Paying to Play: Social Media in Advancement 2016

To cut through the growing chatter across social media channels, many educational institutions are paying to increase the visibility of their content on Facebook, Twitter and other digital platforms, according to a new white paper by CASE, Huron and mStoner, Inc."Paying to Play: Social Media in Advancement 2016" reports that 83 percent of surveyed respondents are boosting or promoting posts or advertising on Facebook; 16 percent are advertising or promoting tweets on Twitter and 9 percent report advertising on LinkedIn.Schools, colleges and universities worldwide are paying to boost and promote content as the organic reach across all social channels declines, write "Paying to Play" co-authors Jennifer Mack of Huron and Michael Stoner of mStoner Inc."Paying to improve exposure is the single best way to ensure that a particular piece of content reaches as many fans and followers as possible, allowing them the opportunity to engage with it in some way," according to Mack and Stoner.Surveyed institutions boosted, promoted or advertised posts to increase attendance at events, encourage more engagement with an important campaign and grow awareness of giving days, among other reasons. These institutions, however, were selective about which posts to boost as most don't yet have much, if any, budget for amplifying social content.Beyond this growing pay-to-play trend among educational institutions, the white paper reveals common practices of institutions that are most successful with social media. According to the white paper, these institutions are:More likely to boost, promote and advertise their postsMore likely to share content generated by their constituents on social channelsLikely to use social media for prospect researchAdept at turning their expertise in using social media into dollars for their institutionsOther findings include:Nearly 90 percent of respondents agreed that social media is a much more important part of their communications and marketing efforts than three years ago.When convincing senior leadership of the value of social media, 45 percent of respondents point to the opportunity to connect with new audiences while 42 percent name the ability to engage young alumni.Use of Instagram rose from 54 percent in 2015 to 65 percent in 2016.Use of Snapchat grew from 5 percent in 2015 to 15 percent in 2016."Paying to Play: Social Media in Advancement 2016" reports on findings from the seventh survey of social media in advancement, which was conducted earlier this year by Huron and mStoner in partnership with CASE. Nearly 1,200 respondents at educational institutions worldwide provided feedback on their use of social media

Opinion mining and sentiment analysis in marketing communications: a science mapping analysis in Web of Science (1998–2018)

Opinion mining and sentiment analysis has become ubiquitous in our society, with applications in online searching, computer vision, image understanding, artificial intelligence and marketing communications (MarCom). Within this context, opinion mining and sentiment analysis in marketing communications (OMSAMC) has a strong role in the development of the field by allowing us to understand whether people are satisfied or dissatisfied with our service or product in order to subsequently analyze the strengths and weaknesses of those consumer experiences. To the best of our knowledge, there is no science mapping analysis covering the research about opinion mining and sentiment analysis in the MarCom ecosystem. In this study, we perform a science mapping analysis on the OMSAMC research, in order to provide an overview of the scientific work during the last two decades in this interdisciplinary area and to show trends that could be the basis for future developments in the field. This study was carried out using VOSviewer, CitNetExplorer and InCites based on results from Web of Science (WoS). The results of this analysis show the evolution of the field, by highlighting the most notable authors, institutions, keywords, publications, countries, categories and journals.The research was funded by Programa Operativo FEDER Andalucía 2014‐2020, grant number “La reputación de las organizaciones en una sociedad digital. Elaboración de una Plataforma Inteligente para la Localización, Identificación y Clasificación de Influenciadores en los Medios Sociales Digitales (UMA18‐ FEDERJA‐148)” and The APC was funded by the same research gran

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

CREATe 2012-2016: Impact on society, industry and policy through research excellence and knowledge exchange

On the eve of the CREATe Festival May 2016, the Centre published this legacy report (edited by Kerry Patterson & Sukhpreet Singh with contributions from consortium researchers)

Teaching Health Impact and Behavior with Infographics

The use of Infographics can be a tool that not only allows for the communication of empirical health data in an understandable format, but encourages the health administration student to present evidence-based research in a creative manner. The purpose of this paper is to describe a learning exercise that implements Infographics to demonstrate an impact of a health issue and/or encourage a health behavior change. This learning exercise is developed to increase student knowledge and visual literacy skills with respect to presenting, in a concise format, a well-researched and referenced health issue and/or a health behavior change. Specifically, the exercise was designed to: (a) curate health statistics and reference information for the selected health issue; (b) identify media resources and apply copyright and fair use in a proper manner; (c) evaluate internet resources for credibility and accuracy; and (d) utilize Infographic tools to communicate one\u27s visual viewpoint. At the conclusion of the course, students reflected on the effective visual aspects of their Infographics and the points that were challenging to communicate using this medium. The benefits of this applied learning approach for students and the faculty instructor are discussed

We are the Change that we Seek: Information Interactions During a Change of Viewpoint

There has been considerable hype about filter bubbles and echo chambers influencing the views of information consumers. The fear is that these technologies are undermining democracy by swaying opinion and creating an uninformed, polarised populace. The literature in this space is mostly techno-centric, addressing the impact of technology. In contrast, our work is the first research in the information interaction field to examine changing viewpoints from a human-centric perspective. It provides a new understanding of view change and how we might support informed, autonomous view change behaviour. We interviewed 18 participants about a self-identified change of view, and the information touchpoints they engaged with along the way. In this paper we present the information types and sources that informed changes of viewpoint, and the ways in which our participants interacted with that information. We describe our findings in the context of the techno-centric literature and suggest principles for designing digital information environments that support user autonomy and reflection in viewpoint formation

Report on the Information Retrieval Festival (IRFest2017)

The Information Retrieval Festival took place in April 2017 in Glasgow. The focus of the workshop was to bring together IR researchers from the various Scottish universities and beyond in order to facilitate more awareness, increased interaction and reflection on the status of the field and its future. The program included an industry session, research talks, demos and posters as well as two keynotes. The first keynote was delivered by Prof. Jaana Kekalenien, who provided a historical, critical reflection of realism in Interactive Information Retrieval Experimentation, while the second keynote was delivered by Prof. Maarten de Rijke, who argued for more Artificial Intelligence usage in IR solutions and deployments. The workshop was followed by a "Tour de Scotland" where delegates were taken from Glasgow to Aberdeen for the European Conference in Information Retrieval (ECIR 2017