unt higher ed: #edhe5210 networked self

Networked Experiences in Higher

Education

@LauraPasquiniUNT Higher Education

EDHE 5210: Student DemographicsNovember 15, 2017

Denton, TXhttp://bit.ly/edhe5210fall17

about.me/laurapasquini @LauraPasquini

How do you SUPPORT your

learners with technology?

37.8% of students never or sometimes use technology to

communicate with their faculty.

39.7% of students never or sometimes use technology to

communicate with their academic advisors

NSSE Report 2017 – Learning with Technology

But we know they are using their devices…

PEERS! 88.8% communicate very

often and often using technology

Who are the students using technology with to

communicate?

NSSE Report 2017 – Learning with Technology

(Pelletier, 2010)

Adult learners will constitute over 41% of postsecondary

students in the next five years.

The New Normal

National Center for Education Statistics

Technology has the power to shape and foster:

CREATIONCOLLABORATION

CONNECTIONCOMMUNITY

Leveraging Technology for CREATION

“I just need help picking a few classes for next semester”

Jobs Done By A Machine Calculator

http://www.npr.org/sections/money/2015/05/21/408234543/will-your-job-be-done-by-a-machine

#ugstSTORY

http://ugststory.wordpress.com

https://storify.com/ugststory

Ask BIG Major/Career Questions

What Employers Want…• Critical thinking

• Problem-solving

• Technical skills

• Leadership

• Teamwork

• Organization

• Collaboration

• Taking Initiative

• Flexibility

• Interpersonal Skills

Jobs Outlook 2017 via NACE

Share Their Story

Time Management

Learn from

Experts

Networked Self

We’re Interested in Understanding More About...

Impact, influence and contribution of SA professionals who:Post, Tweet, Snap, Video, Join, Blog, Podcast, Curate, and More!

What social media tools and digital platforms do you use? And how? (n=106)

Learn from/with their Peers

Digital Literacy Brief, Part I (2016) & II (2017)

Digital Literacy Skills1) Assess digital literacy gaps with industry

partners

2) Redesign learning and development systems

3) Cultivate lifelong learning

4) Develop content CREATION & not just consumption.

NMC Digital Literacy Postgraduates Survey 2017 (10/31/17)

Visitor and Resident Continuum

This is not a binary item. It’s about you socially and digitally reflecting about your online self.

(White & Le Cornu, 2011)

Educational Stages

(Connaway, White, & Lanclos , 2011)

Visitor

• Using the web for a purpose.

• “leave no trace” – the have no social persona online

• Web as a collection of tools, expert(ise), search

• Private, Individual, Content, Goal oriented , converging, quantitative

Resident

• They “live” out a portion of their life online; social latency when offline for a while

• Web as a “space”, social, communal

• Does not mean collaborative; can be part of a community but still isolated

• visible, nebulous, qualitative, a-work-in-progress, networked, personal(ised)

Visitor Resident

Personal

Institutional (Professional)

Personal vs. Institutional

It all depends on the context, right? Let’s look at your personal and professional (institutional self) in these digital spaces, tools, platforms, and technologies.

Think about YOU. Not your “brand,” but your values, mission, and true self. How are they lived out online? What does your social and digital persona say about you?

Visitor Resident

Personal

Institutional (Professional)

Leveraging Technology for

COLLABORATION

“Technology is a form of culture, a social practice... [however] they

don’t arrive in our midst as neutral

tools.”

Nora Young, “The Virtual Self: How Our Digital Lives are Altering the World Around Us”

5 Questions to Ask1) Who are your learners?

2) What are their learning outcomes?

3) How will you facilitate learning/support?

4) What are the characteristics of the technology?

5) What resources are available?

(adopted from Bates, 2015)

The Tools of the Trade

ENGAGEMENT

SERVICE

LEARNING


Student Info Systems Degree Audits, Student Records

Scheduling

WebsitesInstitutions Resources

E-mail, Blogs, Chat, Facebook, Twitter,

Podcasts, Video, etc.

Interactive Video, tablets, smart

phones

CRMRetention Software

e Portfolios PortalsLMS

1

2

3

4

56

7

8 other

9 Combination

The FERPA Line

ENGAGEMENT

ENGAGEMENT

SERVICE

LEARNING

Information & Communication Sharing

“An integrated system that includes advising notes, degree audits, appointment scheduling, a communication system with

students that also documents those communications in the student's advising

file, and incorporates all records regarding students' academic status.”

https://techknowtools.wordpress.com/2016/05/20/supporting-learners-with-technology/

How often have you used the _____ technologies in your advising practice?

4. e-mail, Social Media, etc. 1.3 %

2. CRM 2.9%

7. LMS, e-Portfolio, etc. 12.7%

8. Other 65.1%

https://techknowtools.wordpress.com/2016/05/20/supporting-learners-with-technology/

Technology to Connect

“I would like for technology to play a larger role in my advising practice. I would love to be able to utilize Facebook and Twitter to connect as an individual advisor

to my students.”

(Pasquini & Steele, 2016)

Streamline ALL Systems!

Right now, there are at least 4 systems we use daily (E-mail, PeopleSoft, DegreeWorks, Blackboard) & 3

different log ins. A “one-stop shop" where we can log in once & see/use all of our required systems would be

wonderful.”

(Pasquini & Steele, 2016)

Our Support IS Needed to… - Develop a rapport and connection- Identify issues and challenges on campus- Establish a mentoring relationships- Demonstrate appropriate behavior online - Eliminate cyberbullying, harassment, etc.

-Disclose personal wellness & mental health-Share academic and career goals-Provide outreach for well-being needs-Connection to advising & student success

Our Support IS Needed to…

Technologies to Support Our Learners

• Culture of change in our institutions

• Leadership vision for leveraging student support

• Align advising technology with campus strategy

• Reduction in resources=increase need for NEW models and modes of support

• Interest in holistic advising practices across campus

• Push to move online and blended support models

Leveraging Technology for CONNECTION

Challenges in Open, Online Learning

(Veletsianos, Reich, & Pasquini, 2016)

92 Interviews from 4 MOOCs


Learner Strategies


Strategy #1Within their immediate physical environment:

Note taking

Printing out course content

Other books

Talking to others face-to-face


Strategy #2Within the broader online environment:

Forming study groups

Joining social networks

Google

Wikipedia


Strategy #3Within their broader l ife, world, and context:

Stopping and returning to the course later

Skipping activities; prioritizing course content

“Stealing time” or fitting their learning into their personal schedule


Cottom’s (2015) “roaming autodidacts” – learners work in a broader context of a complete life:

The workstation

The ecology of learning

The life landscape

Implications for Learners Online

Scarcity of time for learning

Sensitivity to external commitments

Emphasis & importance of instructional design

Offer self-remediation strategies to succeed as a distance learner

SUNY #cotesummit 2017

#SAspeaks

@LauraPasquini

The “So What” for Research =

Sharing Practical Implications

Creative Commons http://creativecommons.orgOER Commons https://www.oercommons.org

@catherinecronin

@mweller

Research Shorts: http://youtube.com/c/ResearchShorts

The Digital Learning & Social Media Research Group http://thedlrgroup.com

Leveraging Technology for COMMUNITY

(Milton & Cox, 2004)

#AcAdv

#phdchat

#SAchat

#edtech

#AcWri

#highered

Meet the #AcAdv Chat Community

Follow on Twitter:@AcAdvChat

Tuesdays (Bi-Weekly) 12-1 pm CST

Hashtag #acadv

acadvchat.wordpress.com

At Your Campus Can You?

• Cross-train and mentor across functional areas & roles

• Identify ways to link advising/support with instructional designers and instruction/faculty

• Partner on technology integration projects and plans

At Your Campus Can You?• Partner to integrate student support

with IT & instructional design

• Share practices across disciplines and departments

• Identify ways to foster internal learning & knowledge sharing

www.socialmediaguidance.wordpress.com

Use of social media & technology not mean sensitive data will be

shared. EDUCATE our campuses!

Like all things, proper training & support are

needed to discuss:-protocols-privacy-challenges-suggested

practices

(Pasquini & Evangelopoulos, 2016)

NetworkedSelf

If I was to search for you online, what

would I learn about your networked

self? [Personal & Professional]

“The way we are defined on social

media, on the Internet, and on

Google has become more important than

who we actually are as people.”

Jon Ronson, “So You’ve Been Publicly Shamed”

NetworkedSelf

Public vs. Private

Personal vs. Professional

https://www.insidehighered.com/digital-learning/views/2017/09/27/academics-need-develop-digital-presence-support-their-work

project.wnyc.org/privacy-paradox

Cultivate an Active Social Network

http://networkedcommunity.wordpress.com

How do practitioners, staff & administrators in higher education engage with social media and online networks, for:

•Identity development

•Training and learning opportunities

•Knowledge sharing

•Influence and impact to professional practice

Understanding the Networked Self & Community

Purpose

The State of SA: Communities Online

and Virtual SelfLiterature Review

(August 2016-Present)

History

Theory & Framework: Networked Identity, Digital Presence, and

Communities of PracticeAugust 2016-March 2017

Research

Data collection, analysis, and methods for

understanding: Survey, Research Interviews, Extant Data (August

2016-2018)

Results

Preliminary findings so far and implications for SA practice. Preliminary: Presentations March 2018; Publications In

progress – Fall 2017; Summer 2018

Participate

Contribution & implications into practice: Inform learning

needs, curriculum development, training

resources, and mentoring (Summer-Fall 2018)

Flowing from Digital Water Coolers…

• Innovative Thinking & Practices

• Knowledge Curation & Sharing

• Interdisciplinary Studies of Student Support

• Idea Generation & Growth

Impact & Influence

Digital Spaces in HESA Competencies

Organizational & Human Resources (OHR)

-P.D. plan developments-emerging tech to support

workTechnology (TECH)-digital identity/reputation-professional learning

communities/collaboration

Research Problem

SA participation on social media & digital platforms:

What online spaces?Motivation to engage?Does it impact

professional identity?Does it influence

learning, P.D. & SA practice?

Research Questions

Knowledge is being created, curated, and shared online by SA practitioners.

We see SA foster communities, develop skil ls, build their digital presence, and learn informally online.

Choices are always acts of biographization of the self, in which users “...select a

more or less complex representation of self”

(Livingston, 2008). As the network captures

within its domain “most cultural expressions, in all their diversity” (Castells,

2000) and powerful tools of a Web 2.0 digital

environment.

Rob Cover “Digital Identities: Creating and Communicating the Online Self”

higheredpodcasts.wordpress.com

Care to contribute to this research?

Complete the SURVEY: http://bit.ly/networkedcommunity

Volunteer for an INTERVIEW: http://bit.ly/networkedcommunityshare

http://bit.ly/networkedcommunity

http://bit.ly/networkedcommunityshare

networkedcommunityofpractice.wordpress.com

Learn More the Research

Thanks! Questions?Contact:

@LauraPasquini & @[email protected]

mailto:[email protected]

How will you foster a sense of community that creates, collaborates &

connects at YOUR campus?

Stay in touch!

http://bit.ly/edhe5210fall17

@LauraPasquini