Shareology and Social Media in Academia

Shareology and

Social Media in Academia

Keynote Presentation Sue Beckingham | @suebecks | Sheffield Hallam University

Making Connections - Libraries@Cambridge 2016 ConferenceUniversity of Cambridge #cam16

Word(s) of the Year

sharing economy, nounAn economic system in which assets or

services are shared between private individuals, either for free or for a fee,

typically by means of the Internet.Word of the Year Shortlist 2015

Oxford Dictionaries

"As I pack for Lesley University's faculty-led travel course to Osaka, the 2016 Japanese word in my head is

“HAI” Not just “hai” directly translating to “yes”, but the more ambiguous “hai” meaning

“I see you and affirm that you have my attention.”

In 2016, I vow to use “HAI” (I see you) and “HAI” (yes) less interchangeably and to use both more frequently.

I also plan to pull back considerably on “hai, hai” (yes, yes, of course)!"

achieve

roar

change

let go

resilience

innovate

wonder

actualise

What's Your Word for 2016?

University of Venus @UVenus, Inside Higher Ed University of Venus is a collaborative venture bringing together the voices of GenX women in higher education from around the globe created by Mary Churchill @mary_churchill, Associate Provost for Innovation and Partnerships and Interim Dean of the School of Graduate Studies at Salem State University in Greater Boston.

Consider yourWord(s) of the Year

for 2016

My Words of the Year

sharework out loud

connectcommunicate

curatecollaborate

create

Share Work Out Loud

5Cs

Nerantzi and Beckingham 2014

The 5C Framework

SHARINGGreat things in business are never done by one person. They’re done by a team of people.

Steve Jobs

Why should it be any different for educators?

It is not simply the giving or receiving of information. We should consider: • the new co-learning opportunities we can make

(Rheingold); • the ability to develop new capacities for action and

change (Grey); • and how we create knowledge and leverage it

(Wenger).

Information Sharing

We share information we hear, see and read

Information needs

• Philosophical perspective: information in science and technology

• Political perspective: information in modern society and a global world

• Economic perspective: information as a commodity on the market

• Societal perspective: information as the glue between communities

• Psychological perspective: information as a basis for knowing and acting

• Ecological perspective: information as a prerequisite for living creatures

Philosophical

Political

Economic

Societal

Psychological

Ecological

Adapted from Vosen 2012

However through the ubiquitous adoption of the internet there has been an exponential

growth of information shared

How much of that stored information is

now obsolete?

What's changed?

We share MORE content

From MORE sources

With MORE people MORE often

MORE quickly

NYT 2015

Alvin Toffler Future Shock 1970

data smog

information surplus

infobesity infotoxication

Information overload

information glut

data deluge

Information overload occurs when the amount of input to a system exceeds its

processing capacity.

Decision makers have fairly limited cognitive processing capacity.

Consequently, when information overload occurs, it is likely that a reduction in

decision quality will occur.

Spieir et al 1999

We are expected to filter, understand and act upon an enormous mountain of data.

Strother et al (2012)

The chasm between technology and corporate culture between possibility and practice

Technology Reality (What is Possible)

• unlimited accessibility of everyone to everyone by many communication channels

• sending messages is easy to do and perceived practically free of cost (monetary or other)

• free, asynchronous access to everyone's attention queues

• queued messaging is available for most communication modes (email, voice mail)

• work from home technology is 'as good as being in the office'

• computers allow multitasking and rapid switching from task to task

Cultural Paradigm (What is Done)

• everyone is expected by managers, peers, and self to be available 24 x 7

• we sanction the unlimited sending of unsolicited messages ('freedom of speech')

• interruption-driven, unnegotiated task management replacing plan-driven methodology

• expectation that message queues be emptied (including unsolicited messages)

• no clear understanding, much less a policy, of where to place the work-life barrier

• implicit expectation that all people are good at multitasking and can switch rapidly

Have we reached a point of infotoxification?

We have been here before.....

There have been eight epochal transformations of

communication that in their way were no less profound and transformative than what we are experiencing now:

from cave drawings to oral language, the written word to the printing press, the telegraph to the radio, broadcast

television to cable, and now the Internet

Kovach and Rosensteil 2011

A multitude of books....We have reason to fear that the multitude of books which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire. Unless we try to prevent this danger by separating those books which we must throw out or leave in oblivion from those which one should save and within the latter between what is useful and what is not.

(Adrien Baillet, 1685)

OR is it 'simply' filter failure?

(Clay Shirky)

Information overload...?

The new filters of the online world remove clicks not content

Filters no longer filter out. They filter forward, bringing their results to the front. What doesn't make it through is still visible and available in the background.

Weinberger 2014:10-11

We don't have a crystal ball, however it is clear that in this Information Age we are

living in that we need to adapt and find new ways to share knowledge

As educators it is through knowledge sharing and socially mediated interactions that we can make a difference

In the traditional education system, students typically learned on their own and were judged individually. But as technology progresses and once separate economies become interdependent, working with others is becoming increasingly important.

Today, innovation rarely results from individuals working in isolation; far more often than not, it is the product of sharing and collaboration. Schools need to incorporate this new reality into their curriculums, preparing their students to work across cultures and equipping them for a world shaped by issues that transcend national boundaries.

Andreas Schleicher (World Economic Forum) 2015

"The future of education is not just about utilizing the abundance of technology that is

available. It is about how the education marketplace will adapt to the changing needs of the future knowledge worker, the future of

work, and the economy." (Citrix 2015)

"In the past, education was about imparting knowledge. Today, it is about providing students with the tools to navigate an increasingly uncertain, volatile world. Unfortunately, the skills that are easiest to teach and test are also the easiest to automate or outsource. State-of-the-art knowledge remains important.

But the global economy no longer rewards workers for what they know (Google knows everything); it rewards them for what they can do with what they know."

Andreas Schleicher 2015

"Human beings have an innate inner drive to be autonomous, self-determined, and connected to one another. And when that drive is liberated, people achieve more and richer lives."

Daniel Pink

SHARING best practices, reflections and documentation of learning is the essential fabric of education and the building block of networking, growing and moving forward.

Silvia Tolisano @langwitches 2014

Why we should share

An array of user-generated multimedia artefacts are now shared

via social media that can be discussed, debated and critiqued.

Social media is a group of internet-based applications that build on the idealogical and

technological foundations of Web 2.0 and allow the creation and exchange of user generated content

Kaplan and Haenlein 2009

SOC

IAL

MED

IAPersonal networks e.g. Facebook, Twitter and LinkedIn

Interest based networks

Niche interests and hobbies e.g. Ravelry, DeviantArt, Goodreads

Media sharing networks

Images, video and audio e.g. Flickr, YouTube and Soundcloud

Discussion forums Threaded conversations e.g. Google communities, LinkedIn groups

Bookmarking sites Curation spaces e.g. Pinterest, Diigo

Social publishing Blogs and microblogs e.g. WordPress, Blogger, Twitter, Tumblr

Online reviews Commentary on publications e.g. ResearchGate, Academia.edu, Mendeley

Social is a behaviour, not a channel

Most people visit social networking sites to connect with others: to stay in touch with friends and family; to share things with

colleagues and peers; and even to meet strangers with similar interests and needs.

There are times when technology plays an important part in facilitating these connections; the filters on Instagram, or the

sharing features common to most social networks, are important parts of the social networking experience.

However, for most people, social media are just means to an end, with that ‘end’ being social interaction.

Simon Kemp 2014:21

http://www.briansolis.com/2013/07/the-2013-social-media-landscape-infographic/Solis 2013

http://www.briansolis.com/2013/07/the-2013-social-media-landscape-infographic/

http://www.briansolis.com/2013/07/the-2013-social-media-landscape-infographic/

LinkedIn operates the world’s largest professional network on the Internet with more than 400 million members in over 200 countries and territories.

Adapted from Charles Hardy 2015

Identity who you are

Networks who you know AND who knows you

Knowledge what you know

Developing and optimising your

professional identity

"Our greatest weakness lies in giving up. The most certain way to succeed is always to try

just one more time."Thomas Edison

innovators early early late laggards adopters majority majority

Techies

Conservatives

Pragmatists

Visionaries

Skeptics

"Let's try it"

"Get ahead of the herd"

"Stick with the herd" "Hold on

there"

"Hmm... no way"

Kuhn (1962) used the duck-rabbit optical illusion to demonstrate the way in which a paradigm shift could cause one to see the same information in an entirely different way.

Paradigm Shift

"A paradigm is a set of rules and regulations ) written or unwritten)

that does two things: (1) it establishes or defines boundaries; and (2) it tells you how to behave

inside the boundaries in order to be successful."

Barker 1992:36

Paradigm paralysis

“The inability or refusal to see beyond the current

models of thinking”(Harrison 1994)

digital disconnected

digital curious

digital savvy

Not all have adapted to using social media and technology and for

many it is an ongoing learning journey

Using social media can help

you develop NEW

connections beyond your immediate networks

LeadershipProblem Solving

Digital Capabilities Communication

Emotional IntelligenceCommunication

Teamworking

Digital capabilities development is of value to all

My digital journey

Developing my first social network

https://discover.twitter.com/



I was moving out of my own comfort zone….

...and then discovered a whole new way of learning and communities to

learn with

I was taking ownership of my own development

…by taking small steps

Learning basic Microsoft Office skills

video tutorials blog tutorials

case studies and courses

http://socialmediaforlearning.com/



http://socioviz.net/

Making new connections

The beginning of the #cam16 community



https://moz.com/followerwonk

My Twitter community



The #SocMedHE15 communityNodeXL map

The importance of sharing

"We share for many reasons - some self serving and some not. Our need to share is based on the human instinct not only to survive

but to thrive."

Kramer 2015

Shareology

visibility in social spaces1

an informative profile2

social connectedness3

mutual interests4

active listening5

interactive dialogue6

dash of serendipity7

sharing is enhanced by

World of Mouth

Difference between Word of Mouth and World of Mouth (Qualman 2011:2)

Established academic 'sharing' mechanisms

LinkedIn updates

Blog comments

Blogposts

Tweets

Slideshare

YouTube& Vimeo

Complementing the traditional we are now seeing a growing

use of social channels

AND to continue this dialogue face to face

CREATORS

CURATORS

CRITICS

CONVERSATIONALISTS

COLLABORATORS

COMMUNICATORS

Social Media EMPOWERS individuals to become digitally

connected and social

Beckingham 2013

My Shareology Methodology

The 5Cs Framework

5Cs


The 5C Framework

5Cs


Making Connectionsfor example at a conference

Twitter• Check the speaker list and follow • Either add to an existing list or create a new group• Reach out and interact

1

LinkedIn• Send invite to connect with a message• Receive updates on activities• Share my activities

2

Blogs, SlideShare and other spaces• Follow and connect as appropriate 3

engage

learn

shareincreases the

opportunities for professional development

Social Connectedness

5Cs


Spoken and gestural are by their very nature ephemeral. It requires close contact for a message to be sent and received. And after the moment of transmission, it's gone forever. Graphic communication, on the other hand, decouples that relationship. And with its invention, it became possible for the first time for a message to be transmitted and preserved beyond a single moment in place and time.

Genevieve von Petzinger 2015

There are three main kinds of communication

spoken

1

• gestural

2

graphic

3

Barring a handful of outliers, there are only 32 geometric signs across a 30,000-year time span

and the entire continent of Europe. (von Petzinger 2015)

Spot the icons that are used in social media today

Adding images to tweetsEmbed video clips into blogsAdd SlideShare presentations to your LinkedIn profileCollect and share useful resources using Pinterest

Communicate what you do - the visual augments the written

13328 views

5Cs


Twitter list YouTube playlist

Pinterest board

Storify Scoop.it page Paperli

SlideShare collection

Diigo bookmark collection

http://www.scoop.it/t/taking-a-look-at-moocs

https://twitter.com/suebecks/lists/cam16/members





5Cs


Collaborativewriting

Google apps

Collaborative discussions

Skype and Google Hangouts

Collaborativediscussions

written

Twitter, Blogs, LinkedIn Groups

Collaborative spaces

"In the long history of humankind (and animal kind too) those who learned to collaborate

and improvise most effectively have prevailed".

Charles Darwin

5Cs


https://byod4learning.wordpress.com/



/

Learning and Teaching in Higher Education - weekly chat @LTHEchat #LTHEchat http://lthechat.com

http://lthechat.com/

http://lthechat.com/

Create an interconnected digital online presence

Create and grow a personal learning

network and communities

Crowd LearningInvolves harnessing the knowledge

and expertise of many people in order to answer questions or address immediate problems.

Sharples et al 2013 - Innovating Pedagogy Report

8 key steps to building a personal learning network

1. explore

2. search

3. follow

4. tune 8. respond

7. inquire

6. engage

5. feed

Rheingold 2011

Learning and Network

The connections in a network can function as learning ties providing access to information flows and exchanges. This access can be intentional or

serendipitous. It can be direct – involving a personal connection, or indirect – involving a series of

connections. Participation in a network does not require a sustained learning partnership or a commitment to a

shared domain. In this sense, learning in a network does not have to have an explicit collective dimension.

Learning and Community

The formation of a community creates a social space in which participants can discover and

further a learning partnership related to a common domain. This partnership can be formal

or informal and its intention can be explicit or tacit. The key characteristic is the blending of

individual and collective learning in the development of a shared practice.

Wen

ger e

t al 2

011

. Some are interlinked and some niche; some temporal and others interacted with regularly. All arevalued.

My PLN

,

that is

my

perso

nal le

arning

netw

ork is

mad

e

up of

man

y

perso

nal le

arning

commun

ities o

r

PLCs

@suebecks

N

D

I

PI

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S

Personal learning networks grow as you

build connections and become part of

shared personal learning communities.

These may be planned or serendipitous

COMMUNITIES

community of PURPOSE

community of CIRCUMSTANCE

community of PRACTICE

community of INTEREST

Marathe 1999

Motivations to join online communities

shared purpose

shared circumstances

shared practice

shared interest

to explore or express their passion

to contribute to getting something done

to connect with others in a similar life

condition

want to acquire or impart knowledge or

skills

Communities of purposeformed by people who are trying to

achieve a similar objective, who assist each other by sharing experiences,

information, and peer-to-peer knowledge.

Communities of practiceformed by groups of people sharing a

similar profession or vocation who seek to share experiences and facilitate

professional exchange (which may also add value to offline networks)

Communities of circumstancewhich are similar to communities of

practice but are generally more personally focussed, or related to life

experiences, and not driven by professional activities.

Communities of interestlinking people who share their ideas, passion, and knowledge in a common interest or theme, but might know very

little about each other outside this shared interest.

ONLINE COMMUNITIE

S

(Rennie and Keppell 2010)

COMMUNITIES

community of purpose

community of circumstance

community of practice

community of interest

e.g. a campaigning organisation committed to

changing public policy

e.g. an association of professionals

e.g. a community of people with a particular

medical condition

e.g. a leisure or social activity

#celcshooc conversations about end of life care

#epccmooc enhancing prostate cancer care

#XFactor@TheXFactor

#RWC2015 @rugbyworldcup

#LTHEchatlearning and teaching

in higher education chat

@LTHEchatlthechat.com

ALS Challenge

Arab Spring and the uprising in the

Middle East

Natural disaster responses

#HomeToVote and #LoveWins

@ahpshooc#celcshooc

conversations about end of life care

https://twitter.com/ahpshooc

https://twitter.com/ahpshooc

Network

The network aspect refers tothe set of relationships, personal

interactions, and connections among participants who have

personal reasons to connect. It is viewed as a set of nodes and links with affordances for learning, such

as information flows, helpful linkages, joint problem solving, and

knowledge creation.

Community

The community aspect refers to the development of a shared identity around a topic or set of

challenges. It represents a collective intention – however

tacit and distributed – to steward a domain of knowledge and to

sustain learning about it.

Wenger et al 2011

Wenger et al 2011

Open Learning and Working Out Loud

“If you ask me what I came to do in this world, I, an artist, will answer you: I am

here to live out loud.” Émile Zola

“Working Out Loud starts with making your work visible in such a way that it might help others. When you do that – when you work in a more open, connected way – you can build a purposeful network that makes you more effective and provides access to more opportunities.”

John Stepper

5 Elements of Working Out Loud

Making your work visible 1

Making work better 2

Leading with generosity3

Building a social network. 4

Making it all purposeful5

Stepper 2014

Benefits of Working Out Loud

Internal: enterprise social network

• peer-to-peer recognition• improved internal

communications• better working

relationships• humanised work• higher productivity• increased innovation and

collaboration

External: professional social networks

• build professional network

• opens virtual doors• crowd source information• breaks down

geographical barriers

Six sources of influence to inspire staff to work out loud

If people don't find the social behaviour appealing, how can the organisation get them to try it and connect it to other things they value? And, if an employee likes doing it, how can the organisation reinforce that behaviour by recognising their accomplishments and encouraging them to do more?

1) Personal motivation

How can the organisation make it simpler for colleagues to start? And, how can they provide staff with opportunities to practise the behaviour and attain achievable goals while giving them immediate feedback on ways to get even better?

2) Personal ability

Who are the influential leaders who can help model the vital behaviours? How can the organisation identify relevant peer groups who are already behaving in that desired way?

3) Social motivation

How can the company foster social ties (e.g. buddies systems, peer support groups, advocates programs) that can help an individual get better with the vital behaviours?

4) Social ability

After the intrinsic motivators and social support are in place, what other extrinsic rewards - which have to be gratifying and in line with the encouraged behaviours - can also be used?

5) Structural motivation

How can the organisation change the environment to make those relevant behaviours easier to implement?6) Structural ability

Ada

pted

from

Joh

n S

tepp

er -

Deu

tsch

e B

ank

Cumulative evidence

Immediate value

productive activities

Potential value

robust resources

Applied value

promising practices

Realised value

return on investment

Wenger et al (2011:37-38)

To benefit from working out loud we also need to progress from selective

hearing

to active listening

The Lurkerto be in a hidden place : to wait in a secret or hidden place especially in order to do something wrong or harmfulcomputers : to read messages written by other people on the Internet in a newsgroup, chat room, etc., without writing any messages yourself

Vicariousnessexperiences or felt by watching, hearing about, or reading about someone else rather than by doing something yourself

Is 'listening in' vicarious lurking???

Lurking XStalking X

> Positive silent engagement> Participant observation> Active listening> Observing without active participation

Positive Silent Engagement (PSE)

I would argue that positive silent engagement (PSE) is not only valuable,

but an essential component of digital connectedness.

We learn by listening. It is no different online

KNOWLEDGE

Knowledge is embodied in people gathered in communities and networks.

The road to knowledge is via people, conversations, connections and relationships.

Knowledge surfaces through dialog, all knowledge is socially mediated and access to knowledge is by connecting to people that know or know who to contact.

In the knowledge economy, connections and relationships count more than personal knowhow and access to content.

The environment changes so fast, the optimum knowledge strategy is instant access to people & their ideas and continuous awareness & learning in a supportive community.

People and discourse communities provide the 'filter' mechanism for alerting and awareness.

This helps to keep your focus, provides market intelligence and affords a platformfor negotiating meaning and value.

Denham Grey 2002

Sue Beckingham | @suebecksEducational Developer and Senior Lecturer at Sheffield Hallam University with a research interest in the use of social media in education.

Blog: http://socialmediaforlearning.com/ LinkedIn: linkedin.com/in/suebeckingham

http://socialmedia4us.wordpress.com/%C2%A0

http://t.co/dmk3AfYiMV

http://t.co/dmk3AfYiMV

Shareology and Social Media in Academia

Shareology and Social Media in Academia

As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.

Shareology and Social Media in Academia

Education

Transcript of Shareology and Social Media in Academia