Backbenched now (Embrace Civility, home page, 2016.05.25), but well worth looking over: "Cyber Savvy is a student-led, positive norms approach to teach upper intermediate, middle, and high school students (grades 5 - 12) about digital safety, including effective digital decision-making, safe posting of personal information, digital relationships, social networking, cyberbullying, and digital dating/exploitation. The schools that have used this program in the pilot testing have been very pleased with the results" (Cyber Savvy, ¶1, 2016.05.25).
This OLC Institute post suggested three purposes and provided numerous examples of social media implementation and integration that may serve to "support learning in online courses" (2016.05.17, ¶3, ff.), namely:1. Amplifying the physical and psychological engagement of learners (Engagement using social media, ¶1);2. Providing instruction to "increase teaching effectiveness and enhance learning outcomes" (Instruction involving social media, ¶1); and3. Facilitating access to, and increasing availability of academic, career, and other "support services" (Student support using social media, ¶1).Reference Online Learning Consortium [OLC] Institute for Professional Development. (2016.05.17). Why Should I Learn More about Social Media? [weblog post]. http://onlinelearningconsortium.org/learn-social-media/
In this excerpt, Lowman and Aldrich (2016) suggested strategies for informal conferences with individual students, "preferably during office hours, rather than … after class or on campus" (Just Listen, ¶2). They indicated that the purpose of these sorts of somewhat extended encounters, approximately 10-30 minutes in length (Close the conversation…, ¶1), was empowerment of students to "better understand their situation[s], consider … wider range[s] of options, and make their own decisions about their future[s]" (Just Listen, ¶2). Their suggestions highlighted: active listening, (re-)focusing, moderating distress, avoiding giving advice, closing, and recommending follow-ups for student conferences.Lowman, Joseph; & Aldrich, Howard. (2016). Just Listen. National Teaching & Learning Forum, 25, 1–3. http://onlinelibrary.wiley.com/doi/10.1002/ntlf.30054/full [doi: 10.1002/ntlf.30054]
"The ARCS motivational design process is a systematic problem solving approach that requires knowledge of human motivation and progresses from learner analysis to solution design" (Keller's ARCS Model of Motivational Design, ¶1, 2016.05.13).
Professional learning networks created through social networking, like Twitter, can provide these opportunities. However, collaborative conversations alone are often not enough to promote teacher learning and change. Teachers must try complex innovations in their classroom and reflect upon these implementations in order to extract from experience the knowledge that leads to improved teaching (Ladewski, Krakcik, & Harvey, 1994).
"The National Writing Project focuses the knowledge, expertise, and leadership of our nation's educators on sustained efforts to improve writing and learning for all learners" (Our Mission, ¶1, 2016.05.02).
"This book is designed to provide useful information for living in Japan to overseas researchers under JSPS’s Postdoctoral Fellowships for Foreign Researchers and Invitation Fellowships for Research in Japan programs. It is normally sent to newly selected JSPS Fellows along with their Award Letter."