Home » education (Page 2)
Category Archives: education
Doing Cultural Studies 2013 Roundtable: Academic Career Practice
On 3 December 2013 I had the pleasure of participating in the Doing Cultural Studies: Interrogating ‘Practice’ symposium backed by the CSAA and Swinburne University, and very professionally organised and run by the postgraduate trio Jenny Kennedy, Emily van der Nagel and James Meese. The day highlighted some impressive emerging work by postgraduate students and early career researchers in cultural studies, and featured an outstanding Keynote provocation by Katrina Schlunke (video here).
For a taste of the many excellent paper presentations, Jenny Kennedy created a Storify which curates many of the tweets from the day.
My contribution was as part of a panel addressing Academic Career Practice which was addressed more practical questions about balancing research, careers and teaching. The panellists were myself, Esther Milne and Brendan Keogh, with Ramon Lobato chairing. A recording of the panel discussion is below:
National Teaching Award!
At an amazing ceremony and dinner at the National Gallery in Canberra tonight I was surprised, flattered and delighted to receive an Australian Award for University Teaching in the Humanities and Arts. This is a huge honour, and I’m extremely grateful to have my approaches to learning and teaching acknowledged in this manner. That said, I’m incredibly conscious that no one teaches in a vacuum, and in Internet Communications I am but one cog in a very complex and well-maintained machine, so this award is at least as much testimony to all of our team at Curtin University as it is to me.
Most importantly, though, I wanted to publicly thank the students who offered their thoughts and feedback about my teaching. We live in an era where students get asked to fill in an awfully large number of feedback forms, surveys and evaluations, so adding even one more thing to that pile is a big ask. So, THANK YOU to all of my students, current and past, whose kind words led to this award.
I’d also like to think that this award is a reminder that despite the huge media attention being paid to MOOCs and so forth, quality online education has been available and refined over more than a decade, and our Internet Communications program is one such example. I truly hope that as this next generation of online learning matures, close attention will be paid to successful examples already available! Successful learning and teaching is, after all, built on understanding the successes and failures of the past.
CFP: An Education In Facebook?
Along with my colleagues Mike Kent and Clare Lloyd we’re working on an edited collection about the joys, perils and uses of Facebook in higher education (of any sort). Here’s the CFP (call for papers) if you’re interested. Please feel free to distribute this post wide and far if you’d be so kind!
An Education in Facebook?
Higher Education and the World’s Largest Social NetworkEditors: Dr Mike Kent, Dr Tama Leaver and Dr Clare Lloyd, Internet Studies, Curtin University
Abstract Submission Deadline 18 January 2013
Full Chapters Due 31 May 2013
We are soliciting chapter proposals for an edited collection entitled An Education in Facebook? This edited collection will focus on the relationship between Facebook and Higher Education. Facebook first emerged in 2004 as a social network for students studying at universities in the United States. It soon grew beyond North America, and beyond the confines of student networking. Having evolved initially as a student social space the platform continues to play a prominent role in the lives of many students and staff at higher education institutions.
The collection will explore the use of Facebook the higher education environment as both a social space, and also its growing use as part of teaching and learning processes, both formally and informally. From students creating informal social groups around a course of study or particular unit, and dedicated online study groups, to the use of Facebook as a formal venue for teaching, we are seeking chapters that explore these and related areas.
Is there an appropriate place for Facebook in formal higher education? What are the tensions between private and professional spaces online for students and teachers and what are the potential dangers of unintentional overlap? What are appropriate roles and responsibilities for staff, students and institutions in relation to the social network? What are the dangers of moving important aspects of the higher education learning environment to an external company that exploits social interaction for profit? How is the shift to online learning in many institutions complemented or challenged by mobile uses of social networks, including app use on smartphones and tablets? This book will explore these and other topics interrogating the contemporary role of Facebook in Higher Education.
Some suggested topics (which are by no means exhaustive):
- · Facebook and/as/or Learning Management Systems?
- · Facebook as support network (for online and overseas learners, for example)
- · Teacher-led Facebook uses as in/formal learning
- · Student-led Facebook uses as in/formal learning
- · Case studies of Facebook implementation in formal learning
- · Informal versus formal learning online
- · Social networks and the flipped classroom
- · Context collapse
- · Privacy issues in social network use
- · Copyright issues in social network use
- · Mobile learning
- · The Facebook App in education
- · Roles and boundaries in networked learning
- · Facebook as a backchannel (either positive or disruptive)
- · The politics of ‘friending’ in staff and student relations
- · Examples of innovative Facebook integration in higher education
- · Whether Facebook has a place in formal education
- · MOOCs and Facebook
- · Comparative uses of Facebook and other online networks (eg Twitter)
Submission procedure:
Potential authors are invited to submit chapter abstract of no more than 500 words, including a title, 4 to 6 keywords, and a brief bio, by email to both Dr Mike Kent <m.kent@curtin.edu.au> and Dr Tama Leaver <t.leaver@curtin.edu.au> by 18 January 2013. (Please indicate in your proposal if you wish to use any visual material, and how you have or will gain copyright clearance for visual material.) Authors will receive a response by February 15, 2013, with those provisionally accepted due as chapters of no more than 6000 words (including references) by 31 May 2013.
About the editors:
The three editors are from the Department of Internet Studies at Curtin University. Dr Mike Kent’s research focus is on people with disabilities and their use of, and access to, information technology and the Internet. He recently co-authored the monograph Disability and New Media (Routledge, 2011). His other area a research interest is in higher education and particularly online education. Dr Tama Leaver researches online identities, digital media distribution and networked learning. He previously spent several years as a lecturer in Higher Education Development, and is currently also a Research Fellow in Curtin’s Centre for Culture and Technology. His recent book is Artificial Culture: Identity, Technology and Bodies (Routledge, 2012), and he is currently co-authoring a monograph entitled Web Presence: Staying Noticed in a Networked World. Dr Clare Lloyd specialises in mobile communication and mobile media. Her recent publications include the co-authored papers ‘Consuming apps: the Australian woman’s slow appetite for apps’ (2012); and ‘Fun and useful apps: female identity construction and social connectedness using the mobile phone’ apps’ (2012).
Facebook, Student Engagement, and the ‘Uni Coffee Shop’ Group
Here are the final slides and audio from Internet Research 13 in MediaCityUK, Salford. My last paper ‘Facebook, Student Engagement, and the ‘Uni Coffee Shop’ Group’ was presented as part of a panel about Facebook and Higher Education which also featured work by my collegues Mike Kent, Kate Raynes-Golide and Clare Lloyd.
The abstract:
While the curriculum, lecturers and tutors teaching Internet Communications via Open Universities Australia (OUA) have been engaging with students for several years using Twitter (see Leaver, 2012), in the past Facebook had been largely left alone since this was viewed as a more casual space where students might interact with each other, but not with teaching staff. However, in the last two years, more and more students have created groups to use Facebook as a discussion space about their units, often attracting a significant proportion of students from that unit. While these groups are important, of even more interest is the establishment of the group called the ‘Uni Coffee Shop’. Unlike the unit-specific groups, the Coffee Shop group, established by two Internet Communications students but open to anyone studying online via OUA, affords group support, social connectivity and a persistent online space for conversation which does not disappear or grow stagnant when students complete a specific unit.
This paper will outline an investigation into the effectiveness of the Uni Coffee Shop group as a student-created space for engagement and informal learning. Three modes of inquiry were used: a textual analysis of the common topics of discussion in the group over several months; a quantitative survey of members of the Coffee Shop group; and several follow-up qualitative interviews with Coffee Shop group members, including the two students who administer the group. In addition, the paper includes the perspectives of teaching staff who have been invited to join the group by students and who, at times, answer specific questions and engage with students in a less formal manner. In detailing the results of these mechanisms, this paper will argue that fostering student-run spaces of engagement using Facebook can be a very effective means to create spaces of engagement and informal learning (Krause & Coates, 2008; Greenhow & Robelia, 2009); the support students give each other can persist over the length of an entire degree; and teaching staff engaging with students in their space, often on their terms, can create a better rapport and a stronger sense of connectivity over the length of a student’s entire degree (and potentially beyond). A student-run Facebook group also provide a space where teaching staff and students can interact using the affordances of Facebook without staff having to explicitly ‘friend’ students (something many staff are reluctant to do for a range of reasons).
References
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, Media and Technology, 34(2), 119 – 140.
Krause, K., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. doi:10.1080/02602930701698892
Leaver, T. (2012). Twittering informal learning and student engagement in first-year units. In A. Herrington, J. Schrape, & K. Singh (Eds.), Engaging students with learning technologies (pp. 97–110). Perth, Australia: Curtin University. Retrieved from http://espace.library.curtin.edu.au/R?func=dbin-jump-full&local_base=gen01-era02&object_id=187303
Digital Culture Links: January 21st
Links for January 21st:
- iBooks Textbooks for iPad [Apple – Education] – Apple jumps into the textbook market, with impressive pricing and engaging looking media-rich books which, of course, rely on students already owning an iPad. However, with a proprietary book creation tool, iBooks and a supposedly course-encompassing tool iTunes U which reduces education to content provision, at the very least Apple’s latest entry into education will need to be carefully contextualised and managed by educators. Kathleen Fitzpatrick highlights some other important concerns, too.
- US prosecutors shut down one of world’s largest file-sharing sites, Megaupload [The Washington Post] – “One of the world’s largest file-sharing sites was shut down Thursday, and its founder and several company executives were charged with violating piracy laws, federal prosecutors said. An indictment accuses Megaupload.com of costing copyright holders more than $500 million in lost revenue from pirated films and other content. The indictment was unsealed one day after websites including Wikipedia and Craigslist shut down in protest of two congressional proposals intended to thwart online piracy. The Justice Department said in a statement said that Kim Dotcom, formerly known as Kim Schmitz, and three others were arrested Thursday in New Zealand at the request of U.S. officials. Two other defendants are at large. Megaupload was unique not only because of its massive size and the volume of downloaded content, but also because it had high-profile support from celebrities, musicians and other content producers who are most often the victims of copyright infringement and piracy.”
- Eastman Kodak files for bankruptcy protection [BBC News] – “Eastman Kodak, the company that invented the hand-held camera, has filed for bankruptcy protection. The move gives the company time to reorganise itself without facing its creditors, and Kodak said that it would mean business as normal for customers. The company has recently moved away from cameras to refocus on making printers, to stem falling profits. The 133-year-old firm has struggled to keep up with competitors who were quicker to adapt to the digital era. “Kodak made all its money from selling film, then the digital camera came along and now no-ones buying film. It’s not like they didn’t see it coming. Kodak hesitated because they didn’t want to eviscerate their business,” said Rupert Goodwins, editor of technology website ZDNet.” For visuals, see [The Guardian’s Kodachrome Photo Retrospective]
- Teenagers Sharing Passwords as Show of Affection [NYTimes.com] – “Young couples have long signaled their devotion to each other by various means — the gift of a letterman jacket, or an exchange of class rings or ID bracelets. Best friends share locker combinations. The digital era has given rise to a more intimate custom. It has become fashionable for young people to express their affection for each other by sharing their passwords to e-mail, Facebook and other accounts. Boyfriends and girlfriends sometimes even create identical passwords, and let each other read their private e-mails and texts. They say they know such digital entanglements are risky, because a souring relationship can lead to people using online secrets against each other. But that, they say, is part of what makes the symbolism of the shared password so powerful.”
- Facebook: Making Your Political Opinions Less Private Since 2012 [Blog of Rights: Official Blog of the American Civil Liberties Union] – “Facebook announced yesterday that “every post and comment — both public and private — by a U.S. user that mentions a presidential candidate’s name will be fed through a sentiment analysis tool that spits out anonymized measures of the general U.S. Facebook population.” This analysis, along with reader polls and other information, will in turn be shared with politico.com. The brief announcement of this new feature raises serious questions and offers few answers. Most troubling is Facebook’s willingness to search and collect users’ private political preferences and thoughts, preferences they may have shared only with their closest friend in a private email. This raises at least three concerns. The first is that many users may not want to be part of any “sentiment analysis” or poll …”
Digital Culture Links: November 6th through November 8th
Links for November 6th through November 8th:
- It’s as easy as d.me [Delicious] – As the new owners, Avos make some useful changes to Delicious, add Posterous-like email updating and d.me as a permanent shorturl.
- Screen Time Higher Than Ever for Children, Study Finds [NYTimes.com] – “Despite the American Academy of Pediatrics’ longstanding recommendations to the contrary, children under 8 are spending more time than ever in front of screens, according to a study scheduled for release Tuesday. The report also documents for the first time an emerging “app gap” in which affluent children are likely to use mobile educational games while those in low-income families are the most likely to have televisions in their bedrooms. The study, by Common Sense Media, a San Francisco nonprofit group, is the first of its kind since apps became widespread, and the first to look at screen time from birth. It found that almost half the families with incomes above $75,000 had downloaded apps specifically for their young children, compared with one in eight of the families earning less than $30,000. More than a third of those low-income parents said they did not know what an “app” — short for application — was.”
- Google eBooks arrive Down Under [Official Google Australia Blog] – Google eBooks are now for sale in Australia.
- State of the Blogosphere 2011 [Technorati] – Using a survey of just over 4000 self-identified bloggers, Technorati has produced this year’s statistical snapshot of blogging. Interestingly, as with last year, they’ve not mad any attempt to quanify how many blogs are out there. Notable stats:
* 82% of blogger surveyed are using Twitter.
* 89% use Facebook.
* Unsurprisingly, Facebook and Twitter were the services that most effective drove traffic back to blogs.
* Just over 60% use Google+ (demonstrating exactly who was likely to respond to this sort of survey!).
* Significantly, even amongst people who identify as bloggers, only 54% had blogged in the past 3 months, and only 11% in the last 24 hours.
* Blogging is dominated by the middle-aged, not the young.
Tama Leaver dot Net by Tama Leaver is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.