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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
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
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
Shareology
visibility in social spaces1
an informative profile2
social connectedness3
mutual interests4
active listening5
interactive dialogue6
dash of serendipity7
sharing is enhanced by
Shareology
visibility in social spaces1
an informative profile2
social connectedness3
mutual interests4
active listening5
interactive dialogue6
dash of serendipity7
sharing is enhanced by
Shareology
visibility in social spaces1
an informative profile2
social connectedness3
mutual interests4
active listening5
interactive dialogue6
dash of serendipity7
sharing is enhanced by
Shareology
visibility in social spaces1
an informative profile2
social connectedness3
mutual interests4
active listening5
interactive dialogue6
dash of serendipity7
sharing is enhanced by
Shareology
visibility in social spaces1
an informative profile2
social connectedness3
mutual interests4
active listening5
interactive dialogue6
dash of serendipity7
sharing is enhanced by
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
Nerantzi and Beckingham 2014
The 5C Framework
5Cs
Nerantzi and Beckingham 2014
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
Nerantzi and Beckingham 2014
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
Nerantzi and Beckingham 2014
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
Nerantzi and Beckingham 2014
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
Nerantzi and Beckingham 2014
https://byod4learning.wordpress.com/
/
Learning and Teaching in Higher Education - weekly chat @LTHEchat #LTHEchat 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
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arning
netw
ork is
mad
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up of
man
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perso
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commun
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PLCs
@suebecks
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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
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
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.