TEC Project Report: Social media and online collaboration tools' place and purpose in committee work

2011 ◽  
Vol 103 (12) ◽  
pp. 42-45 ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 62-66
Author(s):  
Shilpa Uplaonkar ◽  
Kalikadevi G. Badiger

The present paper focuses on the explore of social media such as Face book, Twitter, Whatsapp, etc. to work as an effective tool for imparting information or knowledge and prove helpful in making awareness among Library and Information Science (LIS) Professionals of University Libraries of University of Agricultural Sciences, Dharwad as most important aspect of social mediaas its emphasis on online collaboration and sharing because it has social networking, user centric characteristics. Data was collected by means of a questionnaire that was circulated among the LIS Professionals of University Libraries of University of Agricultural Sciences, Dharwad randomly. Present article reports the survey of social media, in making awareness among LIS Professionals. Analysis will help the LIS professionals in deriving the benefits of Social media.


2019 ◽  
Vol 5 (2) ◽  
pp. 189-210
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini

The purpose of this study is to investigate instagram use among English pre-service teachers (EPST) to support their language learning in a particular course. This study sought to explore the following research questions: (1) How do EPST explore instagram to accomplish Online Task-Based Language Learning (OTBLL)? (2) What contents are created and shared by EPST to accomplish OTBLL? To collect the data, this study applied observation and content analysis. In addition several tasks were designed to be accomplished by EPST. The findings shows that EPST were able to integrate both the ability to use instagram and the ability to integrate it for OTBLL. The contents that EPST created and shared met the requirement of OTBLL. The contents included several types: creating video to explain topic assigned, writing phonetic transcription, and other tasks. The results of this study are expected to contribute in improving EPST language skills and their ability to explore social media use for language learning. Being able to seize social media to support language learning is a necessary skill to be nurtured for future language teacher in the 21st century.


2010 ◽  
pp. 1334-1346
Author(s):  
Christina E. Evangelou ◽  
Manolis Tzagarakis ◽  
Nikos Karousos ◽  
George Gkotsis

Collaboration tools can be exploited as virtual spaces that satisfy the community members’ needs to construct and refine their ideas, opinions, and thoughts in meaningful ways, in order to suc-cessfully assist individual and community learning. More specifically, collaboration tools when properly personalized can aid individuals to articulate their personal standpoints in such a way that can be proven useful for the rest of the community where they belong. Personalization services, when properly integrated to collaboration tools, can be an aide to the development of learning skills, to the interaction with other actors, as well as to the growth of the learners’ autonomy and self-direction. This work pre-sents a framework of personalization services that has been developed to address the requirements for efficient and effective collaboration between online communities’ members that can act as catalysts for individual and community learning.


2017 ◽  
Vol 54 (1) ◽  
pp. 25-51 ◽  
Author(s):  
Carolyn M. Hendriks ◽  
Adrian Kay

Many legislatures around the world are undergoing a ‘participatory makeover’. Parliaments are hosting open days and communicating the latest parliamentary updates via websites and social media. Public activities such as these may make parliaments more informative and accessible, but much more could be done to foster meaningful democratic renewal. In particular, participatory efforts ought to be engaging citizens in a central task of legislatures – to deliberate and make decisions on collective issues. In this article, the potential of parliamentary committees to bring the public closer to legislative deliberations is considered. Drawing on insights from the practice and theory of deliberative democracy, the article discusses why and how deeper and more inclusive forms of public engagement can strengthen the epistemic, representative and deliberative capacities of parliamentary committees. Practical examples are considered to illustrate the possibilities and challenges of broadening public involvement in committee work.


Author(s):  
Radio Cremata ◽  
Bryan Powell

Drawing from Jordan’s (2008) notion of deterritorialization, this chapter explores ways in which music teachers collaborate and exchange ideas in digitally mediated spaces. One such way is through Facebook. With over 1.1 billion unique monthly visitors, Facebook has changed the spaces for sharing music teachers’ pedagogical approaches and techniques, making it a potentially powerful tool for music teaching and learning. This chapter will examine the use of two private Facebook groups: Music Teachers (32,000+ members) and Little Kids Rock Teachers (1600+ members). Utilizing guidelines of content analysis outlined by Bauer and Moehle (2008), we examined over 800 written posts from these Facebook groups to better understand the ways teachers use Facebook to build community, share resources, and collaborate. We surveyed participants who are the most active posters on these two social media sites to develop an understanding of how these tools function as a vehicle for music teaching and learning. Building off Salavuo’s (2008) notion of social networks as a medium for sharing and providing information for music learning, this chapter examines the content of teachers’ engagement. An examination of emergent themes found in the content of Facebook posts reveals insights into the sorts of collaborations music teachers have in social media.


Author(s):  
Ayse Kok

This research identified the specific benefits of online collaboration tools, and explored how their usage has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others.


Author(s):  
Christina E. Evangelou ◽  
Manolis Tzagarakis ◽  
Nikos Karousos ◽  
George Gkotsis

Collaboration tools can be exploited as virtual spaces that satisfy the community members’ needs to construct and refine their ideas, opinions, and thoughts in meaningful ways, in order to suc-cessfully assist individual and community learning. More specifically, collaboration tools when properly personalized can aid individuals to articulate their personal standpoints in such a way that can be proven useful for the rest of the community where they belong. Personalization services, when properly integrated to collaboration tools, can be an aide to the development of learning skills, to the interaction with other actors, as well as to the growth of the learners’ autonomy and self-direction. This work pre-sents a framework of personalization services that has been developed to address the requirements for efficient and effective collaboration between online communities’ members that can act as catalysts for individual and community learning.


Author(s):  
Ayse Kok

This research tries to explore the specific benefits of online collaboration tools, and finds out how their use has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others.


10.28945/4367 ◽  
2019 ◽  
Vol 18 ◽  
pp. 275-292
Author(s):  
Ivy M. Tarun

Aim/Purpose: There is a huge array of educational technology tools that are now in use today. These tools have changed the way teachers teach and the way students learn. Among the many educational technology tools that are gaining popularity are the online collaboration tools. Online collaboration tools are web-based tools that allow individuals to do things together online like messaging, file sharing, and assessment. However, when new educational technology is integrated in the classroom, its effects must be determined as this is an essential component for evaluation. Having the tool is not enough, there has to be an evaluation of its quality to make it more effective. It is on this premise that the customized online collaboration tool of one university in the Philippines was assessed. The study specifically aimed to identify the perceived effectiveness of the customized online collaboration tool; and identify the effectiveness of using Usability Metrics for Effectiveness. Background: Most studies provide evaluation of newly developed software using a set of quality standards such as functionality and usability. However, there is limited evidence where online collaboration tools are evaluated on their effectiveness using user’s perception as well as assessing their usability using a set of effectiveness metrics. Methodology: The study employed questionnaire-based (n=127) and metrics-based (n=81) approaches. Data gathered were analyzed using simple and relative frequencies, weighted mean, ANOVA, and Tukey HSD (Honestly Significant Difference). Contribution: This study supplements the literature regarding the effectiveness of online collaboration tools that are used for teaching and learning particularly those that are custom-made for an institution. It provides additional information on other ways to evaluate the effectiveness of customized online collaboration tools. It likewise provides information on the difference between what the users report about the tool’s effectiveness and what the metrics show. Findings: The customized online collaboration tool was perceived to be very effective for collaboration, teaching and learning. But there is a significant difference on the students’ perception based from their courses and year levels. The customized online collaboration tool’s effectiveness as regards its application performance is poor because of design interface faults. However, the customized online collaboration tool has good completion rate. Recommendations for Practitioners: Findings suggest that the customized online collaboration tool can be an alternative tool to open-source learning platforms which faculty members may use for teaching and learning as students find it very effective not only for collaboration but for teaching and learning as well. However, errors caused by interface design problems must be addressed to yield a higher application performance rating and higher completion rate. Recommendation for Researchers: Further assessment on the tool’s effectiveness using an empirical study is recommended to provide additional definitive evidence which may support the benefits of using online collaboration tools in the classroom.


Author(s):  
Akshay Sharma and Shallu Bashambu

Human connection is more important than ever as the world battles COVID-19. The internet plays an important role in connecting people throughout the world. Many businesses have taken certain measures to connect and collaborate in these unwanted times. This has led to an increase in demand for online collaboration tools for connecting people throughout the world. A tool widely used in such places to collaborate and connect is a whiteboard. In this paper, we develop a tool to increase collaboration without restricting people to any location, any particular OS, or any particular device needed to be used. Our application allows users to interact and collaborate through visual explanations, especially regarding the writing of the text, making diagrams, uploading images and models/sketches interactively that can be shared with all participants connected over the network in real-time. The tool does not require any plug-in to be downloaded, it is easy to use and has no limit on the number of clients. We have implemented this system by using HTML5 Canvas, Node.js, and Socket.io.


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