Higher Education, Social Media, SocioTech

Sociotechnical Stewardship: Guiding Social Media Policy and Practice in Higher Ed

In a previous blog post, I shared how I am visualizing scholarship via the Research Shorts YouTube Channel (Please SUBSCRIBE: http://bit.ly/researchshorts). If you have not viewed any of these papers, here’s a list of journal articles, that are now videos on this channel, compiled by George. As an open, digital scholar, I thought that producing videos of my own work might be a solid idea to share scholarship. So here I go…

Remember that “really big paper” known as a dissertation? It was on the topic of social media guidance and such? If not — check out the website on the topic here: https://socialmediaguidance.wordpress.com/ Well, I learned one is never really Ph-inishe-D with this research until the research is published in a peer-reviewed journal [More on this #AcWri process and experience in a future blog post… I promise!].

I am proud to say this research has been officially published! This blog post shares a quick video overview of the paperlink to the journal article/pre-print paper, and the database of over 250 social media policies from 10 countries analyzed within this study. Thanks to all who contributed to this research and to others who will continue to use this open data set and research to further work in this area. This sociotechnical stewardship framework is organized from the key themes found from text-mining the 24, 243 policy passages reviewed within this corpus. Here are a few things we need to consider when organizing and guiding sociotechnical systems in our organizations:

I am continuing to understand how we best guide and support sociotechnical systems for higher education professionals as I interview participants for a current research project [Hint, hint: CONTRIBUTE to our current study that is “in progress” now: https://bit.ly/networkedself].

I hope other scholars and practitioners further this research and apply these practices to effectively support campus stakeholders. Want to learn more about this study, here is a quick video summary (4:59 minutes):

Social media technologies transform how we share, communicate, and interact with one another. On our college and university campuses, new media applications and platforms are transforming how students, staff, faculty, and alumni engage with one another. As these social, emerging technologies impact teaching, learning, research, and work functions on campus, we need to understand how social media use and behaviors are being supported. To help higher education administrators and organizational leaders effectively guide social, emerging technologies, we prove a summary of 250 institutional policy documents and we offer a sociotechnical framework to help support strategic, long-term technology planning for organizations and their stakeholders.

Download this research paper:

The article is published in the Journal of Computing in Higher Education here or find the pre-print version of the original paper on my ResearhGate profile.

Download a csv file of the higher education social media policy database:

Pasquini, L. A. (2016). Social media policy document database. Figshare. doi:10.6084/m9.figshare.4003401. Retrieved from https://figshare.com/articles/Social_media_policy_document_database/4003401

Reference:

Pasquini, L. A., & Evangelopoulos, N. (2016). Sociotechnical stewardship in higher education: A field study of social media policy documents. Journal of Computing in Higher Education, 1-22. Advance online publication. doi: 10.1007/s12528-016-9130-0 Published Online November 21, 2016.

#3Wedu, Higher Education, wine, women

The #3Wedu Podcast No 16: #OLCinnovate 2017 Re-Cap

Hey squad [replacing “hey guys” one phrase at a timeThanks @alexpickett}. Listen up.

heysquad

The #3Wedu posse is hosting a happy hour podcast THIS Wednesday (4/26) at 5 pm CDT. Join us to for a chat with your cup of cheer and ideas here:

The #3Wedu Podcast

On April 5, the women of #3Wedu traveled to New Orleans, Louisiana to facilitate roundtable discussions on ways to re-define education to support women in innovative contexts. If you haven’t heard about this, check out our last blog post about the #3Wedu Conversation at #OLCinnovate:

News, blogs, and panels are filled with horror stories from Silicon Valley, reflecting pay gaps, gender bias, and more. In our roundtable, we first asked, “what does it mean to be a woman in innovative education environments?” Next, we thought about how we might re-imagine the organizational structures of universities to be more supportive of women. Read and contribute to the #OLCinnovate discussion here: http://bit.ly/3weduinnovate17 

In the next episode of the #3Wedu podcast No. 16, we’ll reflect on the roundtable conversations further, to share who we met, what we heard, and ways we might move the conversation forward into action. Join us…

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Higher Education

On Expertise in Higher Ed

I have been thinking a lot about expertise in higher education — especially as more institutions look to a growing number of “experts” to help solve their institutional challenges and issues. No thanks to Martin‘s book suggestion on expertise, my blog rant on this topic will be informed and directed as this text unpacks the challenges that knowledge and expertise holds. In thinking about expertise, Nicols (2017) shares how “…experience helps to separate the credentialed from the incompetent ” (p. 33) and it “distinguish[es] between people who have a passing acquaintance with a subject and people whose knowledge is definitive” (p. 39). This idea of expertise, of course, can be applied to a number of situations or issues in society — but for now, I will stick with the domain I work in, higher education (also, Chapter #3 of this book).

Nicols’ (2017) central premise asserts that our post-secondary institutions are failing to provide students basic knowledge and skills that form expertise, that is, “critical thinking: the ability to examine new information and completing ideas dispassionately, logically, and without emotional or personal preconceptions” (p. 72). He continues to also identify issues in Ameican higher education around the topic of expertise, including the abundance of students and faculty (and institutions), the manufacturing of Ph.D.’s that surpasses the academic job market demands, over-reliance and over credentialing of masters degrees, the influence of the ‘helicopter parent’ on education clientele, social media as a communication equalizer that removes respectful interactions, and over promising what a 4-year degree can offer for today’s employment market — just to name a few ‘highlights’ from the chapter.

I do agree with Nicols that our learners need to be more involved in the learning process. Our students need to be part of their education and doing more than just observing or absorbing information. Where is the debate? How are we engaging inquiry? When do we challenge our students to solve problems or apply learning beyond a course? I would much rather encourage a flock of critical thinkers rather than choosy consumers or relentless criticizers. I think enlightenment and growth should come from the learners, rather than being directed by the instructor. How are we encouraging this type of self-directed learning, higher ed?

That being said solid research on any given topic takes TIME and EFFORT. I agree with Nicols’ (2017) that “…the Internet is actually changing the way we read the way we reason, and even the way we think, and all for the worse” (p. 111). A simple Google Search on a topic is not as it seems, and the accuracy of information is rarely analyzed as we seek the quick response [More about this in @BreakDrink Episode No. 5 with Chris Gilliard]. Digital fluency and information literacy are skills we could ALL tool-up on (including myself) to improve upon our knowledge and move beyond the #FakeNews fallacies. If a research board calls on your expertise to “learn about the current higher ed trends” or a survey has a number of research limitations, then you might not want to put so much emphasis on a whitepaper report or generalizability of these findings [I have experienced both recently]. For those of us who seek to build on empirical work, how often do we cite or refer to a source without taking into consideration the sample size, context, or research methods? Why are we not applying more of these evidence-based methods into our practice? Are we suffering from the Dunning-Kruger effect in higher ed, where ignorance is for dummies?

A recent Chronicle article identifies public intellectuals as “experts, often academics, who are well versed and well trained enough to comment on a wide range of issues [that is] professional secondhand dealers in ideas” (Drezner, 2017). Unlike these public intellectuals, we have also have thought leaders who “develop their own singular lens to explain the world, and then proselytize to anyone within earshot.” [This is perhaps why I cringe at being called a thought leader…]  One individual argues about everything that is right about their own idea (thought leaders) or wrong about others’ ideas (public intellectuals). It is easy to see why the thought leader has eclipsed the ideas owned by public intellectuals (Drezner, 2017) — as many of us do not want to hear criticism and would much rather learn about the optimism and great future that lies ahead. Right?

Sigh. It is the best and worst of times to have any expertise or knowledge in a given area. Based on Nichols’ (2017) view, the “public intellectual, that is, people who hold the middle ground” on issues to have their knowledge and ideas put forward. In practice, I think this might be true — take this recent conference session example: I was sharing some of the initial findings of what we are learning from the Networked Communities of Practice study and a couple of the attendees wanted specific answers and guidance on social and digital platforms for professional development for student affairs practitioners.  At the time, I could offer a few insights into uses of platforms and preliminary experiences; however, with this sort of research and SO MUCH DATA TO REVIEW — I could not tell them all they wanted to know.

Maybe this professional has only heard one (positive) perspective or has only heard similar ideas in a small echo chamber from the field on this topic. I was not surprised to learn practitioners and scholars are rarely found saying: “I don’t know” and “I want to know more before I give a definitive statement.”  No one wants to look incompetent or uninformed, right? Just maybe this assumption of expertise or authoritative knowledge, by title, role, or credential in higher ed, actually limits how much we ACTUALLY know and understand on any given topic. Perhaps it’s time for a few more of us from the knowledge working field to claim less expertise and continue to ask more questions. It might bring us somewhere interesting…

References:

Drezner, D. W. (2017, April 6). Triumph of the thought leader… and the eclipse of the public intellectual. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/Triumph-of-the-Thought-Leader/239691

Nichols, T. (2017). The death of expertise: The campaign against established knowledge and why it matters. Oxford University Press.

BreakDrink, Higher Education, Podcast

Committed To Talking About Mental Illness in Higher Ed: @BreakDrink No. 6 #HEdCommits

Are you hankering for more of the @BreakDrink podcast now that you’ve got a taste? No need to fear, Jeff & I are back! We recently caught up with our friends Sue Caulfield and Kristen Abell to discuss how mental illness impacts our colleagues who work in higher education and have them on the podcast to share about their work with The Committed Project  a.k.a.

Do you remember the @BreakDrink Daily Dose? It was a bi-weekly higher ed news podcast Sue produced/hosted with Sarah MaddoxShawn Brackett. Other updates since BD days: Sue got married, started drawing #suedle(s), started The Committed Project, and she podcasts with her #poopfriends on The Imposters podcast. Besides working as a kick-ass web developer and manager at her institution, Kristen has pushed all of us to think more about the impact mental illness has for colleagues in higher ed. If you haven’t seen her 2015 ACPA Convention PechaKucha Talk – Depression: A Love Story, you should — NOW!

Also, props to her work with Committed’s campaign for #StompingOutStigma and getting more of us talking about mental illness (I gave a shout out to this in my #SAspeaks talk last month in San Antonio, TX – hola!):

#StompingOutStigma

If you have not heard about the book, Committed: The Stories of Mental Illness in Student Affairs, it is created to share narratives from higher ed practitioners dealing with mental illness accompanied by #suedle visuals. From this book project, Sue and Kristen’s work with mental health awareness led to developing the blog series into The Committed Project, an organization that advocates for and supports higher ed professionals experiencing mental illness. For the past few years, they have been sharing stories – mostly firsthand accounts – from other professionals in higher ed who experience mental illness. YOU ARE NOT ALONE.  Please read and share the stories of your peers who struggle with mental health in higher ed on The Committed Project Blog.

As usual, I learn so much from these @BreakDrink discussions and there is a wealth of information/resources shared by The Committed Project on their website (thanks, y’all!):

May is Mental Health Awareness Month. While The Committed Project will be sharing one person’s story of mental illness through many voices on the blog this month, the group would also like to hear from YOU about how it feels to experience mental illness – your own or a loved one’s. If you are so inclined, please share a short video clip of you or someone you know talking about one aspect of your experience with mental illness – whether at work, at home, at school, or wherever to The Committed Project. You can submit videos at admin@thecommittedproject.org

Take a listen here to episode no. 6 #HEdCommits:

@BreakDrink Podcast Shout Outs:

@BreakDrink Recommended Reading:

If you are in need of support or need help, please reach out to the National Suicide Prevention Hotline by calling 1-800-273-TALK (8255) where you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7.

If you have comments, questions, or feedback about this podcast episode, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome banter & comments there. If y’all listen to the podcast via iTunes, please consider leaving us a rating and review.

BreakDrink, EdTech, Higher Education, Podcast

@BreakDrink Podcast, Episode No. 5: Digital Redlining with @hypervisible

In @BreakDrink episode no. 5, we chatted about LOADS of things related to our assumptions about access, policies, and practices in have higher education, specifically with regards to technology and learning. Last year for 2016 #OLCInnovate, I invited Chris Gilliard to share his work on Digital Redlining for a short “Ignite-like” talk. Why do we assume everyone has access to the Internet? Or a device? Or access to the same digital learning resources? What do we know or care about privacy and our data? Thanks for joining us to podcast on the topic, Chris. We suspect you’ll be back to chat more with us sometime about similar issues… and anime, of course

Here are a few show notes, ideas, and resources shared in @BreakDrink episode no. 5 with Chris:

Information Literacy, Filtering & Access

Online Access & Web Architecture

Do you KNOW what limitations to your search or access to your knowledge is like at your institution? Understanding Google Search Algorithms & SEO

Journal Access & Journal Databases: What are your resources or limitations? What can you not find that is not accessible on Google Scholar?

  1. Scholar Buddy Search – Find a friend at a larger university/college + ask them to search a topic (or borrow a password) to compare search results
  2. #icanhazpdf hashtag – Ask a friend on Twitter to email you the closed or pay-for-play publication
  3. Alternative creative ways to search: Find a romantic partner at a larger institution; academic citizenship acquisition? Or other ways to search for journal articles and here.

Searching Online & Information Literacy

The process of how information is shared needs to be explained. There are issues with walling-off information, the privatization of knowledge, and those who are moving towards a blockchain in higher ed. – explain what this means for limitations to information/knowledge.Do we teach our students to go beyond the first page hits on the Google search page? Do you know How Google Search Works? Much of our civic online literacy skills could be developed in order to hold ed tech & technology companies more accountable

Technologies in higher ed have many inequalities and technology is not neutral. Want to get more political for higher ed & #edtech? I’ll let Audrey Watters take this one: The Politics of Ed Tech Issues in higher ed are real for all of our campus stakeholders — students, staff, and faculty. These issues are around privacy, cyberbullying, trolling data security, and more. We need to be asking more about the technologies to learn what is ethically right and the limitations to these platforms, applications, and digital resources.

For a start, why don’t we learn more about privacy. Perhaps, it’s time we take a “short course” on privacy and what it means to be online, connected now. Check out the Privacy Paradox created by Note To Self. There are 5 podcasts and actions you do to take back your privacy & data. BONUS LISTEN: Privacy, Data Survivalism and a New Tech Ethics

We Need To Ask More About…

  • Do we really care about privacy online? Are we putting thoughts into the spaces and places online we are working with our learners?
  • Pew Research – State of Privacy in America  & Online Privacy & Safety articles
  • Do we know how our learners access educational materials and resources at our colleges/universities?
  • Cell-phone dependent students: the learners’ main access for Internet is their mobile device which is problematic as this is their main way to complete coursework, assignments, projects, etc.. (e.g. Educause 2015 mobile study & Case Study from Australia)
  • Do we think about the digital divide when considering our practices in higher ed for teaching, service & support?
  • Are we thinking about the platforms & apps we’re requiring our learners to use and how these technologies might be “sucking up their data”? We should.

@BreakDrink Books for Recommended Reading:

Here’s how to connect with Chris Gilliard to learn more about his work and this topic:

@BreakDrink Podcasts Shoutouts/Recommendations:

If you have comments, questions, or feedback about this podcast episode, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome banter & comments there. If y’all listen to the podcast via iTunes, please consider leaving us a rating and review.

AcAdv, AdvTech, Higher Education

Today’s #AcAdv Chat Topic: Data Analytics in Academic Advising #highered

A couple of week’s ago, I was fortunate to join the Open SUNY COTE Summit 2017. I will be sure to share more about the #COTEsummit learning in the coming weeks; however, the last session helped me think about framing TODAY’s (3/21) #AcAdv Chat I’ll be moderating from 12-1 pm CT: Data Analytics in #AcAdv 

During the #COTEsummit Learning Analytics panel hosted by OLC, we dug into what information we know and how we use it to understand more about our learners.  Many academic advising units/divisions, often jump to the platform or process for how we analyze students to predict learner behavior:

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But before advising leaders in higher ed jump on the big data bandwagon or decide to implement technology platform to collect data, I think our support units need to identify what information and data we need to know to effectively support our learners. Let’s make decisions on the data that is most helpful, instead of letting predictive analytics make decisions for us at our institutions. What often gets lost in this conversation and planning is this: learning or learning analytics.

Learning analytics are about learning (Gašević, Dawson, & Siemens, 2015). Sometimes we forget this about learning analytics when the phrase data is tossed out at the  “strategic-planning-task-force-retention-student-success-operation” meeting occurs at our universities and colleges. Sure, learning analytics might be most relevant for instructors and faculty; however, learning data is also critical for those who support the instructional design, scaffold student success, and provide academic advising/support in higher education.

Image c/o Giulia Forsythe

In thinking about academic advising and learner support, I have SO many questions about data and data analytics for this #AcAdv Chat topic… here are just a few:

  • How does your institution collect, store, and share data campus-wide?
  • What do you do as a staff or faculty member to interpret the data?
  • Are you able to interpret, read, and translate the information provided about your learners?
  • Are there real-time notifications where students, staff, and faculty can interpret academic progress? What does this look like at your campus?
  • Do your data sets on campus talk to one another? Is there much interaction between your student information system, learning management system, institutional portal, or institutional research data? Why or why not?
  • What challenges and/or issues have you thought about for how data is collected and/or reviewed for learner support?
  • Who or what office can you reach out to on campus for “data analysis” or digging into your learner data to interpret further to support the work you do?

What thoughts or questions do you have about this issue, higher ed? Won’t you join us for today’s #acadv chat conversation? Here’s how:

TWEETS from the #AcAdv Chat conversation on 03.21.17

Reference:

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.

Higher Education, Networked Community, Podcast, Professional Development, Research, StudentAffairs, Training & Development

Where’s Your Digital “Water Cooler” for Professional Development?

Social media has afforded a number of educators (both in higher ed and K-12) a space and place to share, learn, curate, and connect.  If you look online, you will find no shortage of educational hashtags, podcasts, blogs, Twitter chats, online groups, and more. These user-driven, digital communities are thriving as teachers, faculty, staff, and students seek out professional development virtually. It makes sense as social media PD is on-demand, socially integrated, accessible from a variety of devices, portable, and FREE!

Image c/o Killer Infographics (https://vimeo.com/89969554)
Image c/o Killer Infographics https://vimeo.com/89969554

Last week, I shared how our networked communities are a bit like a digital water cool for PD on Vicki Davis’ (@coolcatteacher) 10-Minute Teacher Podcast, episode no. 19: Social Media PD Best Practices #DLDay (or Listen on iTunes). Check out the wealth of resources from Vicki, that definitely spills past K-12 education sphere:

cropped-the-cool-cat-teacher-blog

In looking at these social media spaces, both for research and practice, I am grateful for the learning, support, and care I have received from my peers. I share about the #AcAdv Chat community on this podcast and how it has impacted my practices, with regards to how I support learners in academic advising and instruction. Not only has it been a form of PD, but I am thankful for the connections I have made on a personal level.  I have a number of #AcAdv colleagues have become close friends, and I value them well beyond being a Twitter follower or Facebook reaction in my feed.

These social technologies are connecting professional to help us in the workplace. They allow us to be more fluid to allow for us to search for ideas, share effective practices, offer just-in-time training, and broadcast our daily work experiences online.

to-be-in-a-profession-being-social-is-really-important-and-vital-for-our-practices-to-advance-and-you-dont-do-that-without-learning-from-one-another

These social media “water coolers” are having an impact on how we work in higher ed. It’s not the medium, per se, but we should examine how these platforms impact our social interactions and community development in the field. I believe social media affords us great opportunities for how we share information, curate knowledge, support professional learning, and apply ideas into our practice. That being said, there are challenges and issues we must also consider with regards to professional identity development, being in a networked space to learn, and how these mediums might influence our practice. As we talk with higher ed administrators and staff for our research study, we are beginning to chip away at the motivations for being part of a digital community, how practitioners value online spaces to support the work in highered, what does it mean to be a “public” professional online, and how personal/professional identity is complicated, evolving, and varies based on social media platform or how a community is support.  This research is SO fascinating…

We will share more about our findings soon. That being said, we are still collecting data AND interested in hearing about YOUR networked experience. Where is your digital water cooler on social media? Where do you go online to learn, share, and curate knowledge? How does being online and in these virtual spaces impact your professional (and personal) identity, growth, and career?

SURVEY: http://bit.ly/networkedcommunity

Here s a short, web-based survey that will take 15-20 minutes to complete. You will be asked questions about your online/digital communities of practice, and you will be given the option to share about your digital, online engagement.

INTERVIEW: http://bit.ly/networkedcommunityshare

We are interested in understanding more of your digital, networked self, which might include reviewing your digital presence on social media and other online platforms, and you may potentially be invited for one (1) interview lasting approximately 45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.