Social media romania day 3
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Day 3 of 5 covering social media for a Romanian mission group.
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Social media romania day 3
- 1. This work is licensed under a Creative Commons Attribution 3.0 Unported License. Social Media Dr Bex Lewis, Digital Fingerprint http://www.slideshare.net/drbexl/social-media-romania-day-3
- 6. Going into the break thinking about „Twitter-Style‟…
- 11. Think about how you could use Twitter…
- 13. What will we search for? *Apologies for fuzziness
- 16. • Instead of trying to mass- produce children who are good at taking tests and memorizing things, schools should emphasize personal development, Robinson said. Not all kids are good at the same things, and the education system shouldn't pretend they should all turn Why teaching is 'not like making motorcars’, by John D. Sutter, CNN, out the same, he said. March 17, 2010 7:00 a.m. EDT Sir Ken Robinson http://bit.ly/9NoI1Z
- 17. • „Moral judgements‟ on parenting in an individual society. • What about the collective duty? 6-8%
- 18. CHILDREN ONLINE?
- 19. • “The New Generation” • “Older Generation” • Mature in forced way because of technology • Proper childhood • Communicate in a group all • Took a long time to over world communicate, or none – more local if so. • Running the day – rush • Seizing the Day • Communicating life • Living Life • Digital games, not playing outside – collective games • No „virtual‟ friends – collective games • Emails • Letters • Desire to know more • Desire to know more • Children in front of TV/computer (visual • More sense of care of each babysitter) – losing controls other, especially children • Children „lost in homes‟ – present but not present. A New Generation?
- 24. • New codes of practice to regulate social networking sites, such as Bebo and Facebook, including clear standards on privacy and harmful content; • A gold standard for the use of console games, including clear set- up guidance for parents on issues such as pin codes and locks; • Better information for parents on how to block children accessing some websites. Byron has been struck that the technology exists to impose timers and filters, but there has been little take- up, knowledge or development of the technology; • A new law based on a 2006 Law Commission recommendation making it unlawful to assist suicide on the internet; • A national council to implement her strategy, with a fixed timetable for industry experts; a parents' panel and child development experts to implement her recommendations. http://www.guardian.co.uk/media/2008/mar/27/digitalmedia. childprotection1 , http://www.guardian.co.uk/technology/gamesblog/2008/mar /27/byronreviewreleased
- 25. http://www.sxc.hu/photo/1389026 REINVENTING THE WHEEL?
- 32. • http://digital- fingerprint.co.uk/2012/12/digital parenting-resources/ • http://digital- fingerprint.co.uk/2012/12/digital parenting-bibliography/
- 33. DIGITAL LITERACY http://www.sxc.hu/photo/1160561
- 35. • Digital media • Taking away abilities to do things they could do before, or do things they shouldn’t do • Ruining people’s ability to make meaning precisely/accurately with language • Social relationships – becoming isolated or meeting up with ‘the wrong kind of people’ • Changing the way that people think – easily distracted – unable to construct/follow complex arguments. • Social identities - are these Jones & ‘genuine’, and how much do you have Hafner control over? Understand ing Digital Technological Dystopianism? Literacies 2012, p11
- 37. • Over the year, many of the young people I worked with wanted to talk about the events of last summer [Riots]. Would they be tempted to respond to a message such as: "It's all kicking off at PC World – where r u?" I asked them. "It depends on who sent it," was the reply. But who would they turn to for advice if things started going wrong: teachers? Parents? Police? ChildLine? To which the almost unanimous response was: "No way, we'd only be able to talk to our mates, they're the only ones who would understand." http://www.guardian.co.uk/society/2012/au g/07/young-people-guidance-threats-social- media
- 39. http://www.firstnews.co.uk/site_data/images/london_unites_clapham_broom_photo_4e4 143315b3b1.jpg
- 41. Jake‟s Story… • “Jake told the executive that he never goes directly to a brand like this man‟s newspaper or even to blogs he likes. ... he reads a lot of news – far more than I did at his age. But he goes to that news only via the links from Digg, friends‟ blogs, and Twitter. He travels all around the internet that is edited by his peers because he trusts them and knows they share his interests. The web of trust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis)
- 42. Expectations? • Global (Used creating their own YouTube videos, and expecting a quick response – from anywhere in the world!) • Responsive (Used to rapid response/feedback, 3 week guarantee “too long”) • Flexible (Used to having more than one starting point) • Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs „distributed leadership‟) • Often facile or trivial
- 43. • Persistence • Perpetual Beta • Scalability • Searchability @6% 360/6636
- 44. “Based on their studies of practice-based communities, Lave and Wenger (1991) observed how novices in the community may start at the periphery of a community, by watching and observing others, a process they term „legitimate peripheral participation‟. Over time, they learn and develop expertise and become more central to the community and its activities. For Wenger (1998) being a member of a community of practice not only develops a participant’s expertise in the practice on which the community is focused; learners’ identities are also shaped by their engagement and relationship with the community.” http://oro.open.ac.uk/341 00/2/4B5D6CE3.pdf
- 47. Facebook Groups! https://www.facebook.com/help/privacy
- 48. • God • Your Mum • „The kids‟ • The newspaper • Your worst enemy Who might read it?
- 49. • The Methodist Church social media policy: • Be credible. Be accurate, fair, thorough and transparent. • Be consistent. Encourage constructive criticism and deliberation. • Be cordial, honest and professional at all times. Be responsive. When you gain insight, share it where appropriate. • Be integrated. Wherever possible, align online participation with other communications. • Be a good representative of the Methodist Church. Remember that you are an ambassador for Christ, the Church and your part of it. Disclose your position as a member or officer of the Church, making it clear when speaking personally. Let Galatians 5:22–26 guide your behaviour (fruits of the spirit). • Be respectful: respect confidentiality. Respect the views of others even where you disagree. http://www.methodist.org.uk/ministers-and- office-holders/technology-and- church/social-media-guidelines
- 50. http://www.sxc.hu/photo/1354895 SOCIAL MEDIA & PASTORAL CARE
- 51. Cries for Help?
- 52. CYBER-BULLYING
- 53. “Schools can run ongoing education programmes to make children aware of the issues, how to respond and report bullying and how to be good digital citizens; by being accountable for their own actions, respecting and being aware of the feelings of others.” http://network.youthworkonline.org.uk/profil es/blogs/how-to-help-children-who-are- being-cyberbullied
- 58. PART OF THE MIX Purchased from iStockphoto
Hinweis der Redaktion
- Another worksheet…
- So – plenty to mull over there in the break time. Got a slightly more condensed session after the break… working our way through a range of tools!! So caffeine up!
- Here’s my suggestions for a ‘daily workout’ – anticipated to take around 20 minutes a day… worth the investment – really has to look active to generate interest!
- So – plenty to mull over there in the break time. Got a slightly more condensed session after the break… working our way through a range of tools!! So caffeine up!
- Within education we talk a lot about personal learning, and opportunities to work WITH the positive & unique characteristics of kids… technology can allow us to allow more space to express ourselves… so long as we don’t block that kind of opportunity…
- We instruct parents also… We make ‘moral judgements’ on parents … we’re a culture that emphasises individual responsibility – I am known to do so too… certainly think parents have to take some responsibility, but what can we, as a society do to help… Those of us who work online tend to emphasise collaboration and collective working – though certain individuals are still deified…
- Exercise: What’s do you think defines the ‘young generation’? Expectation is that much of these will be ‘the same’ – disabuse the idea of the ‘digital native’/’digital generation’ etc..
- Coming particularly from a UK perspective, but similar – you think?!
- As you’ll see from that link, there’s a decent amount of information online already – please don’t spend hours reinventing the wheel –make use of the information online – not just about this kind of stuff (safeguarding) – but sharing activities that we can do – we all want to move kids journies forward – if we use other’s materials we can think how to apply more personally…
- Note that all this material is raised in the context of discussion as to the possibilities, there’s no legal guidance offered or implied.
- Digital literacy is NOT about trying to do everything digitally … but INCLUDESlearning how to live with(in) the digital age. Often say never lived without digital tools – but don’t necessarily know how to use them well!
- These are the kind of arguments that are typically raised AGAINST use of digital technology…
- Typical example includes e.g. the function of e.g. Blackberry Messenger in the London Riots…
- Again, that theme of working with their friends …
- I tend to refer to ‘human nature amplified’ … so this section from a book just released ‘The Parent App’ is interesting … as one might expect - bad things happen online because they can happen anywhere (the technology is incidental)… but also many of the kind of stats that are highlighted demonstrate that society is safer for children than it ever has been… She notes that technology may have introduced new risks – but also new ways of negating those risks… e.g. educate children to check in with parents on mobiles, etc. if they are worried about someone, etc…
- Good example of that is that social media was used far more for the big clean up…
- Think about how the nature of the web has changed over the few years its been online:Web 1.0 was passiveWeb 2.0 is more activeWeb 3.0 is immersive
- See Jake, used to sharing through peer-to-peer networks
- In 2009, at a JISC event – these traits for upcoming students (aka 18 yr olds) were anticipated… previously “youngsters” would have been introduced to a widening world by adults slowly, but these days they are interacting globally with little guidance… now the whole world is at their fingertips & can’t necessarily just say “you can’t have”… they will just access in someone else’s house! Can we encourage them to understand how to use it well [parents need this too – hence book writing!]
- The expectations of the younger generation may be different (although much also the same – forget ‘digital natives’) – but the nature of the technology has also changed, and the better we understand that – the more we are capable of using it well – and encouraging all of our community to use it well: 1) Material is persistent by default – difficult to remove2) Material is easy to change, replicate & share – making it difficult to distinguish between originals/replicas3) An isolated prank can go viral … may not be what the original person chose – but what the community chooses to amplify4) Anyone can be found/identifiedCan we think of activities that will encourage children to think about this…
- The best way to understand a community is to engage with it … with social media, it’s OK to ‘lurk’, watch and understand …
- http://blog.practicalparticipation.co.uk/wp-content/uploads/2009/08/fullYouth-Work-and-Social-Networking-Final-Report.pdf
- Basic essentials – don’t give away too much info, trust too many downloads/other people who they say they are, keep parents in the loop…
- Look for SIMPLE changes that you can make – e.g. the suggestion from research amongst the Youth & Children’s team at the Methodist Church is that you don’t friend any of your youth group (and I never friended students) .. Others would argue that it’s more transparent & traceable/permanent than e.g. a phone call and that you can be a strong role model in that space…Learn the privacy settings… what are YOU comfortable with? Ensure you have the right POLICIES in place … Police may check this if there’s an issue… Thoughts?
- Remember that anything that you write online – even in private messages, etc. are easy to copy & paste – and out of your control onve you write them down… quite a good benchmark is thinking of these people who might read it … it may place limitations on what you write – being open and authentic does not mean shove it all out without filters!!
- If you’re going to have a policy, have something like this – v. simple. Example with Damaris…
- Think about what is possible with this – one of the benefits of not seeing someone’s face is can be easier to speak out against some more difficult things… ask more difficult questions, etc.. If can encourage people to encourage each other, check in, note that they’re praying for each other, etc. (normalising their faith also..)
- We do need to think about how we’re going to deal with particular cases of cyber-bullying, and “cries for help” – have to be taken seriously but can’t put the responsibility all on one person... Again, this is a developing area, but I would look for churches to think about what they would do in such situations, and have specific people to contact (should be part of their overall policy, but social media maybe makes it easier for people to engage in these activities).
- Cyber-bullying is one of the things that raises most fears … again, need to talk to kids about what constitutes bullying, etc. Raise awareness, give space to speak out – being aware that this can spread much faster, and invade the home in ways that previously bullying couldn’t….
- Schools can do this, but what could youth clubs do with this – raise opportunities for discussions with parents and the kids… understand what it looks like, and what possibilities there are for e.g. blocking spiteful Skype messages, etc. and the importance of not giving away passwords, etc…
- Listen to them – debunk digital native idea – may not know, know how to use well, or want to … But listen out for problems… etc.
- 1 minute… what about YouthWork sessions encouraging them to share experiences and learn from each other… you can learn too!
- Work WITH the tech, rather than against it… don’t’ see it as something separate but work it into what you are already doing… it’s about the right tool for the right time … sometimes the right tool will be pen/paper, sometimes the technology..
- Encourage healthy activities – take them out exploring the area.. Encourage them to think can they e.g. use this for some sort of getting people to think?
- Get them to follow, talk about, people that inspire them…?
- Help them uncover who they are … without giving away TOO much information –e .g. about their geographical information…
- Encourage them to e.g. see - 2 mins..
- Final word – remember – there is always a human being at the other end of the keyboard… think before you type…Questions?
- So – plenty to mull over there in the break time. Got a slightly more condensed session after the break… working our way through a range of tools!! So caffeine up!