building the social campus
DESCRIPTION
Melissa LoTRANSCRIPT
Key Challenges
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! Connect & engage with students through outlets they prefer
! Foster models of informal learning & collaboration that build 21st century
skills
! Enhance faculty collaboration & curriculum sharing
! Simplify access to information & resources across the “virtual campus”
! Enhance brand awareness & exemplify innovation
! Create stronger lifelong relationships with students, faculty & the broader set of constituents
Introduction
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Moving Beyond “The Course”….
Exploring the Impact of the Social Web on the Broader Aspects of
Academic Life.
New Models of Academic Life
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New Models of Academic Life
Guest Lecture | Psychology Department…
Connection Request | Can you help?
New Event | Meeting of the…
Department News | New grant offered…
Announcement | Final grade…
Role of the LMS
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STRENGTHS:
Faculty Ef!ciency
Structured Courses
Faculty-to-student
Course Resources
In Class
LIMITATIONS:
Student Engagement
Informal Learning
Peer Learning
Campus Resources
At School
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My Study
Groups
Of!ce Hours
Of!ce Hours
Study Groups
Courses
Courses
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! Privacy
! Content Ownership
! Academic Identity
! Knowledge Networking
Don’t Friend me!
Yet, social networking sites don’t seem to be the answer.
What does engagement look like…
In the age of the social web?
Case Study: The Penn LPS Commons
The University of Pennsylvania College of Liberal & Professional Studies
engages students through virtual commons focused on social learning.
! Three key principles of the commons:
• Connect
• Communicate
• Collaborate
! First Courses launched in Summer 2009
Foundations in Positive Psychology
• 600 students, 96 countries
• 3,000 user posts, 45 forums, 11,000 hours of video across one semester
• Led to ancillary communities, fostered a community broader than the course
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Case Study: The Penn LPS Commons
Success multiplied for the Penn LPS Commons, delivering similar results to
courses across disciplines, countries & diverse student populations.
Success was driven by:
! Commitment to fostering (not forcing) collaboration by faculty & staff
! Use of social learning constructs when developing the curriculum
! Opportunities for students to build pro!les & network
! Ease of accessing streams of content & updates
! Ease of contributing content
! Community-oriented (vs. course) nature of the entire experience
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Informal Learning Spaces
Online Community
Message Streams
Academic Identity
Academic Network
Academic Engagement Network
What can we do?
Institutions are trying to support the Academic Lives of their constituents
through various tools, technologies & projects.
Examples include:
! Virtual student “commons” with centralized resources & collaboration
! Informal learning spaces to support study groups, social classrooms, peer learning
& other campus activities
! Program spaces to foster a broader learning experience beyond a limited set of
courses
! Faculty communities for resource sharing & curriculum building
! Centralized content access, for consumption & contribution
! Networking sites to bring guest lecturers, mentors, potential employers & others
in contact with students
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How do we build sustainable networks?
Develop a long term process and technology view for creating a cohesive
Academic Engagement Network. Identify key projects to get you there.
Start small but still think big.
! Design from a user’s perspective. Employ scenarios.
! Think about the different technologies and tools that you want to use; consider the
steps and providers needed to deploy that technology.
! Foster, don’t force, a culture of collaboration. The more you require, the less
participants derive personal value.
! Create explicit, meaningful opportunities for students, faculty and staff to build
pro!les & network.
! Ensure it is easy to !nd, consume & contribute content regardless of your role.
! Allow collaboration to bridge across the entire academic experience of any
constituent, & even beyond.
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If We Build it, Will They Come?
1. Remember the fundamentals
• Domain, community, & practice
• Think participant goals !rst, institutional outcomes second
2. Design for growth
• Create "exible goals & tools that allow for growth at any pace
• Build aspects that promote new, differentiated activity
3. Build critical mass
• Involve key participants early
• Pick strong projects to start with that involve diverse participation
• Develop buy-in quickly
4. Develop permeable spaces & encourage "ow
• Allow external & internal constituents to interact
• Involve novices & experts
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If We Build it, Will They Come?
5. Make sure all participants derive value
• Everyone should see value in participating, regardless of skill level or
involvement
• Conduct focus groups, employ role-based scenarios
6. Abide by community norms and foster trust
• Allow the community to develop its own policies & procedures
• Establish community-based ownership
7. Encourage identity building
• Promote activities that encourage students to “own” their pro!le
• Allow the pro!le to move among communities as desired
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About
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! GoingOn’s purpose is to help organizations create their “academic
engagement network” to deepen student engagement and enrich the
social, cultural, and intellectual life delivered by institutions of higher
learning.
! Institutions & organizations are using GoingOn to expand, enhance and
enrich the Academic Lives of their constituents.
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Channels & Feeds
• Programs • Workgroups • Social Classrooms • Students Cooperatives • Clubs & Associations
• Academic Identity • Portfolio • Connections • Knowledge Network
• Announcements • News & Events • SIS Data • Web resources
My Communities My Academic Network
My Dashboard • Activity Streams • My Content • Notifications
& Feeds
Platform
The Community
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The Directory
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The Builder
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Contributing Content
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The Dashboard
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Want to Learn More?
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www.GoingOn.com
Melissa Loble Vice President, Client Strategy
949-923-0508