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Social Media in Higher Education

 | 
Chris Rowell

Part Seven. The personal journey

List of Illustrations

Texte intégral

1Chapter 3

3.1 Sue Beckingham, Affordances within LinkedIn (2018), CC BY 4.0 : 25

3.2 Tanmay Vora, Five Elements of Working Out Loud (2017), http://qaspire.com/​2017/​01/​26/​5-elements-of-working-out-loud-by-johnstepper/​:28

3.3 Sue Beckingham, Developing a professional online presence (2018), CC BY 4.0 : 30

3.4 Sue Beckingham, Developing an online presence: contributing factors (2018), CC BY 4.0 : 32

2Chapter 4

4.1 Martin Compton, Backchannel screenshot (2018), CC BY 4.0 : 39

4.2 Martin Compton, Screenshot of an ice-breaker activity using cloud-based presentation software (2018), CC BY 4.0 : 42

4.3 Martin Compton, Screenshot of the web conferencing system in use (2018), CC BY 4.0 : 43

4.4 Martin Compton, Curated content on Twitter which was subsequently re-curated with other online resources and then embedded in the VLE (2018), CC BY 4.0 : 45

4.5 Martin Compton, Screenshot of Twitter content aggregator (2018), CC BY 4.0 : 45

4.6 Martin Compton, Newsletter for curation and exemplification with built in social media elements (2018), CC BY 4.0 : 46

3Chapter 5

5.1 Mark Warnes, ARU10DoT blog posts: types of subscription and number of followers (2018), CC BY 4.0 : 51

4Chapter 6

6.1 Susan Koseoglu, #HEdigID Twitter chat: a series of chats focusing on Networked, Digital Life in HE (2018), CC BY 4.0, https://twitter.com/​laurapasquini/​status/​956978197438091264:64

6.2 Susan Koseoglu, Prof. Kalwant Bhopal’s reaction to an article published by The Guardian (2018), CC BY 4.0, https://twitter.com/​KalwantBhopal/​status/​956923189887754241:64

5Chapter 8

8.1 Serena Gossain, Screenshot of LCC Bad Instagram page (2018), CC BY 4.0 : 88

8.2 Serena Gossain, Screenshot of LCC Ads Pinterest board (2018), CC BY 4.0 : 88

6Chapter 9

9.1 Paul Kawachi, The four stages of the Transactional Distance Model (2018), CC BY 4.0 : 99

9.2 Paul Kawachi, The position of social presence in the educative process (2018), CC BY 4.0 : 101

9.3 Paul Kawachi, The essential kinds of presence in Online Education (2018), CC BY 4.0 : 103

7Chapter 11

11.1 Zoetanya Sujon, Screenshot highlighting Facebook’s ‘Terms’ (2018), CC BY 4.0 : 122

11.2 Zoetanya Sujon, Locating the activity log on your Facebook account (2018), CC BY 4.0 : 124

11.3 Zoetanya Sujon, One event from a Facebook activity log, highlighting visibility settings (2018), CC BY 4.0 : 126

8Chapter 13

13.1 Laurie Phipps and Donna Lanclos, Mapping triangle (2018), CC BY 4.0. The interior of the triangle is where people map the practices that are bounded by their institution and the work they do in institutional digital platforms and places. The exterior of the triangle is where they can map everything else — what they do that is not bounded by the institution. This can be their personal lives, or their work that does not take place in official channels, but rather on the open web, in self-hosted or commercial platforms. : 147

13.2 Laurie Phipps and Donna Lanclos, Triangle map with annotations (2018). Image used with permission of participant, CC BY 4.0 : 148

9Chapter 15

15.1 Rachel Challen, Written representation of the storyboard (2018), CC BY 4.0 : 167

15.2 Rachel Challen, Photo of (L-R) Dr Sharon Ouditt, Head of Department, English, Media and Creative Cultures; Dr Karen Randell, Deputy Dean; and Dr Nicholas Morton, Senior Lecturer in History (2018), CC BY 4.0 : 167

10Chapter 17

17.1 Pat Lockley, Tweeters (2018), CC BY 4.0 : 185

17.2 Pat Lockley, Number of Tweets (2018), CC BY 4.0 : 185

17.3 Pat Lockley, Average number of replies per Tweet (2018), CC BY 4.0 : 186

17.4 Pat Lockley, Average number of retweets (2018), CC BY 4.0 : 186

17.5 Pat Lockley, Average number of favourites (2018), CC BY 4.0 : 186

17.6 Pat Lockley, #pressedcon18 user data (2018), CC BY 4.0 : 188

17.7 Pat Lockley, Number of times #PressedEd18 tweets were seen (2018), CC BY 4.0 : 189

17.8 Pat Lockley, Number of impressions (2018), CC BY 4.0 : 190

17.9 Pat Lockley, Retweets (2018), CC BY 4.0 : 191

17.10 Pat Lockley, Replies (2018), CC BY 4.0 : 191

17.11 Pat Lockley, Likes (2018), CC BY 4.0 : 191

17.12 Pat Lockley, Overall #PressedConf18 impressions (2018), CC BY 4.0 : 192

17.13 Pat Lockley, Followers and impressions (2018), CC BY 4.0 : 192

17.14 Pat Lockley, Threaded tweets (2018), CC BY 4.0 : 193

11Chapter 19

19.1 Jane Norris, Cards and badges and Instagram page, https://www.instagram.com/​optimism.janenorris/​ (2018), CC BY 4.0 : 214

19.2 Jane Norris, Other badges (2018), CC BY 4.0 : 220

12Chapter 21

21.1 Radcliffe, A Pedagogy-Space-Technology framework for designing and evaluating learning spaces (2008), http://openarc.co.za/​sites/​default/​files/​Attachments/​UQ%20Next%20Generation%20Book.pdf:240

21.2 Kolb, Learning Cycle (1984) : 244

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