Social & New Media Support

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Social & New Media Support by Mind Map: Social & New Media Support

1. Post Events

1.1. attend any award ceremonies for student or faculty research, projects, teaching for networking and connectedness

1.2. see final presentations by students in class or at event or artifacts for evaluation and follow-up

2. Technology

2.1. Read books, white papers, students, research about teaching and learning with social and new media tools

2.2. Learn how-to use social media tool

2.3. review and refresh ever-changing tools and how to use them

2.4. keep up on articles about tool to know Branding, trends, future of tool

2.5. review and understanding ever-changing policies

2.6. prepare training materials

2.6.1. PowerPoint presentations

2.6.2. sample or demo learning activities

2.6.3. real-world examples (constantly requires new reasearch)

2.7. collect and annotate data regarding the latest technologies and tools

2.8. Remain aware of possible LMS integrations or work-arounds

2.9. Read UC Berkeley News to keep up with stories about uses of social and new media on campus

2.10. Use the technolgies in order to truly understand them

2.10.1. Tweeting

2.10.2. Blogging

2.10.3. Photo-sharing

2.10.4. Social Bookmarking

3. ETS Documentation

4. Networking

4.1. track faculty projects to make connections

4.2. attend teaching and support events

4.3. attend campus partner events

4.4. invite faculty to future workshops, events, new media seminar

4.5. continue contact with faculty through social media if they use it

4.6. keep up to date on granting opportunities that the faculty member may be able to leverage

4.7. Read UC Berkeley News to keep up with Faculty stories on campus

4.8. attend local and national conferences to make connections around teaching with technology

4.9. blog

4.10. tweet

5. Course Content

5.1. read through syllabus if there is was

5.2. peek at previous bSpace site(s)

5.3. review any other contact faculty shares and try to understand a little about the topic

5.4. might help create teaching material online using technology or LMS

5.5. develop and offer introductory content to be included in course for students

6. Assessment

6.1. evaluation of service support

6.2. assessment of learning activity success

6.3. learning outcomes assessment in course

6.4. evaluation of instructor/course

7. Request for support

7.1. Request comes from in-person contact

7.1.1. walking across campus

7.1.2. during un-related event

7.1.3. walk-in to Dwinelle

7.2. Via email

7.2.1. direct email

7.2.2. forwarded email

7.3. Via phone

7.4. request may come from a referral (networking)

8. Research

8.1. research prior engagements through JIRA, personal notes, or colleague

8.2. search for information online about faculty member and their work/teaching/interests

8.3. search for relevant grants faculty may have received

8.4. search for any mutual faculty connections

8.5. review previous similar requests and review outcomes

9. Trainings

9.1. visit classroom to teach how to use tool to students

9.2. deliver training to GSIs or others supporting the course

9.3. train-the-trainer for faculty or GSIs

9.4. Requests to hold trainings at other events, programs, or departments

9.4.1. Center for Teaching Excellence at Haas

9.4.2. Law School

9.4.3. DeCal

9.4.4. ACES (American Cultures Engaged Scholarship) Summer Institute

9.4.5. College Writing Programs

9.4.6. GSI Teaching & Research Center

9.4.7. TEC (Teaching Excellence Colloquium) through the Center for Teaching and Learning

9.5. ETS Orientation / Open House

9.6. ETS Social & New Media Tuesdays

9.7. ETS New Media Seminar (12 week course)

9.8. Hold custom lab/training in Dwinelle for students in class who need extra help or will be providing a more technical aspect to group work

9.9. onging technical support as required

10. Consultations

10.1. have initial exploratory consultation with faculty to understand needs, interests, motivation, course learning outcomes, parameters, barriers, breadth of support needed, other resources or support roles

10.2. follow-up consultation to see what learning activities or approaches were decided upon and decide next steps

10.3. consult with faculty on best practices around using a particular tool to support learning activity

10.4. define support going forward

10.5. provide pedagogical support where needed

10.5.1. defining learning outcomes

10.5.2. syllabus design

10.5.3. communications content

10.5.4. preventing problems students not knowing tools accessibility issues cheating group work conflicts

10.5.5. how to design group work

10.5.6. how to design peer review

10.5.7. creating rubrics

10.6. Respond to students who reach out for technical support on using the tools or learning activities

11. Passion

11.1. must have it

12. Strategy?

12.1. What’s the Need? Who’s the audience? What offerings are required to meet the needs? What systems/tools/other resources (people) are required to deliver those services?

12.2. What do your customers come to you for? What do they need?

12.3. Offerings/topic areas?

13. Considerations

13.1. Accessibility

13.2. Privacy (FERPA) and otherwise

13.3. Copyright

13.4. Security

13.5. Stability of tool/company


15. Skills Needed

15.1. people-person and networking skills

15.2. project management for ongoing course support

15.3. technically-saavy

15.4. time spent on social and new media platforms

15.5. ability to inspire others

15.6. ability to make connections between people and technologies

15.7. organizational skills for keeping large amounts of technical and pedagogical information up-to-date

15.8. presentational skills

15.8.1. online

15.8.2. in-person

15.9. ability to create clear instructional materials

15.10. ability to teach complex technologies at all levels

15.11. ability to work with faculty from any discipline and staff at any level

15.12. has a desire to work above-and-beyond to support the success of teaching and learning

16. Social & New Media Tool Categories (evolving list - break these out)

16.1. Finding Online Resources (power searching, libraries) Creating a Hybrid or Online Course (Berkeley Resource Center for Online Education: BRCOE) Creating Assessments Online Social Bookmarking Online for Research, Annotation, Discussion, and Networking (Diigo) Creating (Production) and Sharing Videos Online (YouTube, Vimeo) Creating and Sharing Animations Online (Go!Animate, Xtranormal, VoiceThread, Google Earth) Creating and Sharing Audio Files Online (Audacity, Audioboo, Canvas) Creating and Sharing Photos Online (Flickr, Picasa, Pixlr) Facilitating Online Rich Media Discussions and Narration with VoiceThread (Canvas) Managing Group (Course) Pages on Facebook Microblogging (Twitter, Tumblr, Penzu) Blogging (WordPress, Edublogs, Blogger) Creating an ePortfolio for Lifelong Learning (blogs, websites, Canvas)