Strategic Use of Social Media by Higher Education to Influence Alumni Engagement

Social media is a low-cost platform to develop and maintain communications and relationships while overcoming the barrier of distance. Higher education is an expensive affair especially with financial needs growing day by day, opening up the need for alumni to involve in fundraising and institutional development. Higher education institution’s fundraising initiatives will need to adopt social media to establish and maintain ties with alumni. This literature review study investigates the strategic use of social media by higher education to influence alumni engagement. Articles from the Web of Science and Proquest are included in this review with a focus on how institutions employ social media to engage alumni and alumni engagement behaviors towards the alma mater. Our results suggest that age, program delivery method and academic program of study are significant factors to determine the donative behaviors of alumni

COMMON FACETS OF MUSEUM VIRTUAL SELF-PRESENTATION: EXPERIMENTING WITH INTERACTIVE IMAGE AND TEXT

In the modern world, all the museums, especially science and technology centers, seek transforming from storages of valuable historical objects to the knowledge exchange and construction places. This study aims to research official sites and social media channels of twenty European science and technology museums in order to understand how the virtual museum self-presentation is done. Using thematic analysis five common facets of the science and technology museum official site were coded: i) site interoperability; ii) home page; iii) first ten news; iv) science and education activities; v) information “about us”. All the data were anonymized. The study showed two contradicted science and technology museum virtual self-presentation behavior styles: orientation “Museum as a storage” and orientation “Visitor as a creator”. Researching how science and technology museums experimented with interactive image and text in their official web pages, museum social media site follower responses and museum ratings in social media, we expanded The Museum Visitor Experience Model with insights how the virtual self-presentation could help attracting museum visitors

SOCIAL MEDIA TECHNOLOGIES AS DETERMINANTS TO INFORMATION SHARING AMONG LIS STUDENTS IN KWARA STATE UNIVERSITY, MALETE

This study examines social media technologies as determinants to information sharing among Library and Information science students in Kwara State University, Malete. This study adopts descriptive survey method of research design. The population includes the students of Library and Information Science, Kwara State University, Malete with population of 1431. The sample size was selected using Raosoft sample size table. However the study used simple random sampling technique with sample size of 304 while web-based questionnaire was used in the data collection. Link to the web-based questionnaire was shared on the different social media platforms of WhatsApp and Telegram of students. However, only 192 students responded to the questionnaire which represent 63% return rate. This is consider enough and accepted for the study. The study found out that majority of respondents use Facebook, Linkedln, WhatsApp and YouTube as social media technologies to share information. The study also revealed that LIS students in Kwara state university use social media technologies to share information on political, education, economic and entertainment. Finally, the study also revealed that inadequate power supply, lack of internet access, lack of proper maintenance of infrastructure and equipment and lack of enthusiasm on the part of instructors as challenges LIS students encountered in using social media technologies to sharing information in Kwara State University, Malete. The study recommends that Alternative power supply should be provided and training and workshop should be stage for students to have better skills on the use social media technologies

Science in the New Zealand Curriculum e-in-science

This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. “Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment

Application of web 2.0 in cartographic education. Is it time for cartography 2.0?

The term web 2.0 was first used in 2004 at a conference where the organizers focused on the new generation web services. Although web is not software and it has no versions everybody understood this term and also understood the real meaning behind it. In the last 30 years, cartography considerable changed and we may think of using a similar term for our science: cartography 2.0. Although web 2.0 is not a clear and easily definable term, we can list new features of the web which has formed this new term. Wiki, blog, RSS, mashup applications, social networking are the key features (and other less notorious ones are still under development) which are not concrete applications, but rather philosophies. Wiki is a type of website that allows the users to easily edit/change some available content, sometimes without the need for registration. This ease of interaction and operation makes a wiki an effective tool for collaborative authoring. Can we effectively use this new technique in cartography? Blogs provide commentary or news on a particular subject, as personal online diaries; they can be part of a wider network of social media. There are some cartographic blogs available (operated mostly by younger cartographers) which can give new chances for collaborative work, so they may help the cartographic education. One of the most prominent mashup applications is the websites which are connected to GoogleEarth to use their basemaps/satellite images to add their own geographically located contents. These applications are also used by non-cartographers to help them to “make maps”. Are these new features enough to introduce the new term: cartography 2.0

Plataforma Biblion: rede social de leitores-escritores juniores

The present communication reports research taking place within the Doctoral Program in Information and Communication in Digital Platforms, the Department of Communication and Art, University of Aveiro and the Faculty of Arts, University of Porto, entitled Social Network for Readers, Writers Juniors , and interdisciplinary character, involving the areas of Information Science, Communication and Education. The case study is conducted in schools in the 1st Cycle of Basic Education, Aveiro, Portugal, and as a tool in empirical phase platform Biblion (www.portal-biblon.com), web space in children's literature that focuses on training social network of readers-writers. The training of readers, in the modern world includes the introduction of digital media activities with the literary text, performed by educational institutions. Once the platform has a central theme Biblon the school community participation, the pertain interaction between users and content production, through various forms of expression. Thus, the Biblon contribute to students' skills to access, use and produce information in social media. Since the study is still ongoing, this opportunity will be given only the initial results of the investigation

Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching

A Science Instrument for the Digital Age: #Scistuchat Participants\u27 Perceptions of Twitter as a Tool for Learning and Communicating Science

The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants in, and even creators of, dynamic digital experiences. Social media, in particular, can connect disparate populations, minimizing traditional barriers such as time, space and geography. Similarly, science communication has also been influenced by an expanding array of media through which scientists can now connect directly with the public. #Scistuchat, the focus of this study, uses the social media platform Twitter to bring together scientists, secondary science students and teachers outside of school in monthly, science-focused Twitter chats. Using a multiple-case (embedded) design, this study sought to answer the question How do #scistuchat participants perceive Twitter as a tool for learning and communicating science? Thematic, cross-case analysis of four #scistuchats revealed themes specific to the #scistuchat experience, as well as the broader use of Twitter for science learning and communication. In addition to real-time observations of each chat and later analysis of the archived tweets, videoconferencing technology was used to conduct individual interviews with participating scientists (n=16) and teachers (n=6), as well as focus groups with students (n=17). Notable #scistuchat-specific findings include a recognition of the experience as dynamic and student-focused. Regarding student outcomes, although gains in science content knowledge were limited, an evolving understanding of scientists and the nature of their work was prominent. Findings regarding the broader use of Twitter for science purposes highlighted its multidimensional, professional utility and its unique contributions when leveraged in classroom settings

Sentiment Analysis in the Era of Web 2.0: Applications, Implementation Tools and Approaches for the Novice Researcher

Nowadays, people find it easier to express opinions via social media-formally known as Web 2.0. Sentiment analysis is an essential field under natural language processing in Computer Science that deals with analyzing people's opinions on the subject matter and discovering the polarity they contain. These opinions could be processed in collective form (as a document) or segments or units as sentences or phrases. Sentiment analysis can be applied in education, research optimization, politics, business, education, health, science and so on, thus forming massive data that requires efficient tools and techniques for analysis. Furthermore, the standard tools currently used for data collection, such as online surveys, interviews, and student evaluation of teachers, limit respondents in expressing opinions to the researcher's surveys and could not generate huge data as Web 2.0 becomes bigger. Sentiment analysis techniques are classified into three (3): Machine learning algorithms, lexicon and hybrid. This study explores sentiment analysis of Web 2.0 for novice researchers to promote collaboration and suggest the best tools for sentiment data analysis and result efficiency. Studies show that machine learning approaches result in large data sets on document-level sentiment classification. In some studies, hybrid techniques that combine machine learning and lexicon-based performance are better than lexicon. Python and R programming are commonly used tools for sentiment analysis implementation, but SentimentAnalyzer and SentiWordnet are recommended for the novice. Keywords:   Sentiment Analysis; Web 2.0; Applications; Tools; Novic

Student-Centered Learning Strategies for English Foreign Learning (EFL) During the COVID-19 Pandemic

English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL). This systematic review incorporated qualitative document research and content analysis. Purposive sampling was used to look at the content of the papers chosen after a random selection of reliable and accurate sources. Sources from EBSCO, Google Scholar, Scopus, Web of Science, and ScienceDirect were utilized for this systematic review. The data indicate that English has a great reach and influence, and English is taught worldwide during the COVID-19 pandemic. Learners spend more time using social media to study English, and hearing is the skill that improves the greatest when using social media to learn English. Utilizing social media helps students acquire and practise new vocabulary words and reduce spelling errors. YouTube is the most popular social media tool for English language learners. This paper also looks at how vital to change and rethink strategies because English is also taught as a second language for recent immigrants to English-speaking countries, which faces particular challenges. After all, the students in one class may speak many different native languages