scholarly journals Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Helen C. Cartner ◽  
Julia L. Hallas
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Online Course ◽  
Small Scale ◽  
Pedagogical Practice ◽  
Critical Reasoning ◽  
Professional Development For Teachers ◽  
Effective Technology ◽  
The Relationship

This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.

scholarly journals VALUE CO-CREATION THROUGH SOCIAL MEDIA: A CASE STUDY OF A START-UP COMPANY

2019 ◽  
Vol 20 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Junic Kim ◽  
Hwanho Choi
Keyword(s):  
Social Media ◽  
Value Creation ◽  
Small Businesses ◽  
Start Up ◽  
Media Platform ◽  
Social Media Tools ◽  
Start Ups ◽  
The Relationship ◽  
Social Media Strategy

This research examines social media users’ value-creation processes and the drivers of a start-up company’s successful social media strategy. This research primarily aims to understand start-ups’ effective utilization of social media and value co-creation processes. Although utilizing social media has become key for many organizations, start-ups and small businesses often suffer from a lack of understanding and knowledge of the utilization of social media tools. Therefore, this article uses a case study on the relationship between a social media platform and users’ value co-creation to offer a conceptual framework for start-ups to consider in utilizing social media. Our research reveals that four core drivers of social media success include experience, satisfaction, expression, and sharing ability. Each of these drivers in turn contains conditions for understanding users’ value-creation process and the creation of drivers for successful social media strategies. The research contributes to literature by providing a detailed review of users’ value co-creation as a part of a start-up’s successful social media strategy.

Brooklyn's agrarian questions

2014 ◽  
Vol 30 (1) ◽  
pp. 92-102 ◽  
Author(s):  
Evan Weissman
Keyword(s):  
New York ◽  
Urban Agriculture ◽  
Food Justice ◽  
Small Scale ◽  
Food Network ◽  
Alternative Food Network ◽  
The Usa ◽  
The Relationship ◽  
The City

AbstractThroughout the USA, urban agriculture is expanding as a manifestation of an emerging American food politics. Through a case study of Brooklyn, New York, I used mixed qualitative research methods to investigate the political possibilities of urban agriculture for fostering food justice. My findings build on the existing alternative food network (AFN) literature by indicating that problematic contradictions rooted in the neoliberalization of urban agriculture limit the transformative possibilities of farming the city as currently practiced in Brooklyn. I suggest that longstanding agrarian questions—concerns over the relationship between agriculture and capitalism and the politics of small-scale producers—are informative for critical interrogation of urban agriculture as a politicization of food.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 1930-1950
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 507-525
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

The Art of PR War

2018 ◽  
Vol 47 (3) ◽  
pp. 373-395 ◽  
Author(s):  
Donald A. Westbrook
Keyword(s):  
Social Media ◽  
Public Relations ◽  
The Internet ◽  
Third Generation ◽  
Academic Literature ◽  
Social Media Platforms ◽  
The Relationship ◽  
New Religion ◽  
The Church

This article explores the relationship between the Church of Scientology and various forms of media, in particular the Internet. Building on insights in the academic literature, this piece attempts to fill a lacuna by giving more attention to some of Scientology’s own media programs and efforts. With these in mind, the Church of Scientology is a case study in the challenges that a new religion faces in legitimating itself to an increasingly globalized audience in the digital age. On a popular level, Scientology parishioners seem increasingly open to discussing, defending, and disseminating Scientology on social media platforms. These efforts may encourage others accustomed to a Scientological theology of evil in which “entheta” should be avoided and “suppressive persons” (SPs) shunned. As such, socially engaged Scientologists, in particular second- and third-generation members, may become witting and unwitting foot soldiers on behalf of the church in waging an ongoing public relations war, and thus poised to legitimate Scientology to outsiders disinterested in or suspicious of “institutional religion.” This hypothesis is all the more intriguing and plausible in the American context, given the market share created by the heterogeneous “rise of the nones” (religiously unaffiliated/disaffiliated populations).

As Seen on TV: Putting the NBC Opera on Stage

2018 ◽  
Vol 71 (3) ◽  
pp. 595-654 ◽  
Author(s):  
Danielle Ward-Griffin
Keyword(s):  
Twentieth Century ◽  
Small Scale ◽  
Television Watching ◽  
New Model ◽  
The 1950S ◽  
La Traviata ◽  
The Relationship ◽  
Opera Houses

This article examines the relationship between opera on television and opera on the stage in America in the 1950s and 1960s. Using the NBC Opera (1949–64) as a case study, I trace both what television borrowed from the operatic stage and what television sought to bring to the stage in a relationship envisioned by producers as symbiotic. Focusing on the NBC's short-lived touring arm, which produced live performances of Madam Butterfly, The Marriage of Figaro, and La traviata for communities across America in 1956–57, I draw upon archival evidence to show how these small-scale stage productions were recalibrated to suit a television-watching public. Instead of relying on the stylized presentation and grand gestures typical of major opera houses, the NBC touring performances blended intimate television aesthetics with Broadway typecasting and naturalistic direction. Looking beyond the NBC Opera, I also offer a new model for understanding multimedial transfer in opera, one in which the production style of early television opera did not simply respond to the exigencies of the screen, but rather sought to transform the stage into a more intimate—and supposedly more accessible—medium in the mid-twentieth century.

Research on the relationship between supervisor and social work interns in China: A Shanghai case study

2018 ◽  
Vol 62 (2) ◽  
pp. 905-917
Author(s):  
QiuLing An ◽  
Peter Szto
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Social Work ◽  
Future Development ◽  
Supervisory Relationship ◽  
Cultural Effects ◽  
Key Characteristics ◽  
The Relationship ◽  
Field Supervisors

This study examines the supervisor–intern relationship within social work practices in Shanghai. Recorded conversations between interns and field supervisors were analyzed using qualitative research methods to determine the key characteristics of the supervisory relationship and the factors that shape them. In a supervisory relationship, both parties co-establish a ‘win-win’, ‘casual’, and ‘tactful’ connection that not only has profound cultural effects, but is also affected by the current professional development of social work in China. Since social work supervision is a newly emerging practice in China, the findings of this analysis are pioneering and are discussed in relation to the future development of supervision in China.

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