Pro-Bono Virtual Legal Clinics for Enhancement of Social Impact by Communities Affected by COVID-19

The right to legal advice is an essential entitlement and an imperative step toward effective enjoyment of other fundamental rights, especially to the communities which have limited access to legal opinions due to scarce financial means. Global communities are adversely affected, particularly in relation to employment, domestic violence, and financial hardships during this pandemic. This pro-bono virtual legal clinics project is instrumental in enhancing social impact by ensuring that communities continuously have better access to quality legal advice and information during the COVID-19 Movement Control Order through multiple social networking tools and meaningful collaborations with NGOs.

A Design of Personal Learning Network on Social Networking Tools with Gamification for Professional Experience

This research aimed to design a novel teaching and learning process in the professional experience training. The Successive Approximation Model (SAM) was applied in the design steps. The attainment of the designed framework derived from numbers of theoretical reviews, as well as the analytical data collected from the expert interviews. The proposed framework included the components of a Personal Learning Network (PLN), the process of PLN, and the professional experience procedure. The components of PLN were: learning resources, learning tools, learning content, and learning activities. In addition, the process of PLN consisted of Creation, Connection, Cognition, and Contribution. The professional experience incorporated nine main activities particularly, enrolling in the course, joining three compulsory seminars, doing two major periods of internship, mentor visiting, submitting assignments, and completing the course. These three concepts were combined into the framework of integrated learning activities, which occurred in social networking tool, Course Networking (CN). It operated as the learning tool utilized the newly created addable badges as a part of gamification features. The assessment results from the eleven experts revealed that the teaching and learning practice using personal learning networks on social networking tools with gamification in the professional experience proved to have high levels of standard evaluation, innovative attributes, design process, teaching and learning procedure, and teaching and learning activities.

College students’ reception of social networking tools for learning in India: an extended UTAUT model

The term Social Networking Tools is used for social media applications accessible via mobile devices/smartphones; their use has become ubiquitous among college students, especially after the COVID 19 Pandemic, due to which the institutes of Higher education were shut down. A research gap was identified as the students’ acceptance of these learning tools has not been studied to the best of the author’s information, in India. The current study employs the conceptual model based on the UTAUT model by Venkatesh et al. (MIS Q 27(3):425–478, 2003), extended and modified by Khechine et al. (Br J Educ Technol 51 2306–2325, 2020. 10.1111/bjet.12905). The sample comprised 305 students, 48 females (15.7%) and 257 males (84.3%), with an average age of 18 years. Partial least squares structural equation modeling (PLS-SEM), a methodology of structural equation modeling which allows the assessment of any complex cause-effect model comprising latent variables was used for assessing the hypothesized model using SmartPLS version 3.2.9. The results show that the college students were impacted by Performance Expectancy PE, Effort expectancy EE, and Social Influence SI in shaping their behavioral intention BIU; Facilitating conditions FC and Intrinsic Values IV didn’t influence their behavioral intention. However, their behavioral intention BIU and their Intrinsic Values (IV) influenced their intention to use (IU) social networking tools for learning for Higher education, in the Indian context.

PERCEPTIONS ON WHICH SOCIAL NETWORKING TOOLS ARE USEFUL FOR TEACHERS’ PROFESSIONAL DEVELOPMENT

<p>Teachers are expected to be able to keep up with the technological development in the classroom. Integrating ICT into teaching is a complex process and they may encounter a number of difficulties. They seek opportunities for professional development, so that they can meet the needs of students leading to recognition as a “reform-minded” educator. Social networking/WEB2.0 which is the technology connecting people is providing new opportunities for professional development by assisting to remain current on skills important for teachers’ role. Aim of our research is to study, for the specific professional category of school teachers, which are the professional skills which can be strengthened through social networking and which tools are the most appropriate for this goal. Based on a collection of information from various sources we present a series of conclusions which can be the basis for the design of training programs on how to effectively use social networking.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0852/a.php" alt="Hit counter" /></p>

Using social networking tools for teaching requests to undergraduate Arab EFL learners: a study of pragmatics

PurposeThis study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.Design/methodology/approachFurthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared.FindingsResults of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect).Originality/valueRequests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests.

Web 2.0 Technology in Libraries

Progress in information communication technology (ICT) has become the backbone for every branch of knowledge in academic arena and library, and information centers are not apart from it. Social networking is playing a significant role in serving to the library users. The chapter examines libraries and their importance in accepting the Web 2.0 phenomenon of social networking sites like Facebook Twitter, YouTube, and a number of social networking tools to enable libraries to engage with students in the virtual environment to promote library event and services, teaching and learning, and humanizing the concept of library and librarians. This chapter also focuses on the importance of social networking sites, which improve the professional relationships within the library profession and across the boundaries of particular national library education systems across the world, which is increasingly sharing information that ensures libraries are the head of changes in demands and needs of their users.

Preparing K-12 Teachers for Blended and Online Learning

Personal learning networks (PLNs) are a form of informal professional development in which teachers build and maintain connections to other educators and learning professionals and the resources that will meet their personal continuing education needs. Although PLNs can incorporate face-to-face connections, they typically make heavy use of social networking tools for finding and sharing information and educational innovations. In this chapter, the authors discuss how PLNs have been developed and used by preservice and inservice teachers, discussing the similarities and differences between the two groups along with the progression of PLN development from preservice to inservice teacher experiences. Next the authors discuss the role that PLNs play in helping teachers develop their blended and virtual learning knowledge and skills, along with ideas for how teacher-educators and administrators can provide support for this endeavor.

Web 2.0, Social Media, and Mobile Technologies for Connected Government

A connected government uses digital technologies for public administration to improve the democratic processes and provide electronic services to strengthen support for public policies. Also referred to as Government 2.0, it aims to harness the information revolution to improve the lives of citizens and enhance the efficiency of governmental processes. Some of the digital technologies and methods that advanced economies are already using to enhance the connected governance include mobile computing, internet of things, social media applications, and Web 2.0-related communication tools. Through the use of such technologies, governments and citizens can interact in real time, whereby citizens can voice their opinions and engage in the electronic participation. In this chapter, the author introduces Web 2.0, social media networking, and mobile technologies, and then, outlining the characteristics of a connected government, the chapter discusses how mobile, Web 2.0, and social networking tools can support governments to enhance transparency, openness, and effectiveness.

Content Analysis of Library Websites of Select Colleges of Delhi University

The paper examines the accessibility, accuracy, currency and user-friendliness in ten selected library websites of the colleges affiliated to the University of Delhi. It further, discusses services and facilities being offered by the websites. The data were collected through a well-structured checklist from the selected colleges under study. The study reveals that maximum number of college libraries have mentioned information related to introduction 9(90 %), library staff 8(80 %), library hours 6(60 %) and membership 6(60 %) on their websites. However, study also report that none of the library websites/web-pages have features of social networking tools, feedbacks, regular updates and they also lack in providing question papers, news-clippings, user manual and single window search. The study findings reveals that Deshbandhu College library scored thirty eight (38) out of43 which is highest (ranked 1st) whereas Ramjas College scored only five (05) out of 43 and stands last. The study suggests, for carrying out such evaluative studies which is the need of hour to enable the institutions to update their websites periodically and come up with flying colours on user’s expectations