Using Twitter for Student Learning & Connecting with Scientists

2016 ◽  
Vol 78 (7) ◽  
pp. 599-602
Author(s):  
Adam Taylor ◽  
Emily G. Weigel
Keyword(s):  
Biological Sciences ◽  
Social Media ◽  
Student Learning ◽  
Digital Communication ◽  
Discussion Groups ◽  
Class Discussion ◽  
Educational Standards ◽  
Communication Tools ◽  
The Core

Class discussion can be a valuable way to meet educational standards and make student ideas visible. Tools like Twitter can be used to encourage discussion both in and outside of class. In this article, we provide (1) a concise explanation of Twitter and its use (including a comparison to similar digital communication tools); (2) a brief overview of educational gains and experiences in using Twitter; and (3) a step-by-step introduction to conducting Twitter discussions using hashtags. We conclude with an introduction to #scistuchat, a monthly Twitter discussion between scientists and students that addresses many of the core ideas in the biological sciences. We invite instructors to join this ongoing discussion series or use the ideas within this paper to begin their own discussion groups on social media.

Fans' Narrations

2019 ◽  
pp. 292-309
Author(s):  
Ersin Diker ◽  
Birgül Taşdelen
Keyword(s):  
Social Media ◽  
Digital Communication ◽  
Communication Technologies ◽  
Strategic Communication ◽  
Participatory Culture ◽  
Competitive Environment ◽  
Communication Tools ◽  
Important Place ◽  
Transmedia Storytelling ◽  
Tools And Methods

In today's world, with the development of technology, brands have turned to new communication means and methods apart from traditional communication tools like television, newspapers, magazines, cinemas, etc. in order to differentiate and escape from their competitors in an increasingly competitive environment. Storytelling and social media are the leading ones among these tools and methods. Thus, brands aim to create branding process and brand loyalty through the strategic communication they have established in social media with consumers. The concept of participatory culture has expanded thanks to digital communication technologies and social media. Fans who have an important place in the storytelling of transmedia reshape a story, associate it with their own lives, and recreate it by producing it again through various media, especially social media. Thus, in this study, it is aimed to reveal how the transmedia storytelling which has been awarded with fan comments in the context of participant culture contributes to brand communication, image, reputation, and marketing.

scholarly journals Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 43
Author(s):  
Nadezhda N. Pokrovskaia ◽  
Veronika L. Leontyeva ◽  
Marianna Yu. Ababkova ◽  
Lucio Cappelli ◽  
Fabrizio D’Ascenzo
Keyword(s):  
Social Media ◽  
Digital Communication ◽  
Short Term ◽  
Communication Tools ◽  
Marketing Education ◽  
Positive Assessment ◽  
Intellectual Outcome ◽  
E Learning ◽  
High Level ◽  
Behavioral Enrichment

Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students.

Epilogue

2018 ◽  
Author(s):  
Robert E. Goodin ◽  
Kai Spiekermann
Keyword(s):  
Social Media ◽  
European Union ◽  
Majority Rule ◽  
The European Union ◽  
Donald Trump ◽  
Epistemic Democracy ◽  
The Core ◽  
Echo Chambers ◽  
Filter Bubbles

This chapter reflects on the election of Donald Trump and the vote of the British electorate in favour of ‘Brexit’ from the European Union. While we refrain from judging the outcomes of these votes, we do discuss concerns pertaining to the lack of truthfulness in both campaigns. After rehearsing the lies on which the Trump and Brexit campaigns were based, we consider different explanations as to why these campaigns were nevertheless successful, and where this leaves the argument for epistemic democracy. Particularly worrisome are tendencies towards ‘epistemic insouciance’, ‘epistemic malevolence’, and ‘epistemic agnosticism’. We also consider the problematic influence of social media in terms of echo chambers and filter bubbles. The core argument in favour of epistemic democracy is that the pooling of votes by majority rule has epistemically beneficial properties, assuming certain conditions. If these assumptions are not met, or are systematically corrupted, then epistemic democracy is under threat.

Serial Homology as a Challenge to Evolutionary Theory

2017 ◽  
Author(s):  
Stéphane Schmitt
Keyword(s):  
Biological Sciences ◽  
Evolutionary Theory ◽  
Serial Homology ◽  
The Core ◽  
Long Period ◽  
Colonial Theory ◽  
Experimental Approaches ◽  
Evo Devo ◽  
The 19Th Century ◽  
Development And Evolution

The problem of the repeated parts of organisms was at the center of the biological sciences as early as the first decades of the 19th century. Some concepts and theories (e.g., serial homology, unity of plan, or colonial theory) introduced in order to explain the similarity as well as the differences between the repeated structures of an organism were reused throughout the 19th and the 20th century, in spite of the fundamental changes during this long period that saw the diffusion of the evolutionary theory, the rise of experimental approaches, and the emergence of new fields and disciplines. Interestingly, this conceptual heritage was at the core of any attempt to unify the problems of inheritance, development, and evolution, in particular in the last decades, with the rise of “evo-devo.” This chapter examines the conditions of this theoretical continuity and the challenges it brings out for the current evolutionary sciences.

Creating Multiple Sites of Engagement for Music Learning

2020 ◽  
pp. 87-104
Author(s):  
Jonathan Savage
Keyword(s):  
Social Media ◽  
Music Education ◽  
Careful Consideration ◽  
Music Learning ◽  
The Core ◽  
The United Kingdom ◽  
Teachers And Students ◽  
Meaningful Relationships ◽  
Mindful Teaching ◽  
Specific Technology

Music education exists in multiple spaces. Within formal approaches to music education in academic institutions, there has been an acknowledgment that more informal pedagogical approaches can be useful (as evidenced in the work of movements such as Musical Futures). However, constructive links between formal and informal contexts for music education remain difficult to navigate for many teachers. Within the United Kingdom, the newly defined roles for music education hubs have made some headway in recasting these relationships in a more productive direction. Similarly, social media has an important role to play in developing new relationships between key agencies within music education. Like any specific technology, there are positive affordances and more negative limitations to such approaches. People have a complex relationship with technology, but they are not gadgets! Lanier’s (2010) thesis argues strongly that recent cultural developments can deaden personal interaction, stifle genuine inventiveness, and change people. Within an educational setting, careful consideration needs to be given to the affordances and limitations of social media. For teachers and designers of learning spaces and opportunities, pedagogy should be underpinned by careful, mindful choices—including wise choices about the tools that teachers and students are using. It is about a focus on the core, asking: What is the key learning that this music lesson is facilitating? Is this tool the best one for the job? Does this tool or approach allow one to teach music musically? Done skillfully and conscientiously, social media can help develop collaborative approaches to music education that provide teachers with pedagogical strength and security. They result in mindful teaching and mindful learning that will last a lifetime. They can also help teachers develop meaningful relationships with students that help them make sense of their musical experiences in whatever context they have emerged through: a truly, “joined-up” approach to music education with the student at the core.

A critical appraisal of diversity in digital knowledge production: Segregated inclusion on YouTube

2021 ◽  
pp. 146144482110348
Author(s):  
Kaiping Chen ◽  
June Jeon ◽  
Yanxi Zhou
Keyword(s):  
Social Media ◽  
Knowledge Production ◽  
Science Communication ◽  
Critical Appraisal ◽  
Digital Platforms ◽  
The Core ◽  
Inclusion Phenomenon ◽  
Media Platform ◽  
The Rich ◽  
Digital Knowledge

Diversity in knowledge production is a core challenge facing science communication. Despite extensive works showing how diversity has been undermined in science communication, little is known about to what extent social media augments or hinders diversity for science communication. This article addresses this gap by examining the profile and network diversities of knowledge producers on a popular social media platform—YouTube. We revealed the pattern of the juxtaposition of inclusiveness and segregation in this digital platform, which we define as “segregated inclusion.” We found that diverse profiles are presented in digital knowledge production. However, the network among these knowledge producers reveals the rich-get-richer effect. At the intersection of profile and network diversities, we found a decrease in the overall profile diversity when we moved toward the center of the core producers. This segregated inclusion phenomenon questions how inequalities in science communication are replicated and amplified in relation to digital platforms.

The “core principles” of physiology: what should students understand?

2009 ◽  
Vol 33 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Joel Michael ◽  
Harold Modell ◽  
Jenny McFarland ◽  
William Cliff
Keyword(s):  
Biological Sciences ◽  
Assessment Instrument ◽  
The Core ◽  
Biological Phenomena ◽  
Starting Point ◽  
Constituent Component ◽  
Thinking Tools ◽  
Student Attention

The explosion of knowledge in all of the biological sciences, and specifically in physiology, has created a growing problem for educators. There is more to know than students can possibly learn. Thus, difficult choices have to be made about what we expect students to master. One approach to making the needed decisions is to consider those “core principles” that provide the thinking tools for understanding all biological phenomena. We identified a list of “core principles” that appear to apply to all aspects of physiology and unpacked them into their constituent component ideas. While such a list does not define the content for a physiology course, it does provide a guideline for selecting the topics on which to focus student attention. This list of “core principles” also offers a starting point for developing an assessment instrument to be used in determining if students have mastered the important unifying ideas of physiology.

Caring for an Aging Population in a Post-Pandemic World: Emerging Trends in the U.S. Older Adult Care Industry

2021 ◽  
Author(s):  
Lu Kong ◽  
Kejia Hu ◽  
Matthew Walsman
Keyword(s):  
Older Adult ◽  
Digital Communication ◽  
The United States ◽  
Adult Care ◽  
Communication Tools ◽  
Care Industry ◽  
Care Services ◽  
Global Pandemic ◽  
Emerging Trends ◽  
The U.S

This paper examines older adult care services during the outbreak of the COVID-19 global pandemic. Specifically, it investigates emerging developments initiated or augmented by the pandemic and discusses their permanency in a postpandemic world. Primary survey data are collected from both older adult care-providing organizations (supply) and individuals receiving or considering care (demand) in the United States. Qualitative support from various sources supplements the surveys. The results indicate a movement toward deinstitutional care options, which began prepandemic but intensified during the outbreak. Care organizations confirm this development, reporting more occupancy-related concerns. Findings also suggest that telehealth and digital communication tools have substantially expanded. Benefits, issues, and future projections of these trends are discussed, and some suggestions for industry reform are proposed. These results illuminate many actionable ideas for various stakeholders, including older adults, industry practitioners, and policymakers.

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