What Communities and Hashtags Connect You On Twitter?

Twitter is commonly used for learning & development. We know that hashtags are great ways to link conversations, trends, news, and happenings on this social network. In real time, you can follow a story, participate in a conversation, and contribute to a community by including a hashtag in your tweet. A hashtag community might be formed by an instructor for a specific educational course or program. Or maybe there is a hashtag you are following for a professional learning event or for a specific conference backchannel (I’ve been known to inquire about these before). Hashtags have the power to share learning/knowledge from a conference for participants who are on-site or at a distance.

GotHashtagFor example, Kimmons and Veletsianos (2016) examined the tweets shared during the 2014 and 2015 American Educational Research Associations (AERA) annual conferences by reviewing the #aera14 and #aera15 hashtag. They found that backchannels are a venue for both scholarly and non-scholarly communications. It’s used for more than just promotion — the conference backchannel offers a way to share work, engage in scholarly conversations, and discussion current events or issues relevant to education.  Want to learn more? Watch the Research Shorts video below:


Conference participants gave a nod to other educational communities online, such as #edchat or #edreform, who regularly dialog, share, and interact with one another on Twitter using their group hashtag.

Like a number of educators, I have an affinity to a few Twitter communities online based on the hashtags they share and use. Some of these groups have regular  Twitter chats, and a number of Twitter communities offer support, advice, and guidance within a field or discipline. I’ll give a hat-tip to (one of many) a hashtag that supported my own work as a doctoral researcher active on Twitter => #PhDchat. This informal, online network has been known to support many graduate students work through dissertation/thesis development, swap research methods, and learn about effective academic writing practices (to name a few). emergent, online community is an informal network. Learn more about the #phdchat community from Ford,  Veletsianos, and Resta’s (2014) as they share their examination of this emerging, online network:

As some of you might know, I am working with some stellar researchers to learn more about how these online, informal Twitter communities/hashtags impact professional development.  We are currently gathering hashtags that you connect to for conversation and community on Twitter. If you participate in a regular/semi-regular Twitter chat with other educations — tell us about it! Or is there just a hashtag you follow and use frequently in your tweets? Let us know! Share your hashtags & Twitter chats you have in your discipline, field, or occupation by ADDING  to this OPEN Google doc — SHARE your Twitter Community and/or Hashtag here: http://bit.ly/hashtagcommunity Thank you!

References:

Ford, K., Veletsianos, G., & Resta, P. (2014). The structure and characteristics of #phdchat, an emergent online social network. Journal of Interactive Media in Education, 18(1).

Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Want to see more visual research? I suggest you go take a look at Research Shorts on YouTube => Subscribe & Watch NOW: http://bit.ly/researchshorts

#WINEvent and Corking 2016 with #3Wedu

This month, I have been dropping knowledge about savory red wines with Fiachra as we dive into our self-stocked Wine (Ad)vent calendar (this one was sold out). Each day leading up to December 25th, our household is celebrating the end of 2016 by unwrapping a bottle of vino for #WINEvent. Each wine was selected with a particular story in mind, and we share this tale and our thoughts the wine selection with each other (and sometimes friends who drop in). Want to learn more about the bottles sampled? Check out our 2016 #WINEvent Flickr album or listen to our daily stories/wine reviews via SoundCloud. It’s our way to send off and put a cork in 2016, as we’re sort of done with this year.

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Do you know who is also OVER 2016? The #3Wedu ladies! Join us as we put a cork in 2016 with our final podcast on Wednesday, December 14th at 3 pm PST // 5 pm CDT // 6pm EST.  Episode No. 12 may offer a few reflections, NO regrets, and our future musings  for the Women Who Wine in Edu. Join us for the candid conversations and, as always, BYO-Wine (or festive beverage of choice)! We are looking forward to chat and cheers with you to send off 2016, and discuss what lies ahead for the new year. Come join the banter and comradery here:

1st Happy Hour Broadcast: Women Who Wine in Education (#3Wedu)

Did you ever have a great conversation at a conference, training event, or networking break about education over a glass of wine? If not, you have missed out. I am grateful that I have a few (of many) ladies who I  share this sort of chat with on a regular basis. Enter the following conspirators — Jess (@jlknott), Tanya (@tjoosten), Nori (@nononi28), and Patrice (@Profpatrice) — who wanted to expand this conversation further into a monthly podcast series for 2016 about higher education over a glass of wine:

Women Who Wine in Education (#3Wedu)

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In planning for a conference proposal, this fine group of ladies discussed a few ideas and issues in higher education that need clarity for the women who work in the field. Collectively, we decided it would be a good idea to discuss these topics further, specifically to:

  • understand the value of women leading innovation in higher ed
  • overcome gender barriers or challenges women may experience in our field
  • enhance the support of women in leadership roles through mentoring and coaching
  • empower women from all levels and disciplines (junior and senior)
  • support women doing amazing things and to provide better recognition for said things

There is no doubt that big ideas often get shared in podcasts. I have been fortunate to be part of a fine podcasting gang in the past [shout out to BreakDrink], and I am looking forward to the future chats with the #3Wedu posse. As Tanya said, we hope to bring forth ideas to banter, share, debate, discuss, and then some on the topics of education over a glass of wine. If you are interested in similar topics, or want to learn what we are sipping out — you should probably join in.  So, grab a beverage of your choice (wine or not), and join the discussion! Our first broadcast is happening here this Wednesday, January 20th from 5 – 6 pm CST as we discuss The Culture of Work* in higher education:


Google+ Hangout event page 
and, of course, join the backchannel conversation:

*Note: Our podcast backchannel notes, tweets, and broadcast will be updated here and on the YouTube channel post-show. Please let us know what you think, and chime into the vino chat. Missing this LIVE version, but want to tune in next month? Save the Date:  Wednesday, February 17th @ 3 pm PST //  5 pm  CDT // 6 pm EST for #3Wedu broadcast #2!

Open Access Beyond #OAWeek: Reading Round-Up

Last week (October 19-25, 2015) was International Open Access Week (#OAweek) with the overarching goal for accessible scholarship, research, and educational content.

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Did you know about #OAweek? How did you mark or celebrate being open? In my efforts to play catch up and support open access, open educational resources (OER), open data, and openness for collaboration, here’s a rundown post about the latest happenings around OPENnness.

The Welcome Trust celebrated 10 years of Open Access and to mark #OAweek the Electronic Frontier Foundation (EFF), marked the week of open access by highlighting Collaboration in the Open:

“Open access is the practice of making research available online, for free, ideally under licenses that permit widespread dissemination. This year’s theme for Open Access Week is ‘open for collaboration’ …both in academia and beyond—enables a kind of collaboration that can scale very quickly.

When research is closed, no one can access it unless they (or, more often, the institutions where they work or study) can afford expensive journal subscriptions or online libraries. When research is open, anyone can access it, study it, and use it, regardless of their budget or institutional affiliation.

Open access also opens the door to a type of collaboration that wouldn’t exist otherwise. Authors that publish their research in an open access journal—or deposit it in an open access repository after publication—invite others to use it and transform it in ways that they might not have even imagined. The work can become part of a larger project, expanding the body of public knowledge even more.”

If you have not read Martin Weller‘s book, The Battle for the Open, this might be a good time to download your OPEN COPY to understand the growing issues and obstacles we face in the world of openness and higher education. [Here’s a previous plug and my take on the book.]

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To honor #OAweek (belated) I present you an OPEN round-up of reads I’ve wrangled from this past month (and perhaps beyond) about open access (publishing, learning, resources, data, repositories, etc). I’m sure I’ve missed a few things, so please share other articles, resources, and updates about the open in the comments. Cheers!

Making Open Access work: Clustering analysis of academic discourse suggests OA is still grappling with controversy.

Stephen Pinfield discusses this article: “to provide an overview of one of the most important and controversial areas of scholarly communication: Open Access publishing and dissemination of research outputs. It identifies and discusses recent trends and future challenges for various stakeholders in delivering Open Access (OA) to the scholarly literature.”

Check out the Free online #webinar on The Impact of Open Education @Edtechie via @Ignatia Webs

This free webinar, which is being promoted by the ALT Open Education Special Interest Group, will explore findings of the OER Research Hub, which has been investigating the impact of open educational resources. btw, the OER Research Hub is a source of wonderful, innovative OER-work, really worth exploring!

Opening Up Open Access: Moving beyond business models and towards cooperative, scholar-organized, open networks. via @kfitz

This issue of credit usually gets discussed in the U.S. in terms of the things that “count” for promotion and tenure, but recent developments in Europe and the U.K. make the question of counting all the more literal, as the continued financial support of entire departments can hinge on a quantified assessment of those departments’ productivity, and the nature of “productivity” is all too narrowly defined.

SPARC Launches Open Access Evaluation Tool 

“the launch of the Open Access Spectrum (OAS) Evaluation Tool, which provides a concrete, quantifiable mechanism to independently analyze publications’ policies.

The OAS Evaluation Tool generates an “Openness” score that is straightforward, easy to understand, and free. The program provides critical information to authors, libraries, research funders, government agencies, and other interested parties. It can be used to help determine compliance with funder policies, institutional mandates, and researchers’ individual values. It also offers a unique opportunity for publishers to independently validate their journals’ degree of openness and compliance with funder and campus policies.”

HowOpenIsIt? Guide from PLOS

The “HowOpenIsIt?®” Open Access Spectrum (OAS) guide standardizes Open Access terminology in an easily understandable, comprehensive resource created by PLOS, the Scholarly Publishing and Academic Resources Coalition (SPARC) and the Open Access Scholarly Publishers Association (OASPA). The guide defines core components of Open Access derived from the articulation of basic tenets in the 2002 Budapest Open Access Initiative (BOAI).

Academics have found a way to access insanely expensive research papers—for free 

When content is not accessible and open, the scholars revert to the hashtag #icanhazpdf: “many people are becoming increasingly frustrated with a business model—where work is produced by academics, edited by their peers, and often funded by the taxpayer—is hidden behind a paywall.

Exploring the publishing model of the Open Library of Humanities: A view from Latin America

 Francisco Osorio provides a brief overview of what sets this journal project apart from the rest and how the new funding model offers an economic, social and technological platform for the humanities and social sciences to transition to open access. At the heart of the matter is the forms of communication in humanities and social sciences as distinctive from the natural sciences.

Open access papers ‘more likely to be cited on Twitter’ 

Much to no one’s surprise: “open access journals and articles have a ‘big advantage’ when it comes to being shared on Twitter compared with those behind a paywall.”

What does Academia_edu’s success mean for Open Access? The data-driven world of search engines and social networking.

[Academia.edu is] “the ‘largest social-publishing network for scientists’, and ‘larger than all its competitors put together’ – clearly raises a number of questions for the open access movement. After all, compared to the general sluggishness (and at times overt resistance) with which the call to make research available on an open access basis has been met.”

The Future of figshare (for open data sharing)

figshare has strived to engender a strong sustainability model that would allow us to continue to improve our free offering. With our continued successes, alongside file sizes and research outputs increasing year on year, we’re going to be removing our premium accounts leaving only one tier of account

OECD report on students, computers and learning: making the connection [REPORT]

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.

Open Education Resources in Canada via the IRRODL

Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners.

Is it time for Canada to implement a unified open strategy for higher education? asks @clintlalonde

From Clint’s UBC/SFU Open Access week forum talk on this question [I concur with your response, Clint.]: “yes, having a unified national strategy on all things open is likely a good idea for the simple fact that it gets all the various strands of open – open access, open education, open source software, open pedagogy, open data –  in the same room. And any reason to bring people together to talk about their commonalities is a good thing.”

Openly Licensed Educational Resources: Providing Equitable Access to Education for All Learners via the US Federal Government

Open education advances key national priorities, including supporting shared economic prosperity, strengthening civil society, and investing in human development. Over the next year, the U.S. Government will continue efforts to expand and accelerate the use and availability of openly licensed educational materials worldwide. In addition, we will begin to model the transition to openly licensed educational materials at scale in U.S. K-12 schools.  We look forward to engaging with the national and global community to identify opportunities for open licensing to accelerate educational equity for all learners regardless of their financial situations or geographic locations.

Community Call from ALT: Open Education Technology and Practice

ALT is piloting a monthly ‘Community Call’ where we speak to ALT Members about their work. For our first call we speak with Lorna Campbell who is an advocate for open education, technology and practice.

Institute for Open Leadership Applications via Creative Commons – Due October 30, 2015

Earlier this year, Creative Commons and the Open Policy Network hosted the first Institute for Open Leadership (IOL). The IOL is a training and support program to empower new leaders interested in crafting and implementing an open licensing policy within their discipline. We had adiverse cohort of 14 fellows who came together for a week in January, 2015 in San Francisco. The fellows worked with mentors and each other to hone their open policy project ideas. Since then they’ve working within their institutions and fields to implement their open policy plan.

The impact of open textbook adoption on the learning outcomes of higher ed students

In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used.

A Librarian’s Guide to OER in the Maker Space

Because of their capacity to stimulate creativity, OER are the perfect complement to the maker space movement. The maker movement shares a philosophy with the open source movement by fostering creativity, collaboration, and personalization in schools. The integration of OER into well-planned, well-designed maker spaces brings together physical and virtual interests and activities and expands learning opportunities.   Maker spaces are especially well suited for OER because they demonstrate inquiry-based learning and allow students some autonomy to direct their learning.

The Real Threat of OER via David Wiley (@opencontent)

Publishers continue to believe that “free” is the main threat posed to their business models by OER. Perhaps that is because pricing is a threat they understand and know how to counteract. However, the core idea of openness – to generously grant others the broad range of permissions that enables them to innovate in any manner they can imagine – that is the real threat OER pose to commercial publishers. While the prices for commercial materials may eventually approach affordability, publishers are structurally unable to grant faculty the broad set of copyright permissions necessary to truly empower them. Their business models forbid it.

 The arXiv cannot replace traditional publishing without addressing the standards of research assessment [in open repositories]. via @JanvadeHe

So why has the arXiv become so important for researchers in these particular fields? Why is it that it is now more or less standard that any active researcher in these areas will deposit a close to final version of their publications in the archive? Part of it can be explained by the increasing prominence of Open Access and related developments in academic publishing. But that can only explain a small part of the success of the arXiv. The main reason of its success, in my opinion, is a specific feature of these research areas: the very long lead time between submission and publication in a journal of papers in those fields, and hence the historic prominence of “preprints” and “reports.”

The benefits of Open Access Repositories – Q & A with Professor Sonia Livingstone shares her thoughts on the LSE’s institutional repository, LSE Research Online (LSERO)

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Honest and reliable Open Access Journals in Open and Distance Education from Rob Farrow at the @OER_Hub

Twitter to Enhance Learning & Performance

Twitter provides the opportunity to have micro-conversations in 140 characters or less. This social media platform has been repurposed by a number of educators for workplace learning. Twitter is not the only form of professional development available and you do not have to tweet to learn.  That being said, an increasing number of educators have repurposed and remixed Twitter for work learning and performance. You would be surprised what 140 characters can do to create community and interaction online. A number of grassroots initiatives have developed for educators to consider Twitter as part of their professional development plans for informal learning, scholarly development, and shared practices. For me, the last seven years spent on Twitter has been invaluable. This platform continues to provide an open, informal learning space to collaborate and banter with a community of educators. Thanks for that, Larry.

Twitter Bird in the Lattice

Flickr photo c/o Brian Kopp

Twitter is really the “water-cooler” for educators to share news, post reports/trends, read the news, review research, ask questions, gather information, and curate knowledge. Educators are increasingly expressing ideas and linking to relevant websites, videos, articles, images, etc. related the workforce.  This commentary and resources were shared for my own learners and other training participants who want to “get started” with workplace learning and performance – so I welcome your shared suggestions for helpful Twitter resources and tips in the comments below.

The Twitter Basics:

Hashtags & Backchannels

GotHashtag

Hashtag: A symbol used in Twitter messages, the # symbol, used to identify keywords or topics in a Tweet. The hashtag was an organic creation by Twitter users as a way to categorize Twitter messages and link keywords posted on Twitter. Besides a current event or pop culture reference, Twitter has been an essential part of the conference tool kit to support sharing on the backchannel. You no longer have to be in-person to engage in the workshops, presented talks, or round table discussions via the live experience. There’s now a full stream of activity created around single hashtags for professional development and workplace learning events.

Here are just a few Hashtags to SEARCH and Follow:  

  • #AcWri (academic writing)
  • #highered
  • #digped
  • #edtech and #onlinelearning
  • #phdchat and #gradchat and #SAdoc
  • #Open and #OER and #openaccess
  • #acadv (academic advising)
  • #StudentAffairs and #sachat
  • And MORE!
  • P.D. hashtags related to your field and conferences, e.g. 2015 Education and Ed Tech Conferences [Psssst… you can add to it if  I’m missing any!]

What Is a Twitter Chat and How to Make the Most of ItTwitter chats are threaded discussions using a hashtag to dialogue about a specific subject.Twitter chats are linked conversations via a single hashtag that participants can search, follow, and include in their own Tweet as they respond during the Twitter chat time. Twitter chats are similar to online chats, forums, or discussion boards; however they are often synchronous and active during a designated date and time. The hashtag for many chats continue past the “live” event on Twitter for others who want to share and engage. Some Twitter chats guide the discussion or have open topics central theme, while others Twitter chats are moderated in a structured question-response format.

Other Twitter Tips & Resources:

Using Google Apps in Higher Ed #ACPA15

Join me today (3/7) at 9 AM for my  #ACPA15 Genius Labs session on Google Apps for Education (1st Floor West Side of Tampa CC) where I’ll share how I use a few applications to make my workflow more productive and how I’ve used a few of these applications for my educational curriculum and developmental programs on campus. Blog-Post-Image-Google-Apps-Admin-Best-Practices-1024x372 About: Many universities/colleges are turning to Google Apps for Education as a solution, and it isn’t just for email. This 20-minute session will introduce applications provided by Google Apps, and will illustrate easy-to-implement practices for everyday problems. Google Apps to Explore & Use

Examples for Google Docs & Forms

Google Video – YouTube & Hangouts On Air

3 Google Apps to Check Out More Often

  • Google Scholar What it is: Academic search engine for publications of scholarly research Why It’s useful: Search of scholarly literature across many disciplines and sources, including theses, books, abstracts and articles. Pro tip: Identify articles available from your institutional library on campus. Also able to search & preview millions of books from libraries and publishers worldwide in Google Books.
  • YouTube Trends Dashboard What it is: A handy tool to figure out what’s trending on YouTube. Why it’s useful: What are your students watching on campus? What is being shared most often near you? With the Trends Dashboard, you can tap into the zeitgeist quickly and easily. Pro tip: Compare the “Most Shared” (across Facebook and Twitter) with “Most Viewed” to get a sense of what content gets viewed often but shared infrequently. To see what was trending in the past, check out
  • Google Trends. Use the optional forecast checkbox to anticipate whether interest in a particular topic is expected to rise over time. Google Keep What it is: Lets you easily jot down whatever’s on your mind via a beautiful, simple interface. Why it’s useful: Share any one individual note with a collaborator, create to-do lists, drop an image into notes as needed, and organize notes using eight color options. Pro tip: Don’t want to forget to do something? No problem: You can easily turn any note into a date or location-activated reminder.

Resources

How do you use Google Apps for education? Please feel free to share links and resources here: http://bit.ly/acpa15google

Online Education in the US [2014 Report]

As I am on my way to the EDUCAUSE Learning Initiative (ELI & #eli2015), specifically to attend the National Research Center for Distance Education and Technological Advancement (DETA) Summit, I figured it was critical to review the 2014 Grade Level: Tracking Online Education in the United States just released from the Babson Survey Research Group (BSRG):

“The study’s findings point to a competitive marketplace, in which traditional institutions are gaining ground on the for-profits in online and distance education,” said study co-author Jeff Seaman, co-director of the Babson Survey Research Group. “While the rapid pace of online learning growth has moderated, it still accounts for nearly three-quarters of all US higher education’s enrollment increases last year.”

It is clear that online learning is on the rise in America – yet there is a vast difference between how administration and faculty view it. A majority of post-secondary education leaders (70.8%)  indicated that online learning is “critical to their long-term strategy;” however these leaders may struggle with online adoption as only 28% of their faculty find “value” and view online education as “legitimate.” A number of findings in this report show opposing views for online education. For example, these two factions of higher differ  by their awareness of open education resources (OER).

OER_FutureHE

There is much more of this narrative to tease out; and I would like to go through this report further (on the plane) and learn what others in the field have to say. For now I will leave you with some of the ‘quick facts’ shared, and encourage you to download and read through the FULL REPORT if you are in the online learning sphere:

Key report findings include:

  • The number of higher education students taking at least one distance education course in 2014 is up 3.7 %t from the previous year.
  • The year-to-year 3.7% increase in the number of distance education students is the lowest recorded over the 13 years of this report series.
  • Public and private nonprofit institutions recorded distance enrollment growth, but these were offset by a decrease among for-profit institutions.
  • The percent of academic leaders rating the learning outcomes in online education as the same or superior to those in face-to-face remained unchanged at 74.1%.
  • The proportion of chief academic leaders reporting online learning is critical to their long-term strategy reached a new high of 70.8%.
  • Only 28.0% of academic leaders say that their faculty accept the “value and legitimacy of online education.”
  • The adoption of MOOCs (Massive Open Online Course) is reaching a plateau, only 8.0% of higher education institutions currently offer one, another 5.6% report MOOCs are in the planning stages.
  • The proportion of academic leaders who believe that MOOCs represent a sustainable method for offering online courses dropped to 16.3%.

Update:

A couple areas to note, and for further discussion this week at #eli2015 and the #DETAsummit (Follow @UWMDETA):

Pgs. 43-44: Discuss the undercount and overcount of distance education, i.e. for “fully online” enrollments – this seems to be hazy, as it might be as learning design for enrollment varies by student population type and course design delivery.

Pg. 44 – “The definition of ‘distance education’ is causing confusion”

There was an interesting segment in this report that struggled with the term “distance education.” This report takes into account distance education, when looking at “fully online” higher education programs. This part of the report reminded me about the Twitter debate of online learning, online education, distance education, and then some when trying to name an update to an edited book. Check out “The State of ______ Learning” thread on Storify to learn what was discussed. What terminology is best? How can we describe/define education that is delivered from a distance/online/on the web/virtually? Please advise.