student services, and professionals who support students in Canadian higher education. The goal (and tagline) for the #SAcdn community is “connecting our country,” specifically to share what the world of SA and higher ed is like in my home and native land.

The#SAcdn Chat is a type of “digital water cooler” conversation that I am personally a fan of for my own personal and professional learning network on Twitter. As an ex-pat Canadian working in US higher ed, the #SAcdn hashtag helps keep me in the loop and I have enjoyed listening/learning from the #SAcdn twitter chat archives as the conversation offers insights into issues into Canadian post-secondary education, offers support for staff/professionals, and expands my point of view to how I’m thinking about learning and campus life.  As of August 2016, the #SAcdn community began hosting a monthly 60-minute chat (now the 2nd Tuesday of each month from 12-1 pm CT) on Twitter with higher ed professionals to gather to discuss Canadian issues, ideas, and experiences in context to the Canadian higher ed.  Are you a professional, practitioner, and/or academic in Canada higher education who wants to engage with peers and the conversation on Twitter? Join in! p.s. Friends & colleagues outside Canada are also welcome to join in as well!

HOW TO: Participate in the #SAcdn Chat

Here’s a quick overview of how to participate in #SAcdn Twitter Chat:

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the in #SAcdn hashtag on Twitter for the latest tweets.
  3. Follow @LauraPasquini who will moderate the Q & A for the Twitter Chat THIS MONTH ONLY. You should also follow @CACUSStweets, who will typically host the#SAcdn. chat each month.
  4. Get ready and excited for Tuesday’s (6/13) chat by checking out what’s being shared and discussed on the #SAcdn hashtag NOW! BONUS: You might learn what’s happening & being shared on the backchannel at the #CACUSS17 conference. 🙂
  5. JOIN US Tuesday, June 13th from 10-11 am PT/12-1 pm CT/2 pm AT as I am fortunate enough to be hosting the LIVE, synchronous #SAcdn  Twitter conversation on Twitter during the CACUSS 2017 Conference (Learn more about the professional association, here: About CACUSS). We will “talk” about TOPIC: Show & Tell: What Does #SAcdn Mean to You? [Meta chat: Talking about this Twitter Chat & being part of the #SAcdn Community]

Be sure to contribute to the LIVE #SAcdn Twitter Chat by:

  • Logging into your Twitter account as the#SAcdn  chat will happen ON THE TWITTER platform.
  • Follow along in real time during the #SAcdn Twitter chat by following along on the  Twitter hashtag: #SAcdn or this Tweet Chat Room: http://tweetchat.com/room/SAcdn
  • The MOD (moderator) @LauraPasquini will ask 4-6 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer”
  • Invite your higher education faculty/staff peers to join the conversation – all our welcome to join!
  • Include the#SAcdn hashtag in your tweets and responses (“@”) to others.

To help you prepare, here are a few of the #SAcdn chat questions to ponder IN ADVANCE of our conversation:

  1. What brought you to Twitter and/or to the #SAcdn Twitter chat? Why do you TWEET?
  2. MOD: Q2: What tips or suggestions do you have for newbies to Twitter or a Twitter Chat to help them follow/contribute to the convo?
  3. What have you learned from either participating in a #SAcdn Chat, reading the #SAcdn hashtag, or following #highered folks on Twitter?
  4. What TOPICS would YOU like to see added to the #SAcdn conversations? What is relevant for your work in Canadian #highered? #cdnpse
  5. What barriers or challenges might there be for you or others to participate in the monthly #SAcdn chat?
  6. What impact has the #SAcdn Chat community had on your professional development and practice in higher ed?

UPDATE June 13, 2017: Tweets archived from the Twitter Chat via Storify

Higher Education, Networked Community, Podcast, Professional Development, Research, StudentAffairs, Training & Development

Where’s Your Digital “Water Cooler” for Professional Development?

Social media has afforded a number of educators (both in higher ed and K-12) a space and place to share, learn, curate, and connect.  If you look online, you will find no shortage of educational hashtags, podcasts, blogs, Twitter chats, online groups, and more. These user-driven, digital communities are thriving as teachers, faculty, staff, and students seek out professional development virtually. It makes sense as social media PD is on-demand, socially integrated, accessible from a variety of devices, portable, and FREE!

Image c/o Killer Infographics (https://vimeo.com/89969554)
Image c/o Killer Infographics https://vimeo.com/89969554

Last week, I shared how our networked communities are a bit like a digital water cool for PD on Vicki Davis’ (@coolcatteacher) 10-Minute Teacher Podcast, episode no. 19: Social Media PD Best Practices #DLDay (or Listen on iTunes). Check out the wealth of resources from Vicki, that definitely spills past K-12 education sphere:

cropped-the-cool-cat-teacher-blog

In looking at these social media spaces, both for research and practice, I am grateful for the learning, support, and care I have received from my peers. I share about the #AcAdv Chat community on this podcast and how it has impacted my practices, with regards to how I support learners in academic advising and instruction. Not only has it been a form of PD, but I am thankful for the connections I have made on a personal level.  I have a number of #AcAdv colleagues have become close friends, and I value them well beyond being a Twitter follower or Facebook reaction in my feed.

These social technologies are connecting professional to help us in the workplace. They allow us to be more fluid to allow for us to search for ideas, share effective practices, offer just-in-time training, and broadcast our daily work experiences online.

to-be-in-a-profession-being-social-is-really-important-and-vital-for-our-practices-to-advance-and-you-dont-do-that-without-learning-from-one-another

These social media “water coolers” are having an impact on how we work in higher ed. It’s not the medium, per se, but we should examine how these platforms impact our social interactions and community development in the field. I believe social media affords us great opportunities for how we share information, curate knowledge, support professional learning, and apply ideas into our practice. That being said, there are challenges and issues we must also consider with regards to professional identity development, being in a networked space to learn, and how these mediums might influence our practice. As we talk with higher ed administrators and staff for our research study, we are beginning to chip away at the motivations for being part of a digital community, how practitioners value online spaces to support the work in highered, what does it mean to be a “public” professional online, and how personal/professional identity is complicated, evolving, and varies based on social media platform or how a community is support.  This research is SO fascinating…

We will share more about our findings soon. That being said, we are still collecting data AND interested in hearing about YOUR networked experience. Where is your digital water cooler on social media? Where do you go online to learn, share, and curate knowledge? How does being online and in these virtual spaces impact your professional (and personal) identity, growth, and career?

SURVEY: http://bit.ly/networkedcommunity

Here s a short, web-based survey that will take 15-20 minutes to complete. You will be asked questions about your online/digital communities of practice, and you will be given the option to share about your digital, online engagement.

INTERVIEW: http://bit.ly/networkedcommunityshare

We are interested in understanding more of your digital, networked self, which might include reviewing your digital presence on social media and other online platforms, and you may potentially be invited for one (1) interview lasting approximately 45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.

Networked Community, Professional Development, Research, video, Virtual Communities

What Communities and Hashtags Connect You On Twitter?

Twitter is commonly used for learning & development. We know that hashtags are great ways to link conversations, trends, news, and happenings on this social network. In real time, you can follow a story, participate in a conversation, and contribute to a community by including a hashtag in your tweet. A hashtag community might be formed by an instructor for a specific educational course or program. Or maybe there is a hashtag you are following for a professional learning event or for a specific conference backchannel (I’ve been known to inquire about these before). Hashtags have the power to share learning/knowledge from a conference for participants who are on-site or at a distance.

GotHashtagFor example, Kimmons and Veletsianos (2016) examined the tweets shared during the 2014 and 2015 American Educational Research Associations (AERA) annual conferences by reviewing the #aera14 and #aera15 hashtag. They found that backchannels are a venue for both scholarly and non-scholarly communications. It’s used for more than just promotion — the conference backchannel offers a way to share work, engage in scholarly conversations, and discussion current events or issues relevant to education.  Want to learn more? Watch the Research Shorts video below:


Conference participants gave a nod to other educational communities online, such as #edchat or #edreform, who regularly dialog, share, and interact with one another on Twitter using their group hashtag.

Like a number of educators, I have an affinity to a few Twitter communities online based on the hashtags they share and use. Some of these groups have regular  Twitter chats, and a number of Twitter communities offer support, advice, and guidance within a field or discipline. I’ll give a hat-tip to (one of many) a hashtag that supported my own work as a doctoral researcher active on Twitter => #PhDchat. This informal, online network has been known to support many graduate students work through dissertation/thesis development, swap research methods, and learn about effective academic writing practices (to name a few). emergent, online community is an informal network. Learn more about the #phdchat community from Ford,  Veletsianos, and Resta’s (2014) as they share their examination of this emerging, online network:

As some of you might know, I am working with some stellar researchers to learn more about how these online, informal Twitter communities/hashtags impact professional development.  We are currently gathering hashtags that you connect to for conversation and community on Twitter. If you participate in a regular/semi-regular Twitter chat with other educations — tell us about it! Or is there just a hashtag you follow and use frequently in your tweets? Let us know! Share your hashtags & Twitter chats you have in your discipline, field, or occupation by ADDING  to this OPEN Google doc — SHARE your Twitter Community and/or Hashtag here: http://bit.ly/hashtagcommunity Thank you!

References:

Ford, K., Veletsianos, G., & Resta, P. (2014). The structure and characteristics of #phdchat, an emergent online social network. Journal of Interactive Media in Education, 18(1).

Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Want to see more visual research? I suggest you go take a look at Research Shorts on YouTube => Subscribe & Watch NOW: http://bit.ly/researchshorts