social media

Example slides from their
SlideShare presentation:

accenture: Technology Vision 2016 | People First: The Remedy to Digital Culture Shock — from accenture.com

Excerpt:

Winners in the digital age do much more than complete a technology checklist. They know their success hinges on people. Understanding changing customer needs and behaviors is, of course, hugely important. But the real deciding factor in the digital era will be the ability to evolve corporate culture. That means not simply taking advantage of emerging technologies but, critically, embracing the new business strategies that those technologies drive.

You can’t solve this challenge just by consuming more and more technology. Nor, as some fear, by replacing humans with machines. Instead, enterprises must focus on enabling people – consumers, employees and ecosystem partners – to do more with technology. That demands a digital corporate culture enabling people to continuously adapt, learn, create new solutions, drive relentless change, and disrupt the status quo. In an age where tech is grabbing the limelight, true leaders will, in fact, put people first.

But the real deciding factor in the era of intelligence will be a company’s ability to evolve its corporate culture to not only take advantage of emerging technologies, but also, critically, embrace the new business strategies that those technologies drive.

From DSC:
Are we preparing our students to be ready for — and successful in — this changing workplace? Are adults ready for this changing workplace? It appears that some are, and some are left reeling by the pace of change.

What is our role as educators in K-12? In higher ed?

What are the roles of trainers and/or mentors in the marketplace?

How does one help another person to learn quickly?

——–

Addendum:

The Most Digital Companies Are Leaving All the Rest Behind — from Harvard Business Review by James Manyika, Gary Pinkus, and Sree Ramaswamy
Excerpt:
The answer is that a new digital divide has opened up in America. Just about every individual, company and sector of the economy now has access to digital technologies — there are hardly any “have nots” anymore. But a widening gap exists between the “haves” and a group we call the “have-mores”: companies and sectors that are using their digital capabilities far more than the rest to innovate and transform how they operate.

Digital in 2016 [Simon Kemp from “We Are Social”]

On 02/09/2016, in Asia, Australia, Canada, Europe, global / globalization, India, internet, mobile technologies, social learning / networks, social media, society, UK, United States, by Daniel Christian

Digital in 2016 — from wearesocial.sg by Simon Kemp

Excerpt:

[On January 27, 2016] we’re very excited to share our huge new Digital in 2016 report: We Are Social’s comprehensive study of digital, social and mobile usage around the world.

Last year’s global report has already been read almost 2 million times on SlideShare, but we’ve also had many requests for information on other countries, so this year we’ve decided to produce a report in three distinct parts:

1. Digital in 2016: the main report, which you can read in the SlideShare embed above (or on SlideShare by clicking here), containing all the digital data, social stats and mobile numbers you need to understand the state of digital around the globe, as well as in-depth studies of 30 of the world’s key economies.

2. 2016 Digital Yearbook: an additional document which contains headline digital, social and mobile data and statistics for 232 countries around the world. You can read and download this report for free too – you’ll find it as another SlideShare embed further down in this post, but you can also find it on SlideShare by clicking here.

3. The Executive Summary: this blog post, which presents our analysis of the key trends and context behind the numbers in this year’s report, as well as our forecasts and predictions for the coming twelve months. You can also download the Executive Summary in PDF form by clicking here.

Example slides from one of the presentations at the Flipped Classroom Conference 2016
[Held at Harvey Mudd College in January; with special thanks to Mr. Jeremy VanAntwerp,
Professor of Engineering at Calvin College for this resource]

Three reasons for switching to flipped learning — from rtalbert.org by Robert Talbert, Mathematics Professor at Grand Valley State University in Michigan [USA]

Excerpt:

The argument from pedagogy: We use flipped learning because it puts the best-known/best-available practices for teaching and learning in the spotlight, including active learning of all kinds, student-centered instruction, constructivist techniques, differentiated instruction, spaced repetition, Vygotsky’s zone of proximal development idea, self-regulated learning, and the like. Whereas these things can be featured in a traditional classroom but it feels unnatural, like the wrong tool for the job.
The argument from logistics…
The argument from relationships…

Peer instruction for active learning — by Harvard University Prof. Eric Mazur on difficulties of beginners, teaching each other, and making sense of information

Also see Eric’s presentation out at Auburn University from back in September 2014:

Why are we so slow to change the way we teach? — from facultyfocus.com by Maryellen Weimer, PhD

Excerpt:

However, lecture isn’t the only example of where we’re slow to change. Many aspects of teaching—course design, approaches to testing, assignments, and grading—have also changed little. Granted, some faculty do change, a lot and regularly, but not the majority. The question is, “Why?” Here are some possibilities I’ve been considering.

Crafting questions that drive projects — from learninginhand.com by Tony Vincent

Excerpt:

Not only does project based learning motivate students because it is an authentic use of technology, it facilitates active learning, critical thinking, collaboration, and creativity. Projects begin with a driving question—an open-ended question that sets the stage for the project by creating interest and curiosity. Writing an effective driving question is surprisingly challenging. You want the question to be intriguing and irresistible to students, which makes it very different from the typical questions they encounter on tests.

A Driving Force
Like many educators, I call the “mission statement” of a project a driving question. It captures the heart of the project by providing purpose using clear and compelling language. With so many different flavors of project based learning (including problem based learning, challenge based learning, student centered learning, exploration, student driven inquiry, and authentic learning), it’s not surprising that we have a variety of other terms for a question or statement that is the project’s driving force. These terms include essential question, challenge, prime question, WILD HOG question, focus question, and smart question. I’ll stick with driving question, but do know that sometimes the driving question is not interrogative. It might be a statement, but I’ll still refer to is as a question.

Literacy help: Alan Peat story bags – How to develop story writing and literacy skills in younger children. — from hubpages.com

Excerpt:

There is no getting away from the fact that the more a child has been read to and the more they try to read themselves then the better their literacy skills are going to be. Parents have a massive influence on this. As a parent myself I considered reading to and teaching my daughter to read the one most important thing I could do to aid her life at school.

Sadly this is not always the case and too many students we teach read rarely at home or in rare cases don’t even own a book. Sad I know and to be honest I can’t imagine a house without books in it. I jokingly refer to my daughters collection ‘her library’ because she has so many which are updated as she reads through them.

But lets be fair, it is not only the students who struggle with reading that need help with story writing. A lot of students will benefit from this approach including your high flyers. I have taught this in year 3, although i would consider it to be more a KS1 activity, but in year 3 they do need certain aspects of a KS1 curriculum to help there development as it is a hard transitional year. Saying that I have seen other teachers use it in higher years than that and why not if it will benefit their writing.

…
On the front of each bag, so every child can read it easily should be the questions:

Who?
Where?
Where next?
Why?
What goes wrong?
Who helps?
Where last?
Feelings?

Simple tips to create a blended learning classroom — from blog.edmentum.com by Jasmine Auger

Excerpt:

We’ve compiled this list of five easy ways to start incorporating technology into your classroom and building a blended environment!

Blogging
Social Media
Virtual Presentations
Infographics
Video

Other somewhat related items:

Full STEAM ahead: Why arts are essential in a STEM education — from edutopia.org by Mary Beth Hertz

Excerpt:

The connection is also obvious for anyone who has ever worked in any traditional STEM career. Everyone from software engineers and aerospace technicians to biotechnical engineers, professional mathematicians, and laboratory scientists knows that building great things and solving real problems requires a measure of creativity. More and more, professional artists themselves are incorporating technological tools and scientific processes to their art.

Also see:
STEM to STEAM: Resources Toolkit — from edutopia.org | Originally Published: 5/21/14 | Updated: 1/20/16
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, these curated compilations will help you plan different approaches to integrated studies.

…and a related item re: curriculum, but at the collegiate level:

What is the value of an education in the humanities? — from npr.org by Adam Frank

Excerpt:

In spite of being a scientist, I strongly believe an education that fails to place a heavy emphasis on the humanities is a missed opportunity. Without a base in humanities, both the students — and the democratic society these students must enter as informed citizens — are denied a full view of the heritage and critical habits of mind that make civilization worth the effort.
…

So, these are my traditional answers to the traditional questions about the value of humanities and arts education vs. science and engineering. From my standpoint as a scholar, I’ll stand by them and defend what they represent to the last breath.

But the world has changed and, I believe, these answers are no longer enough.

It’s not just the high cost of college that alters the equation. It’s also vast changes that have swept through society with the advent of a world run on information (i.e., on data). So, with that mind, here is my updated — beyond the traditional — response to the value of the humanities in education: The key is balance.

It is no longer enough for students to focus on either science/engineering or the humanities/arts.

We can do nothing to change the past, but we have enormous power to shape the future. Once we grasp that essential insight, we recognize our responsibility and capability for building our dreams of tomorrow and avoiding our nightmares.

–Edward Cornish

From DSC:
This posting represents Part III in a series of such postings that illustrate how quickly things are moving (Part I and Part II) and to ask:

How do we collectively start talking about the future that we want?
Then, how do we go about creating our dreams, not our nightmares?
Most certainly, governments will be involved….but who else should be involved?

As I mentioned in Part I, I want to again refer to Gerd Leonhard’s work as it is relevant here, Gerd asserts:

I believe we urgently need to start debating and crafting a global Digital Ethics Treaty. This would delineate what is and is not acceptable under different circumstances and conditions, and specify who would be in charge of monitoring digressions and aberrations.

Looking at several items below, ask yourself…is this the kind of future that we want? There are some things mentioned below that could likely prove to be very positive and helpful. However, there are also some very troubling advancements and developments as well.

The point here is that we had better start talking and discussing the pros and cons of each one of these areas — and many more I’m not addressing here — or our dreams will turn into our nightmares and we will have missed what Edward Cornish and the World Future Society are often trying to get at.

Google’s Artificial Intelligence System Masters Game of ‘Go’ — from abcnews.go.com by Alyssa Newcomb

Excerpt:

Google just mastered one of the biggest feats in artificial intelligence since IBM’s Deep Blue beat Gary Kasparov at chess in 1997.

The search giant’s AlphaGo computer program swept the European champion of Go, a complex game with trillions of possible moves, in a five-game series, according Demis Hassabis, head of Google’s machine learning, who announced the feat in a blog post that coincided with an article in the journal Nature.

While computers can now compete at the grand master level in chess, teaching a machine to win at Go has presented a unique challenge since the game has trillions of possible moves.

Along these lines, also see:
Mastering the game of go with deep neural networks and tree search — from deepmind.com

Harvard is trying to build artificial intelligence that is as fast as the human brain — from futurism.com
Harvard University and IARPA are working together to study how AI can work as efficiently and effectively as the human brain.

Excerpt:

Harvard University has been given $28M by the Intelligence Advanced Projects Activity (IARPA) to study why the human brain is significantly better at learning and retaining information than artificial intelligence (AI). The investment into this study could potentially help researchers develop AI that’s faster, smarter, and more like human brains.

Digital Ethics: The role of the CIO in balancing the risks and rewards of digital innovation — from mis-asia.com by Kevin Wo; with thanks to Gerd Leonhard for this posting

What is digital ethics?
In our hyper-connected world, an explosion of data is combining with pattern recognition, machine learning, smart algorithms, and other intelligent software to underpin a new level of cognitive computing. More than ever, machines are capable of imitating human thinking and decision-making across a raft of workflows, which presents exciting opportunities for companies to drive highly personalized customer experiences, as well as unprecedented productivity, efficiency, and innovation. However, along with the benefits of this increased automation comes a greater risk for ethics to be compromised and human trust to be broken.

According to Gartner, digital ethics is the system of values and principles a company may embrace when conducting digital interactions between businesses, people and things. Digital ethics sits at the nexus of what is legally required; what can be made possible by digital technology; and what is morally desirable.

As digital ethics is not mandated by law, it is largely up to each individual organisation to set its own innovation parameters and define how its customer and employee data will be used.

New algorithm points the way towards regrowing limbs and organs — from sciencealert.com by David Nield

Excerpt:

An international team of researchers has developed a new algorithm that could one day help scientists reprogram cells to plug any kind of gap in the human body. The computer code model, called Mogrify, is designed to make the process of creating pluripotent stem cells much quicker and more straightforward than ever before.

A pluripotent stem cell is one that has the potential to become any type of specialised cell in the body: eye tissue, or a neural cell, or cells to build a heart. In theory, that would open up the potential for doctors to regrow limbs, make organs to order, and patch up the human body in all kinds of ways that aren’t currently possible.

The world’s first robot-run farm will harvest 30,000 heads of lettuce daily — from techinsider.io by Leanna Garfield

Excerpt (from DSC):

The Japanese lettuce production company Spread believes the farmers of the future will be robots.

So much so that Spread is creating the world’s first farm manned entirely by robots. Instead of relying on human farmers, the indoor Vegetable Factory will employ robots that can harvest 30,000 heads of lettuce every day.

Don’t expect a bunch of humanoid robots to roam the halls, however; the robots look more like conveyor belts with arms. They’ll plant seeds, water plants, and trim lettuce heads after harvest in the Kyoto, Japan farm.

Drone ambulances may just be the future of emergency medical vehicles — from interestingengineering.com by Gabrielle Westfield

Excerpt:

Drones are advancing everyday. They are getting larger, faster and more efficient to control. Meanwhile the medical field keeps facing major losses from emergency response vehicles not being able to reach their destination fast enough. Understandable so, I mean especially in the larger cities where traffic is impossible to move swiftly through. Red flashing lights atop or not, sometimes the roads are just not capable of opening up. It makes total sense that the future of ambulances would be paved in the open sky rather than unpredictable roads.

.

Phone shop will be run entirely by Pepper robots — from telegraph.co.uk by Rhiannon Williams

Excerpt (emphasis DSC):

Creator company SoftBank said it planned to open the pop-up mobile store employing only Pepper robots by the end of March, according to Engadget.

The four foot-tall robots will be on hand to answer questions, provide directions and guide customers in taking out phone contracts until early April. It’s currently unknown what brands of phone Pepper will be selling.

Wise.io introduces first intelligent auto reply functionality for customer support organizations — from consumerelectronicsnet.com
Powered by Machine Learning, Wise Auto Response Frees Up Agent Time, Boosting Productivity, Accelerating Response Time and Improving the Customer Experience

Excerpt:

BERKELEY, CA — (Marketwired) — 01/27/16 — Wise.io, which delivers machine learning applications to help enterprises provide a better customer experience, today announced the availability of Wise Auto Response, the first intelligent auto reply functionality for customer support organizations. Using machine learning to understand the intent of an incoming ticket and determine the best available response, Wise Auto Response automatically selects and applies the appropriate reply to address the customer issue without ever involving an agent. By helping customer service teams answer common questions faster, Wise Auto Response removes a high percentage of tickets from the queue, freeing up agents’ time to focus on more complex tickets and drive higher levels of customer satisfaction.

Video game for treating ADHD looks to 2017 debut — from educationnews.org

Excerpt:

Akili Interactive Labs out of Boston has created a video game that they hope will help treat children diagnosed with attention-deficit hyperactivity disorder by teaching them to focus in a distracting environment.

The game, Project: EVO, is meant to be prescribed to children with ADHD as a medical treatment. And after gaining $30.5 million in funding, investors appear to believe in it. The company plans to use the funding to run clinical trials with plans to gain approval from the US Food and Drug Administration in order to be able to launch the game in late 2017.

Players will enter a virtual world filled with colorful distractions and be required to focus on specific tasks such as choosing certain objects while avoiding others. The game looks to train the portion of the brain designed to manage and prioritize all the information taken in at one time.

Addendum on 1/29/16:

Killer robots are coming but there are no laws about using them — from hackread.com

“Microlearning: The e-Learning method taking off around the world” [Knowles]; also, podcasting for professors

On 01/16/2016, in A/V -- audio/visual, adjunct faculty, Adobe, Apple, Asia, Australia, blogs / blogging / vlogging, Canada, colleges, communications, community colleges, corporate universities / corporate training, Daniel S. Christian, digital learning, educational games / serious games, elearning, Europe, faculty, flipping -- inverted learning, global / globalization, higher education, ideas, India, learning ecosystem, microlearning, MOOCs -- Massive Open Online Courses, multi-touch, online learning, podcasting, social media, streams of content, teachers, tools, training / L&D, UK, United States, universities, vendors, web-based collaboration, by Daniel Christian

Microlearning: The e-Learning method taking off around the world — from educators.co.nz by Catherine Knowles

Excerpt:

Technology is disrupting traditional learning bringing new methods and tools into educational institutions and businesses.

Microlearning, for instance, has displayed great potential for growth, according to Association Learning + Technology 2016 – a report published by Tagoras and sponsored by YM Learning.

The report looks at the use of technology to enable and enhance learning in the continuing education and professional development market and provides insight into how the role technology plays in learning has and will evolve.

In fact, among five emerging types of learning (microlearning, massive open online courses (MOOCs), flipped classes, gamified learning, and microcredentials), microlearning shows the highest rate of adoption – and arguably the greatest potential for growth.

Podcasting is perfect for people with big ideas. Here’s how to do it — from by Todd Landman
Surprisingly few academics have learned how to podcast – but it’s a great way to reach a wider audience

Excerpt:

In the face of conflict in the Middle East, the flow of refugees to Europe and the violence associated with Islamic State and other militants, there has never been a more important time to talk about human rights. And talk about them is what I do – not in a lecture hall or at conferences with academics, but in a podcast series. Let me explain why.

I have worked as a political scientist for 25 years, focusing on human rights problems such as the struggle for citizenship rights in Latin America and the relationship between inequality and human rights violations.

I am part of a wide network of people dedicated to producing sound evidence on human rights, and my work has been communicated through articles, books and reports. But I am limited in my ability to reach the people I would most like to engage and influence – those who do not have an academic understanding of human rights but might benefit from finding out about it.

There is a new breed of academic who understands this and is committed to bridging the gap between academia and the real world. Many blog, actively seek media coverage of their research and appear on radio and television to shed light on the issues of the day.

From DSC:
Some of the tools that Landman mentioned were:

Skype and ecamm Skype Call Recorder:

A MacBook Pro and its free audio editing software GarageBand (for Mac OS X and for iOS)
A lapel mic used with his iPhone

Some other tools to consider:

From DSC:
The above articles point to the idea — and the need — of creating “streams of content” — something that I wish more professors, teachers, staff, administrators, trainers, and instructional designers would create. Blogs, podcasts, and the use of Twitter come to my mind. Such channels could really help build others’ learning ecosystems.

Many professors and academics — folks who have so much information to share with the world — often produce works just for other academics in their discipline to review/check out. Such bubbles don’t have the impact that would occur if professors created streams of content for members of society to check out and learn from. Such mechanisms would also hopefully strip away some of the more academic sounding language and would get to the point.

Also see:

The 50 Most Popular MOOCs of All Time — from onlinecoursereport.com, via Jordan Hall

Excerpt:

MOOCs – or Massive Open Online Courses – are picking up momentum in popularity – at least in terms of initial enrollment.

Unlike regular college/ university courses, MOOCs can attract many thousands of enrollees around the world. They can come in the form of active course sessions with participant interaction, or as archived content for self-paced study. MOOCs can be free, or there can be a charge – either on a subscription basis or a one-time charge. Free MOOCs sometimes have a paid “verified certificate” option. There are now thousands of MOOCs available worldwide from several hundred colleges, universities and other institutions of higher learning. For your convenience, we’ve compiled a list of 50 of the most popular MOOCs, based on enrollment figures for all sessions of a course. The ranking is based on filtering enrollment data for 185 free MOOCs on various elearning platforms.

IRIS.TV Finds Adaptive Video Personalization Increases Consumption by 50% — from appmarket.tv by Richard Kastelein

Excerpt (emphasis DSC):

IRIS.TV, the leading in-player video recommendation engine, reports that its programmatic video delivery technology, Adaptive StreamTM, has increased video consumption by 50% across all its clients. The results of these findings just further solidifies that consumption of online video is significantly enhanced by a personalized user experience.

By integrating Adaptive StreamTM in their video players and mobile apps, IRIS.TV’s clients are able to deliver the most relevant streams of video to their viewers, just like TV. Yet unlike TV, viewers’ feedback is captured in real-time through interactive buttons, allowing the stream to dynamically adapt to the changing preferences.

Press Release: IRIS.TV Launches Personalized End-screen for Online Video with Kaltura — from iris.tv
IRIS.TV Partners with Kaltura to offer programmatic content delivery and in-player thumbnail recommendations

Excerpt:

Los Angeles, May 4, 2015 – IRIS.TV the leading programmatic content delivery system, today announced a new dynamic, personalized end-screen plugin for Kaltura, provider of the leading video technology platform.

IRIS.TV’s new plugin for Kaltura will offer clients of both a personalized and dynamic stream of video along with a personalized end-screen framework. Publishers can now provide users with both dynamic streams of video – powered by consumption and interaction – along with thumbnail choices specific to their real-time consumption habits. This new integration supplies publishers with additional tools to deliver a more personalized viewing experience in order to maximize viewer retention and video views. The partnership is aimed to help consumers discover relevant and engaging content while viewing across all connected devices.

From DSC:
Now imagine these same concepts of providing recommendation engines and personalized/dynamic/interactive streams of content, but this time apply those same concepts to delivering personalized, digital learning playlists on topics that you want to learn about. With the pace of change and a shrinking 1/2 life for many pieces of information, this could be a powerful way to keep abreast of any given topic. Team these concepts up with the idea of learning hubs — whereby some of the content is delivered electronically and some of the content is discussed/debated in a face-to-face manner — and you have some powerful, up-to-date opportunities for lifelong learning. Web-based learner profiles and services like Stack Up could continually populate one’s resume and list of skills — available to whomever you choose to make it available to.

Along these lines, also see:

Nearly 1 billion TV sets Internet connected by 2020 — from appmarket.tv
Excerpt:

The number of TV sets connected to the Internet will reach 965 million by 2020, up from 103 million at end-2010 and the 339 million expected at end-2014, according to a new report from Digital TV Research.Covering 51 countries, the Connected TV Forecasts report estimates that the proportion of TV sets connected to the Internet will rocket to 30.4% by 2020, up from only 4.2% at end-2010 and the 12.1% expected by end-2014. South Korea (52.7%) will have the highest proportion by 2020, followed by the UK (50.6%), Japan (48.6%) and the US (47.0%). – See more at: http://www.appmarket.tv/connected-tv/2572-nearly-1-billion-tv-sets-internet-connected-by-2020.html#sthash.BJWdCgbv.dpuf

McDonnell – HTML5 is the true Second Screen, Social TV winner — from appmarket.tv
Excerpt:
After years of evolution, the W3C has finally declared the HTML5 standard complete. When Steve Jobs “declared war on Flash” he gave HTML5 a fighting chance of dominance. In parallel, businesses started to recognise the potential of Social TV or “Second Screen” behaviour to re-invigorate old media and drive revenue to newer social platforms like Twitter. The ensuing debate centred on winners and losers, but with such a diverse global broadcasting market and no social network with dominance in all countries, could the web standard be the ultimate winner? I think it already is.

Social Media and College Admissions [Umali]

On 06/29/2015, in career development, social media, student-related, youth, by Daniel Christian

Social Media and College Admissions — from socialassurity.com by Danilo Umali

Excerpt:

1. We want a presence on Facebook, LinkedIn, and Twitter. These are the social networks where the colleges are looking. Colleges are making a lot of inroads with LinkedIn since they are beginning to correlate job positions and success with the colleges that led these individuals to these careers. It may lay the groundwork for a new ranking system. Many students are going to need LinkedIn to find their next job. Why not start now?

2. According to Alan Katzman, It’s OK to make mistakes. Just because you are “holding a red cup” in a photograph doesn’t mean the college is going to blacklist you. Colleges do, however, want to make sure that they are getting “more than test takers.” Do your stated passions align with what they are seeing on social media? Are the additional insights gained from your social network reinforce their admissions and scholarship award decisions? Do you come across as racist? Are you intolerant?

3. Not being on social media is a red flag. A large percentage of college applicants are on social media. Not having a presence can introduce more suspicion that can hurt your chances. At the very least, students competing against you will have the advantage of giving colleges more avenues to discover them.

4. Many parents believe that their students shouldn’t be reduced to a test score, an application, and an essay. Well, here is your chance. Leverage social networking as an enhancement to the application process. Give the colleges more opportunities to discover who your student is as a complete and well-rounded applicant.

5. College admissions is one thing and finding a job is another. Colleges and careers go hand in hand. Social networking is no different. Your student needs to embrace social media sooner rather than later. If you think colleges are flocking to social media, what do you think employers are doing? When your student learns to manage his or her social networking, they will have a leg-up when it comes to the job search.

“2015 Guide to Social Media Image Sizes” plus “Digital, Social & Mobile in 2015”

On 06/09/2015, in Asia, Australia, Canada, career development, design, digital photography, Europe, global / globalization, graphics, professional development, social media, UK, United States, by Daniel Christian

2015 Guide to Social Media Image Sizes – Infographic — from setupablogtoday.com by Jamie Spencer

Excerpt:

Get your social media platforms optimized with the right image sizes and stand out from the crowd. From Twitter and Pinterest to Instagram and Facebook image sizes, we have the complete guide right here in one clear infographic!

Also see:

We Are Social’s comprehensive new report covers internet, social media and mobile usage statistics from all over the world. It contains more than 350 infographics, including global snapshots, regional overviews, and in-depth profiles of 30 of the world’s largest economies. For a more insightful analysis of these numbers, please visit http://wearesocial.sg/blog/2015/01/digital-social-mobile-2015/.

Automated, creative & dispersed: The future of work in the 21st century — from The Economist

Date Published:
May 20th 2015

Excerpt:

The key findings are as follows:

In the next decade-and-a-half, digital technology will dissolve the concept of work as we know it.
The growing use and sophistication of automation will shift the emphasis of human employment towards creativity and social skills.
This new reality of work will require a new, more nurturing approach to management.

Contents

About the research
Executive summary
Introduction
Your workplace is… everywhere
The hospital of the future
Creative and social skills will dominate the automated world
The bank of the future
Well-being and employee development top the management agenda
The university of the future
The government of the future
Conclusion
Appendix: Survey results

This requires university workers to develop new skills, she says. Ms Shutt predicts that in the future lecturers will be encouraging more of their students to take work placements or even launch their own start-ups, and developing relationships that give industry a greater input
into the direction of research. “We need to develop skills in interaction with business and in preparing students for the work world.”

As “TV” continues to morph, what new educational opportunities/affordances might result from this convergence?

On 04/17/2015, in communications, communities of practice, convergence, Daniel S. Christian, digital learning, emerging technologies, engagement / engaging students, ideas, innovation, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, media/film, multimedia, online learning, online media, online tutoring, participation, personalized/customized learning, second screen apps, smart/connected TV, social learning / networks, social media, technologies for your home, television, tools, transmedia, user experience (UX), vendors, virtual tutoring, web-based collaboration, by Daniel Christian

From DSC:
The articles below illustrate the continued convergence of multiple technologies and means of communication. For example, what we consider “TV” is changing rapidly. As this space changes, I’m looking for new opportunities and affordances that would open up exciting new approaches and avenues for educationally-related learning experiences.

Hootsuite and Tagboard team up to power social TV workflow — from adweek.com by Kimberlee Morrison

Excerpt (emphasis DSC):

More and more TV viewers are engaging with second screen devices while they watch broadcasts. A new partnership between Hootsuite and Tagboard hopes to bridge the gap between television and second screen social experiences.

Tagboard is a social media aggregation and curation platform that allows users to manage incoming social media posts for display, either on television broadcasts, or on screens at live events, and Hootsuite is a social media campaign management program. Their partnership enables integration for mutual users for real-time engagement.

Capture social content on display and TV with Hootsuite and Tagboard — from blog.hootsuite.com

Excerpt:

Adding social content to live TV broadcasts and sports games is a proven way to capture and keep your audience’s attention.

But the process isn’t that easy. For one, digital teams need to ensure that they review each piece of content (to keep it safe for the big screen), and this can create complicated and slow social media workflows.

To help streamline this process, Hootsuite has integrated with Tagboard, an innovative social media display tool, to provide an easy way to capture social content and incorporate it into on-air broadcasts, live event screens, or on digital platforms.

With the Tagboard app for Hootsuite, your team can put relevant and timely social content on air within seconds—when it matters most to the viewer.

KUSA Weather Touchscreen 2 women anchors.png

Introducing the Tagboard App for Hootsuite — from blog.tagboard.com
Social TV is easier than ever with Tagboard’s new app for Hootsuite

New from Educause: Higher Ed IT Buyers Guide

On 04/16/2015, in A/V -- audio/visual, accessibility / UDL, analytics, assistive technologies, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communications, community colleges, content development, aggregation, repositories, data related items, digital learning, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, emerging technologies, funding / grants, higher education, IT in HE, learning ecosystem, learning spaces, library / librarians, media/film, mobile learning, mobile technologies, multimedia, online learning, online media, open courseware and systems, productivity / tips and tricks, smart classrooms, social media, student-related, technology (general), telecommunications, training / L&D, universities, vendors, videoconferencing, by Daniel Christian

New from Educause:
Higher Ed IT Buyers Guide

Excerpt:

Quickly search 50+ product and service categories, access thousands of IT solutions specific to the higher ed community, and send multiple RFPs—all in one place. This new Buyers Guide provides a central, go-to online resource for supporting your key purchasing decisions as they relate to your campus’s strategic IT initiatives.

Find the Right Vendors for Higher Education’s Top Strategic Technologies

Three of the Top 10 Strategic Technologies identified by the higher education community this year are mobile computing, business intelligence, and business performance analytics.* The new Buyers Guide connects you to many of the IT vendors your campus can partner with in the following categories related to these leading technologies, as well as many more.

View all 50+ product and service categories.

Trends and resources re: mobile learning

On 04/14/2015, in Augmented Reality (AR), educational games / serious games, future, mobile learning, mobile technologies, second screen apps, social media, trends, wearables, web design and production, by Daniel Christian

New eBook: Mobile Learning in Context — from learningsolutionsmag.com, Janet Clarey, & others; with thanks to Mayra Aixa Villar for this item

Excerpt:

Mobile learning is here to stay: Why be tied to a computer when you can spend the day where you want and learn at the same time? But mLearning isn’t just eLearning on a smaller screen. It has specific demands and offers unique opportunities. Are you making the most of your mLearning? The eLearning Guild’s free eBook, Mobile Learning in Context, might inspire you to rethink your approach.

Rethink your approach
For Mobile Learning in Context, contributing editor Janet Clarey assembled a group of mobile learning thought leaders and asked for their take on the range of mLearning topics. Each of the essays will make you consider the possibilities of mobile learning in a whole new light. Among the eBook’s highlights:

Watch out for these trends in mobile learning: 2015 and beyond — from blog.originlearning.com

Excerpt:

Global mobile data traffic grew 69 percent in 2014 and was nearly 30 times the size of the entire global Internet in 2000
Mobile video traffic exceeded 50 percent of total mobile data traffic for the first time in 2012
Mobile network (cellular) connection speeds grew 20 percent in 2014
In 2014, on an average, a smart device generated 22 times more traffic than a non-smart device.

These are just some excerpts from Cisco’s Visual Networking Index: Global Mobile Data Traffic Forecast Update for 2014 to 2019, but they clearly prove a point. That, the usage of mobiles is growing faster than ever before, backed by the rolling out of quicker internet speeds and smarter phones at affordable prices.

The research has also made important forecasts for the next 5 years, such as:
The number of mobile-connected devices exceeded the world’s population in 2014.
4G traffic will be more than half of the total mobile traffic by 2017.
Because of increased usage on smartphones, smartphones will reach three-quarters of mobile data traffic by 2019.

Now against the backdrop of such information, it is interesting to explore what role mobiles are playing in shaping up the workplace learning scenario. These trends with mobile learning are evidence to the fact that we are on the brink of a new era of learning – through the mobile device.

Learning in a Multi-device World (Infographic) — from upsidelearning.com by Pranjalee Thanekar; with thanks to Mayra Aixa Villar for this item

Excerpt:

According to the Verto Analytics’ Device Ecosystem US 2014 report, the average number of smartphones, tablets and computers used by an average US adult is 2.8 devices. Further, consumers show an increasingly polarised preference towards a particular device and platform as technology evolves. This indicates the increasing dependency on devices, generated by the ease in switching between tasks and the leverage it provides.

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