Archive for the ‘Social media’ Category
–Algunos especialistas tienen una mirada apocalíptica sobre el actual escenario de los medios de comunicación. ¿Cree que, efectivamente, se trata de una “decadencia” de los medios tradicionales y una “crisis sistémica” del periodismo?
–Parafraseando a Mark Twain, creo que la muerte de las empresas periodísticas es exagerada. Internet muestra un proceso de desmediatización y remediatización. En realidad, las empresas periodísticas tradicionales –con muy pocas excepciones– son las que concentran gran parte del tráfico de Internet. De hecho, en Internet existe más concentración que la que había en la industria de la televisión y en el periodismo hace veinte años, no sólo a nivel nacional sino global. Pero hay otro aspecto. Hasta hoy, se pensaba que la masificación de producción de información era un tema de producción, aunque la producción no es lo único que permite explicar eso.
This brochure presents the 10 best practices from the “Teachers’ competition for social media use in formal language learning contexts”, run throughout 2011. Now that we have highlighted current good practices through the competition, this special publication is about to share these deserving and admirable practices with a broader audience. We hope that this publication will be of interest to teachers, educators, parents and pupils sharing good practices in the use of social media in classroom settings.
Storify lets you curate social networks to build social stories, bringing together media scattered across the Web into a coherent narrative. We are building the story layer above social networks, to amplify the voices that matter and create a new media format that is interactive, dynamic and social.
In the Storify editor, you can search social media networks to find media elements about the topic you want to Storify. Look through Twitter, Facebook, YouTube, Flickr, Instagram and more to gather material for your stories.
Drag and drop status updates, photos or videos to bring together the social media elements that will best illustrate your story. You can always reorder elements in your story, or delete them if you find something better. And you can always add more items later on. Your story is always editable, so you can pull in the latest from the social web.
A Storify story is more than just a collection of elements from social media. It’s also your opportunity to make sense of what you’ve pulled together. You can write a headline, introduction and insert text anywhere inside your story. You can add headers, hyperlinks and styled text. Build a narrative and give context to your readers.
Storify stories can be embedded anywhere on the Web by simply pasting an embed code, just like embedding a video. You can also connect Storify to your WordPress or Drupal blog, publish to Tumblr or Posterous, or send an email newsletter through Mailchimp.
Storify isn’t just about pulling media from social networks, it’s about spreading stories too. Storify helps your story go viral by making it easy to notify all the people quoted in your story, so they will know they are now part of something larger. These links are highly likely to be shared further on social networks and draw a response.
Aujourd’hui, les professionnels qui souhaitent se lancer sur les médias sociaux doivent faire face à de nombreux défis. L’un d’entre eux consiste à dépasser les mythes dont les médias sociaux sont victimes. J’ai donc sélectionné les 8 plus grands mythes que j’entends et que je lis au sujet des médias sociaux. Je précise toutefois que ce billet ne constitue pas un classement et que cette liste n’est pas exhaustive.
A new wave of startups is working on algorithms gathering data for banks from the web of associations on the internet known as “the social graph,” in which people are “nodes” connected to each other by “edges.” Banks are already using social media to befriend their customers, and increasingly, their customers’ friends. The specifics are still shaking out, but the gist is that eventually, social media will account for at least the tippy-top of the mountain of data banks keep on their customers.
And in the last year or so, financial institutions have started exploring ways to use data from Facebook, Twitter and other networks to round out an individual borrower’s risk profile—although most entrepreneurs working on the problem say the technology is three to five years away from mainstream adoption.
This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.
The authors use Graham Nuthall’s (2007) “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.
Occupy has grown into a legitimate social movement and should be using cutting-edge cloud technologies to organize, communicate and reduce its vulnerability to raids and property seizure.
Gov 2.0 and its elevation of social media as an accepted channel for official communications have given Occupy and its tech-savvy supporters a valuable weapon. There is space for Occupy to grow in learning how to use social media to advance an agenda without losing the individuals and stories that people relate to and that will bring in new supporters. Gov 2.0 is real people expressing their responsibilities with a human approach and two-way interaction.
In recent years, there has been a rapid growth in the use of social networking tools and social media in general, mainly for social, recreational, and entertainment purposes. Many educators believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors. Considering the traditional dropout rate problem documented in distance courses, these tools may be of special interest for distance education institutions as they have the potential to assist in the critical “social integration” associated with persistence. However, as distance students are typically older than regular on-campus students, little is known about their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers.
To investigate these issues, an online questionnaire was distributed to students from four large Canadian distance education institutions. A systematic sampling procedure led to 3,462 completed questionnaires. The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect on the student’s interest in collaboration. Males and younger students scored higher on almost all indicators. These age and gender differences should be interpreted cautiously, however, as they are based on self-reported measures. The limits of the study, as well as future developments and research questions, are outlined.
Social media is an important technological trend that has big implications for how researchers (and people in general) communicate and collaborate. Researchers have a huge amount to gain from engaging with social media in various aspects of their work. This guide has been produced by the International Centre for Guidance Studies, and aims to provide the information needed to make an informed decision about using social media and select from the vast range of tools that are available. One of the most important things that researchers do is to ﬁnd, use and disseminate information, and social media offers a range of tools which can facilitate this. The guide discusses the use of social media for research and academic purposes and will not be examining the many other uses that social media is put to across society. Social media can change the way in which you undertake research, and can also open up new forms of communication and dissemination. It has the power to enable researchers to engage in a wide range of dissemination in a highly efﬁcient way.
There are plenty of tools you can use to tidy up, whether it’s organizing your email, using the cloud to get your files in order, or making the most of your social media. This cleaning regimen is all about getting you organized, optimized and ready to take on the digital world. Read on to find out how.