Social Media

2015 ◽  
pp. 15-23
Author(s):  
Arleen Cuevas ◽  
Fritz Kohle
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Virtual Space ◽  
International Media ◽  
Personal Lives ◽  
Content Creation ◽  
University Of Applied Sciences ◽  
Formal And Informal Learning ◽  
Social Media Strategy

Social media has become ubiquitous in the daily personal lives of students and teachers alike. But the question remains if social media should be integrated effectively in higher education or if it should be left out in the realm outside the classroom. This paper explores how students use social media in school, whether or not they find social media useful in the learning process and provides further discussion on the importance of adopting a social media strategy in the education sector. The authors facilitated a study in 2010 and a follow-up survey in 2011 to students taking the course International Media and Entertainment Management at NHTV Breda University of Applied Sciences in the Netherlands to assess how students are using social media in a learning environment. The study reveals a need for social media to be used as a learning tool in order to promote active participation through content creation and encourage a virtual space for dynamic dialogue which in turn helps link formal and informal learning connecting students, teachers, and colleagues around the world. But more complex issues such as privacy, copyright, policing and governance of social media needs to be addressed.

scholarly journals Solución de Software para la Recopilación y análisis de Datos de Redes Sociales (inglés)

2014 ◽  
Vol 27 ◽  
pp. 14
Author(s):  
Elmar Krajnc ◽  
Jeff Schmidt-Peralta ◽  
Samanta Ramijan-Carmiol
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Social Media Marketing ◽  
Redes Sociales ◽  
University Of Applied Sciences

<p class="p1">Este proyecto fue desarrollado en el semestre de invierno de 2013, como una iniciativa del Grupo de Investigación y Desarrollo, KMU goes Mobile, del departamento de TI de la FH Joanneum, University of Applied Sciences, in Kapfenberg, Austria. Dos partes principales componen el proyecto. Primero la investigación sobre Social Media Marketing para Pequeña y Mediana Empresa y segundo: el desarrollo de una solución Web adaptable para la recopilación y análisis datos de Social Media, los cuales de detallan en este documento. </p>

scholarly journals Development of business students’ attitudes towards entrepreneurship between 2017–2018

2019 ◽  
Author(s):  
Marja-Liisa Kakkonen
Keyword(s):  
Applied Sciences ◽  
Practical Implication ◽  
Business Students ◽  
Entrepreneurial Skills ◽  
Entrepreneurial Attitudes ◽  
University Of Applied Sciences ◽  
Students Attitudes ◽  
One Year ◽  
In The Beginning

Entrepreneurial competences consist of attitudes, knowledge and entrepreneurial skills. In the autum 2017, a new curriculum emphasizing entrepreneurship and entrepreneurial behavior was launched in the business department of a Finnish university of applied sciences. In order to verify the development, a follow-up study with three annual sub-studies was planned to examine students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship during the degree studies.This article presents the results of the development of the students' entrepreneurial attitudes between the first and third semester. According to the findings, the attitudes towards entrepreneurship were quite positive in the beginning of the studies, and it seems that they remained at the same level during one year. Based on the findings, as a practical implication there is a need for monitoring pedagogigal approaches and methods of the programme to make sure that they support enough the development of entrepreneurial attitudes. The entire development of entrepreneurial competences will be revealed by the next annual studies.Keywords: Attitudes; Entrepreneurship; Business students; Perceptions

Reflections on the integration of social media in the foreign language classroom

2015 ◽  
Vol 4 (2) ◽  
pp. 144-153
Author(s):  
Simon Falk
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Teaching Practice ◽  
Virtual Space ◽  
Educational Institutions ◽  
Language Classroom ◽  
Formal And Informal Learning ◽  
Foreign Language Classroom ◽  
Learning Scenarios ◽  
Personal Content

Highly interactive social networks (e.g. Twitter or Facebook) offer possibilities to create personal content in virtual space that can be shared with other users. These multifaceted platforms support both formal and informal learning scenarios. Due to their high popularity, educational institutions become more and more interested in integrating them into their teaching practice. In this article, the author shows the payoffs and pitfalls that can arise by implementing social media in the foreign language classroom.

Becoming a Swarm Catalyst

2013 ◽  
Vol 3 (1) ◽  
pp. 57-70 ◽  
Author(s):  
Juhana Kokkonen ◽  
Sami Paavola ◽  
Yrjö Engeström
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Development Process ◽  
Hierarchical Organization ◽  
Collaborative Community ◽  
University Of Applied Sciences ◽  
Traditional Organization ◽  
Changing Role

This article analyzes the problems of bringing in social media in a traditional, hierarchical organization. Difficulties rise from the contradiction between the bureaucratic approach of an organization and the collaborative community approach connected to social media. A change in the role of a developer is analyzed through a case study. The data was collected in a co-development process of a work unit at a Finnish University of Applied Sciences. The method of this study is analytic autoethnography, which proved to be a valuable tool for capturing a long-term development process and the changing role of the developer inside the organization. A new change agent, a swarm catalyst, is introduced at the end of the article. The initial characteristics of a swarm catalyst are based on the experiences of various, iterative developmental experiments. A swarm catalyst operates within an organization as an autonomous developer, and as a negotiator between the traditional organization and decentralized developmental swarms.

scholarly journals Examining the populist communication logic: Strategic use of social media in populist political parties in Norway and Sweden

2019 ◽  
Vol 12 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Bente Kalsnes
Keyword(s):  
Social Media ◽  
Political Parties ◽  
News Media ◽  
Communication Style ◽  
Data Sets ◽  
Right Wing ◽  
Use Of Social Media ◽  
Facebook Pages ◽  
Social Media Strategy

Previous research has demonstrated that right-wing populist parties are particularly successful in gaining engagement and interaction on social media, but less is known about how rightwing populist parties use social media strategically, both in relation to voters and news media. By focusing on two Nordic countries, Norway and Sweden, this paper addresses the strategic use of social media within the Sweden Democrats and the Progress Party based on three different data sets: interviews, content analysis of Facebook posts, and engagement data from the parties’ Facebook pages. This study finds that the two populist parties basically follow up their social  media strategy in practice, and the Sweden Democrats are more closely following a populist communication logic in their Facebook posts. The article argues that right-wing populist parties’ social media strategy and communication style must be understood in relation to their position in the political system and the parties’ different phases in the life cycle model of populist parties.

Abuse of the Social Media Brain

2015 ◽  
pp. 102-117 ◽  
Author(s):  
Fritz Kohle ◽  
Sony Jalarajan Raj
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Digital Media ◽  
Undergraduate Students ◽  
Cognitive Functions ◽  
Cognitive Skills ◽  
Critical Thought ◽  
The Social ◽  
University Of Applied Sciences ◽  
Mainstream Press

Despite the criticism in the mainstream press regarding the use and abuse of digital and social media, its use has been increasingly encouraged and supported in schools and universities. This chapter examines the social media behaviour of techy-savvy undergraduate students at NHTV, University of Applied Sciences, Breda, The Netherlands, from the perspective of an independent documentary producer and educator, to determine whether any correlation between the amount of time spent online and the use of cognitive functions exists. Media producers require an audience capable of critical thought, and teachers educate future audiences to acquire the necessary cognitive skills. Hence, the chapter analyses how the viewer's cognitive functions impaired by the use of social and digital media affects the reception of media products. This further leads to a more critical concern about the educators' response to the challenges provided by social and digital media.

Abuse of the Social Media Brain

2019 ◽  
pp. 711-726
Author(s):  
Fritz Kohle ◽  
Sony Jalarajan Raj
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Digital Media ◽  
Undergraduate Students ◽  
Cognitive Functions ◽  
Cognitive Skills ◽  
Critical Thought ◽  
The Social ◽  
University Of Applied Sciences ◽  
Mainstream Press

Despite the criticism in the mainstream press regarding the use and abuse of digital and social media, its use has been increasingly encouraged and supported in schools and universities. This chapter examines the social media behaviour of techy-savvy undergraduate students at NHTV, University of Applied Sciences, Breda, The Netherlands, from the perspective of an independent documentary producer and educator, to determine whether any correlation between the amount of time spent online and the use of cognitive functions exists. Media producers require an audience capable of critical thought, and teachers educate future audiences to acquire the necessary cognitive skills. Hence, the chapter analyses how the viewer's cognitive functions impaired by the use of social and digital media affects the reception of media products. This further leads to a more critical concern about the educators' response to the challenges provided by social and digital media.

Abuse of the Social Media Brain

2018 ◽  
pp. 983-998
Author(s):  
Fritz Kohle ◽  
Sony Jalarajan Raj
Keyword(s):  
Applied Sciences ◽  
Social Media ◽  
Digital Media ◽  
Undergraduate Students ◽  
Cognitive Functions ◽  
Cognitive Skills ◽  
Critical Thought ◽  
The Social ◽  
University Of Applied Sciences ◽  
Mainstream Press

Despite the criticism in the mainstream press regarding the use and abuse of digital and social media, its use has been increasingly encouraged and supported in schools and universities. This chapter examines the social media behaviour of techy-savvy undergraduate students at NHTV, University of Applied Sciences, Breda, The Netherlands, from the perspective of an independent documentary producer and educator, to determine whether any correlation between the amount of time spent online and the use of cognitive functions exists. Media producers require an audience capable of critical thought, and teachers educate future audiences to acquire the necessary cognitive skills. Hence, the chapter analyses how the viewer's cognitive functions impaired by the use of social and digital media affects the reception of media products. This further leads to a more critical concern about the educators' response to the challenges provided by social and digital media.

scholarly journals ‘I feel the irritation and frustration all over the body’ Affective ambiguities in networked parenting culture

2021 ◽  
pp. 136787792110035
Author(s):  
Mari Lehto ◽  
Susanna Paasonen
Keyword(s):  
Social Media ◽  
Media Use ◽  
Research Data ◽  
The Body ◽  
Social Media Use ◽  
Working Through ◽  
Media Research ◽  
Social Media Research ◽  
Study Participants

This article investigates the affective power of social media by analysing everyday encounters with parenting content among mothers. Drawing on data composed of diaries of social media use and follow-up interviews with six women, we ask how our study participants make sense of their experiences of parenting content and the affective intensities connected to it. Despite the negativity involved in reading and participating in parenting discussions, the participants find themselves wanting to maintain the very connections that irritate them, or even evoke a sense of failure, as these also yield pleasure, joy and recognition. We suggest that the ambiguities addressed in our research data speak of something broader than the specific experiences of the women in question. We argue that they point to the necessity of focusing on, and working through affective ambiguity in social media research in order to gain fuller understanding the complex appeal of platforms and exchanges.

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