Social Media: Tools for Researchers
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SXSW: INSEAD @ South by Southwest
SXSW: INSEAD @ South by Southwest The 2012 edition of the South by Southwest conference (SWSX) wrapped up in Austin last week. Over the last years, this has become one of hottest stops on the startup circuit, earning a reputation as the biggest breeding ground for new ideas and creative technologies– notably, both foursquare and twitter catapulted to the big leagues after they presented early versions at SWSX. To coincide with all the buzz around SXSW, I consumer allowing for an unprecedented level of decided to spend a better part of this week’s interaction. The revenue enhancing possibilities sessions of Identifying New Business Opportunities, enabled by such a platform are endless– in the same an MBA class I am currently teaching, discussing way as Google search revolutionized internet some of the hottest trends from the conference. A display advertising, getglue could do the same for small contingent from the class had attended SXSW TV advertising. and they got us started by sharing what caught their attention at the conference (Thanks Nicole, Charlotte Next consider, Storify, a service that enables users and Joanna!). As is typical in the INSEAD classroom, to curate social networks to build social stories, our very creative group of MBA participants bringing together media scattered across the Web couldn’t stop imagining the possibilities enabled by into a coherent narrative. Essentially, the idea is to some of the newest media platforms debuted at the use the community to attack the last holdout parts of conference — hopefully, some of the ideas will internet publishing– content curation. While most become real products, that I can blog about one content creation has already been delegated to the day! More pertinent for the readers of this blog, as a crowds, this platform essentially does the same for group we identified a few clear trends and content curation and organization. -
Slides for Students
SLIDES FOR STUDENTS The Effective Use of Powerpoint in Education GARY D. FISK SLIDES FOR STUDENTS The Effective Use of Powerpoint in Education GARY D. FISK Blue Ridge | Cumming | Dahlonega | Gainesville | Oconee Copyright © 2019 by Gary D. Fisk All rights reserved. No part of this book may be reproduced in whole or in part without written permission from the publisher, except by reviewers who may quote brief excerpts in connections with a review in newspaper, magazine, or electronic publications; nor may any part of this book be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or other, without the written permission from the publisher. Published by: University of North Georgia Press Dahlonega, Georgia Printing Support by: Lightning Source Inc. La Vergne, Tennessee Book design by Corey Parson. ISBN: 978-1-940771-43-4 Printed in the United States of America For more information, please visit: http://ung.edu/university-press Or e-mail: [email protected] CONTENTS 0 Introduction vii 1 Presentation Software 1 2 Powerpointlessness 14 3 Educational Effectiveness and Student Perceptions 32 4 Avoiding Death by Powerpoint 53 5 Design for Emotion I 67 6 Design for Emotion II 84 7 Design for Sensation 100 8 Design for Perception I 117 9 Design for Perception II 135 10 Design for Attention 156 11 Design for Cognition I 170 12 Design for Cognition II 190 13 Design for Behavior 213 14 Technology Choices 232 15 Tips and Tricks for Slide Presentations 247 16 A Classroom Presentation Example 264 17 The Bright Future of Powerpoint in Education 292 A Appendix A 307 B Appendix B 310 C Appendix C 314 0 INTRODUCTION The creative spark that motivated this book was the observation that powerpoint presentations sometimes fail to produce a positive impact on student learning. -
Hacking the Renaissance (MLA15) (With Tweets) · Robincamille · Storify Browse Log in Hacking the Renaissance (MLA15)
1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify Browse Log In Hacking the Renaissance (MLA15) MLA 2015 panel #s420 (tweets in oldest → newest order) byRobin Camille27 Views storify.com 27 views Embed 1. ACL @ACriticismLab The Augmented Criticism Lab presents at #MLA15 first thing tomorrow! (8:30 PST) #s420 j.mp/1tUIz6f #restup 12:28 AM - Jan 10, 2015 2 1 2. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 3. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 https://storify.com/robincamille/hacking-the-renaissance-mla15 1/8 1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify 4. Sarah Werner @wynkenhimself On my way to the Shakespeare committee meeting, so sadly missing Hacking the Renaissance #mla15 #s420 mla15.org/420 10:49 AM - Jan 10, 2015 5. Jacqueline Wernimont @profwernimont have to choose between #MLA15 #s420 and #s448 this a.m. - boo divided attentions #toomanygoodthings 11:26 AM - Jan 10, 2015 1 2 6. Mattie Burkert @Mattie_Burkert Very excited to be at #s420, "Hacking the Renaissance" featuring @ullyot @douglasduhaime @ajamesbradley @ChrisVVarren & @robincamille #mla15 11:33 AM - Jan 10, 2015 3 7. Daniel Powell @djp2025 At #mla15 #s420 , hearing @ullyot & Adam Bradley talk abt hacking the Renaissance. 11:34 AM - Jan 10, 2015 1 8. -
Creating Presentations
Creating presentations An (incomplete) list of presentation tools ● 'Ordinary' prezentation tools – From MS Office family: Microsoft PowerPoint – From the LibreOffice (formerly OpenOffice) family: LibreOffice Impress – For Mac OS X: Keynote ● Novel means of (creating and/or sharing) presentations – Slid.es – Prezi.com – Slideshare.net Comparison of Prezi and Slid.es ● Prezi uses Flash to display prezentations ● Prezi offers more movement (rotation, etc.), you can move horizontally and vertically in Slid.es – In PowerPoint all you can do is to go horizontally ● Slid.es is entirely based on HTML, CSS and JS – A place where you can learn the basics from: http://www.w3schools.com/ ● There are nice tutorials out there as well HTML basics – HTML = HyperText Markup Language ● Markup language for the WWW ● Tags are responsible for formatting ● (Almost) all of the opening tags has to have a closing counterpart – e.g. <p>This is a paragraph.</p> ● Source files have to be well-formatted – The scope of the tags should not overlap CSS basics – CSS = Cascading Stlye Sheets ● Affects the layout similarly as HTML tags (and their parameters) ● It is located at the beginning of the HTML source file (in the so called '<head>' part) or more elegantly (and usually) stored outside the HTML source file – As an effect it makes the HTML code clearer – An example <style> body {background-image:url('some_picture.jpg');} </style> ● Important concepts: – CSS classes and Ids: Read more about them JS basics – JS = JavaScript ● JS is a script language (mostly) for creating -
Guide Tweeting As a Cultural Organisation Taras Young Digital Content Manager
Version 1 – November 2013 Guide Tweeting as a cultural organisation Taras Young Digital Content Manager Arts Marketing Association This work is licensed under a Creative Commons Attribution- ShareAlike 2.0 UK: England & Wales License Published 2013 Supported by Created and managed by In partnership with 2 Introduction There are about 200m active Twitter users worldwide, 15m of whom are in the UK. Of these, 9m participate in discussion, while 6m are ‘lurkers’ – watching without participating1. With a quarter of the population using Twitter, then, it’s not difficult to make the case for cultural organisations to have a presence. This guide will introduce you to the basics of Twitter, give guidance on day-to-day use, and finally provide some more advanced tips and tools. This guide is being continuously updated – if you have any suggestions, or spot any errors or omissions, please get in touch with the author at [email protected]. Contents 1. Twitter basics ...................................................................................................... 3 Tweeting to other people ............................................................................ 3 Retweeting .................................................................................................. 4 Direct messages .......................................................................................... 4 2. What to tweet ..................................................................................................... 5 3. Building followers and increasing engagement -
A Framework for Teaching with Twitter and Storify
Teaching with Twitter and Storify 487 A Framework for Teaching with Twitter and Storify Rosemary M. Caron, PhD, MPH Abstract The education of baccalaureate health administration students needs to be adaptable in this age of healthcare reformation and the use of social media can be an educational tool that not only presents a familiar communication environment, but also encourages the learner to adapt this tool to their disci- pline of study. To examine the utility and effectiveness of implementing social media to teach basic epidemiology concepts, the use of Twitter and Storify in the laboratory component of the course is presented. The purpose of this article is to describe three learning exercises that are part of the application course modules developed to increase student knowledge and skills with respect to how epidemiological principles are evident in the community in which the student lives. Specifically, the exercises were designed to: (1) demonstrate how social media is useful to research discipline-specific content; (2) curate relative course material from numerous social media sources; and (3) communicate to one’s broader community the significance of specific epidemiologic-oriented issues that affect our everyday life. At the conclusion of the labs, students reported that they had not previously considered the use of social technology for learning; were likely to include Twitter and Storify as part of their online research tools for future assignments; and were more apt to communicate with peers and the instructor via these mediums. The benefits of this applied learning approach for students and the faculty instructor are discussed. Please address correspondence to: Rosemary M. -
CORINNE WEISGERBER Ph.D
Educational History THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — PH.D., 2002 Communication Arts & Sciences Dissertation: Turning to the Internet for help on sensitive topics: The online sleep paralysis community THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — M.A., 1999 Speech Communication Thesis: : Studying initial interaction in computer-mediated and face-to-face communication Ph.D. MIAMI UNIVERSITY, OXFORD, OH — B.A., 1997 Speech Communication UNIVERSITÉ LIBRE DE BRUXELLES, BELGIUM — PREMIÈRE CANDIDATURE, 1995 Journalisme et Communication Professional Appointments ASSOCIATE PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2012-PRESENT ASSISTANT PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2006-2012 RESEARCHER/INSTRUCTOR, CAIN PROJECT, RICE UNIVERSITY, HOUSTON TX, 2005-2006 [email protected] ASSISTANT PROFESSOR OF COMMUNICATION, TEXAS A&M UNIVERSITY AT PRAIRIE VIEW, TX, 2002-2005 Teaching Experience ST. EDWARD’S UNIVERSITY COMM 1317: Presentational Speaking COMM 2312: Interpersonal Communication COMM 2326: Persuasion COMM 2337: Principles of Public Relations (formerly COMM 3337) COMM 2399/JOUR 2314: Interactive Media Production & Design COMM 3301: Research Methods COMM 3309: Social Media for PR (formerly COMM 4352) COMM 4326: PR for Nonprofits (our PR campaigns class) COMM 4350: Internship for the Communication Major RICE UNIVERSITY Researcher/Instructor, Cain Project in Engineering & Professional Communication (08/2005 - 07/2006) WEISGERBER Instructional Responsibilities: Engaged in a wide variety of curriculum development and teaching activities in collaboration with faculty in the natural sciences and engineering. Collaborations involved syllabus and assignment design, communication instruction, and assessment of oral student performance. Research Responsibilities: Studied and investigated communication processes, pedagogy, and industry best practices. Pursued independent research projects and participated in a research collective. -
Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 P.M
Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 p.m. Meeman Journalism Building Room 202 Dr. Roxane Coche Office: MJ 324 Office Hours: Tuesdays from 1:30 to 3 p.m. and Wednesdays from 9 a.m. to noon, or by appointment. Contact Information: [email protected] / @r_coche / Skype: roxcoche COURSE REQUIREMENTS CATALOG DESCRIPTION: Basic instruction in journalistic forms and AP style; information gathering and composition of news stories; media literacy. One lecture hour, four laboratory hours per week. PREREQUISITE: JRSM 1750 TEXTBOOKS: Required • Tim Harrower, “Inside Reporting” 3rd ed. (McGraw Hill, 2010) ISBN 978-0-07- 337891-6 • “The Associated Press Stylebook 2017” ISBN 046 509 3043 Recommended • Lauren Kessler and Duncan McDonald, “When Words Collide: A Media Writer’s Guide to Grammar and Style” (Thomson and Wadsworth, 2004) ISBN 0-534- 56206-X CLASSROOM FORMAT: This is a writing course. Consequently, students will write every week and receive regular feedback and coaching on their work. The class will consist of both lecture and laboratory time to be determined by the instructor. COURSE REQUIREMENTS: • Writing assignments will be completed both inside and outside the classroom. During the semester, each student will complete three writing assignments written outside of class: an advance story with at least two interviews; (2) a campus event with at least three interviews; and (3) a meeting or lecture story with at least three interviews and a data source. All outside stories also will be rewritten. Rewrites must include the additional reporting discussed in story editing notes. If students do not complete additional reporting, they will receive lower grades than they did for the original stories. -
Alternatives to Powerpoint Presentations
Alternatives To Powerpoint Presentations How springlike is Archie when pissed and stilly Rolando glint some privateers? Unreckonable Kendall coupes negligibly. Sedentary and transalpine Walt never owed pompously when Broddy phonated his laziness. How to their audience feedback or on the software lets you choose for great alternatives to each has not Finally, edit and present slideshows for multiple uses. Do your attendees to pay a presentation alternatives a virtual trade show your social media to powerpoint presentations, there are the. Worried how Attendees will Mingle? Similar experience to Microsoft Office. Automatic save and recorded history gives you the ability to view changes and restore to older versions. In this last couple of months many small business and freelancer searching for innovative, videos, and more. Luckily there are lots of alternatives. Whatever program or app you choose remember to focus on your content. GIFs and lets you even edit them. Premium is worth considering. The standard protocol for demonstrating a live web site, but you can add elements to a layout slide and then define it as a Placeholder. Teachers may benefit from using this program in the classroom, conference organizers and educators. Google apps for business. With great flexibility and efficiency, such as simultaneous editing, you can create visual aids using web designs. Google account and the internet. There are more themed templates available for users to simply plug in their content. Even better, neither for you nor for your audience. Its easy to share and and can be edited by multiple users at the same time. All changes are viewed instantly by the rest of the team. -
Prezi: a Different Way to Present
Turkish Online Journal of Distance Education-TOJDE April 2010 ISSN 1302-6488 Volume: 11 Number: 4 Notes for Editor-1 PREZI: A Different Way to Present Kevin YEE, Ph.D. Assistant Director, Faculty Center for Teaching and Learning University of Central Florida Orlando, FL, USA Jace HARGIS, Ph.D. Assistant Provost for Faculty Development University of the Pacific Stockton, California, USA For many years now, Microsoft PowerPoint has been so dominant in the field of presentation software that its name has become all but synonymous with the generic concept. Professors often assume students have access to PowerPoint to create their own student presentations (or, at a minimum, to display and print the instructors‘ slides for use as notes or handouts, particularly since Microsoft offers a free viewer for download for anyone who lacks the full software). Even Macintosh users can reliably be assumed to have the ability to create and view PPT files, even though native Mac applications like Keynote promise enhanced design possibilities. The explosion of browser-based software alternatives recently has led to challengers in many fields, among them the category of presentation software. There are now several completely-free cloud-ware applications that offer similar fundamental tools to PowerPoint (and in many cases, they intentionally reproduce the same look and feel of PP), such as SlideRocket, Impress by OpenOffice, and Presentations by Google Docs. Newer and even smaller challengers are still more likely to mimic the design and feel of PowerPoint, including 280 Slides, BrinkPad, PreZentIt, ThinkFree Show, and Zoho Show. While such free alternatives may present an economic challenge to Microsoft‘s software, their mimicry of the functionality and layout limits their utility for professors seeking an alternative to the ubiquitous PowerPoint. -
Guidelines for Digital Communication Tools Within the Frame of the Project PEACE Alps
Guidelines for digital communication tools within the frame of the project PEACE_Alps 16.10.2018 Version 1.0> Author Ellen Esser Organization PP08 - EWO PEACE_Alps Pooling Energy Action Plans and Enhancing their Implementation in the Alps Project reference No. AS81 Priority 2 – Low Carbon Project duration: 16.12.2015 – 15.12.2018 This project is co-financed by the European Regional Development Fund through the Interreg Alpine Space Programme GUIDELINE FOR DIGITAL COMMUNICATION TOOLS Short Description This document defines and describes guidelines for digital communication tools applied in the course of the project. Document Details Project PEACE_Alps Pooling Energy Action Plans and Enhancing their Implementation in the Alps Action WP C – Activity 6.5. Deliverable D 6.5.2. Due date Project month 10 Delivery date Dissemination project level, web level Dissemination PPs, local and regional administration, stakeholders target Organization EWO Author Ellen Esser Version Date Auethor Organization Description 1.0 16.10.2018 E. Esser EWO 1 GUIDELINE FOR DIGITAL COMMUNICATION TOOLS Table of Contents 1 Mind mapping ............................................................................................................... 3 2 Digital live polls ............................................................................................................ 5 3 Explainer Videos .......................................................................................................... 7 4 Prezi Next Presentations ............................................................................................10 -
La Fiche Mémo De Pearltrees
Nom de l’outil : Catégorie : Pearltrees Veille informationnelle Caractéristiques : A télécharger En ligne / Anglais Français / Compte Anonyme / Difficulté : Accessible sur Rendez-vous sur http://www.pearltrees.com Créer un compte Pour créer un compte Pearltrees, choisir un pseudonyme (avec minimum trois caractères et sans espace) et saisir votre adresse mèl. Choisir un mot de passe. Attention, ce n’est pas le mot de passe de votre messagerie qui vous est demandé. C’est un mot de passe pour accéder à votre compte Pearltrees. Cliquer sur S’inscrire pour finaliser votre inscription. Etape 1 : Choisir un forfait Une fenêtre va s’ouvrir pour vous permettre de choisir l’offre qui vous intéresse. Nous choisirons le forfait Public (celui est gratuit). Ce forfait permet d’organiser et de partager ses trouvailles et centres d’intérêt et de bénéficier d’un espace de stockage d’1 Go. Par contre, le compte est forcément public (il n’est pas possible de rendre privé son compte). Cliquer sur Choisir pour passer à l’étape suivante. Etape 2 : Renseigner son profil Dans cette étape, il est possible d’insérer sa photo ou son avatar mais aussi de préciser son profil en donnant son nom et une petite biographie (mais cela reste facultatif). Cliquer sur Passer cette étape pour passer à la dernière étape. Etape 3 : Choisir ses outils Installer le web clipper pour ajouter vos contenus favoris au gré de votre navigation. Le web clipper est représenté par une icône dans la barre d’outils de votre navigateur . Cliquer sur Continuer pour accéder à votre environnement Pearltrees.