Last year I presented to a group of 1st year Business School students on the topic of their use of Social Media and Social Networking websites and how this could have implications on their employability.

• Presentation: Social Media & how (students) can survive online (2010)

This year I’ve been privileged enough to be invited back into lecture slots for all the first year under graduate Business School students (Law, Accounting & Finance, and Business). While the topic(s) and reflective activity the students are presented with are the same (including the majority of the responses given) the examples have been updated and improved … there are far more examples to choose from for a start!

Click to view

This year I have been able to incorporate the TurningPoint handsets (clickers, zappers, etc) to get real-time responses (and capture/record them too) to the content. The responses to each question are loaded to the SlideShare presentation above as well as the videos I showed. There were 98 students present, but not every one of them voted on every question (either they clicked their response before the voting was ‘open’ or they didn’t press the button/key hard enough to send the response in).

I ask the question at the beginning of the session “Do you consider your online activity ‘safe’?” and then again at the end when I’ve demonstrated different scenarios and examples of good and bad experiences of using Social Media. I was not surprised, as you should not be either, that there were more people at the end who are less confident of their activity online, but I was surprised that there is a such a wide swing from 41% at the start who thought they were not safe online to 80% by the end! The biggest swing is from students who were unsure if they were safe to ‘not safe’ (30% at the start to 2%).

By using real-world examples of how, in most cases, just one instance can have such a drastic consequence to someones credibility or employment circumstances, whether it is a good or bad ‘instance’, obviously struck a chord with these students who, from discussions I had with a few afterwards, had not considered their activity on Facebook or chat-rooms as something that an employer would be interested in.

For me this process was about joining the dots, in helping them realise that their activity online is not necessarily distinguishable between home, private, work, or professional use. Whether their Facebook use is restricted to their home/private life wont matter too much if they complain or insult their manager, a client, or colleague. If that content is found then it could bring their employer into disrepute, or even lose work/contracts and even respect.

What really warmed my heart was some of the comments left on the Unit blog (as requested during the presentation) about how the students left after the presentation, and how it made them think about their own use of these types of websites. The following comments are reproduced by kind permission from the Unit tutor, and are anonymous:

“This has been probably the most informative lecture I have had most likely due to how interactive it was. As I felt I was so part of the lecture (answering the questions interactively) I walked away feeling like I knew more than when I first walked into the lecture about Social Media which is ironic as I use it everyday! It was a nice touch using modern technology like interactive keypads when talking about such a modern topic such as Social Media as it helped highlight the points made. The warm up questions which might have seemed irrelevant at the time; such as what is your favourite drink was a good idea to get the audience into the interactive questions and to understand the bar charts/pie charts which will appear after. Asking questions such as “Can an employer check on employees through/using Social Media” really hit home how scary it is how advanced technology is and even when you think you’re safe online you really aren’t!  The integration of YouTube videos I felt kept my attention while still making a point on the main body of the lecture.  Leaving the lecture, myself and probably most people in the lecture went home to check that all their privacy settings was actually set to private!”

“I felt slightly alarmed after the lecture at the fact that this is an issue affecting much younger people than myself, it scares me sometimes when I see a friends little sister of the age of 10 on facebook!! With this comes a responsibility and one that I think schools need to be taking on. Schools should be providing the same kind of lecture to their students. I never had a talk on the dangers of facebook and so I’m sure neither have they but at such a young age they should as they are perhaps exposed more to dangers as they might not fully appreciate the need for privacy settings.”

“Some people might think that this lecture was common knowledge but I found it particularly helpful to bring home the fact that what happens on the Internet STAYS on the Internet…forever?”

“I think the most important thing is to think about the consequences of what you say before you say it and do not say anything online you would not say to your mum!! However, the lecture did make me think and when i got home i checked all my setting were on private. I have defiantly learnt not to post things that may jeopardize future employment as it is not worth it in the long run.”

“It [the presentation] really opened my eyes as to the lengths employers will go to find the most adept, and suitable candidate. In many ways it makes sense, with fewer jobs in today’s economic climate and a higher demand, employers are going to want the very best candidates.”

“Originally, I thought the social networking lecture would be like those we had several times at school and college, however, the session was much more interactive and in context to our sector of work which made it appeal to me much more. Many of the real life stories were particularly effective and made me take the comments and updates I write much more seriously. I think the importance of this matter has grown in recent years and it is evidently clear that one passing statement could have drastic consequences upon your future career and therefore upon your life.”

“The statistics about the internet, over all, were shocking and in some respects scary and it was interesting to see how many people changed their minds about the safety of the internet after watching the videos and seeing the articles where people had been affected.”

“It is very true that we live in a society today who are extra sensitive to ‘jokes’ about ‘bombs’ and ‘explosions’ given the events of the London bombings and more importantly ’9/11′ it is understandable that people may over react with insensitive and immature jokes about airports in particular. Therefore, this example in particular demonstrates, expressing yourself on social networking sites just for the sake of boredom, is just not worth it, it is more productive and sensible to just have a conversation with a friend.”

“I had had many of these lectures in secondary school so I thought I new the dangers and risks of social networks and internet usage, but this lecture really opened my eyes as to what I was exposing myself to by using the internet.”

So, a note to us all: let us be sensible when we use any online service (Facebook, Twitter, eBay, LinkedIn, etc), think about how we want to be viewed by whoever may find the content (whenever they find it) as it may just come back to bite you.

Here are a few of the examples/links I use in the presentation:

• I am blowing the airport sky high!
• The sacked nun, a baby called Facebook and the story of the worlds most popular website
• Don’t criticise your employer
• Fingered! Accidental tweet comes back to embarrass Huhne
• Cyber-bulling: Even in death, my Natasha cannot escape the bullies
• Queen of the Mommy Bloggers / Heather Armstrong
• The Job Interview Starts Before You Meet HR

A few more examples that I didn’t include, but could quite easily have done, include:

• Wayne Rooney And Seven Other Celebrity Twitter Fails
• TV chef Jamie Oliver in Twitter rant at binge-drinking cost to NHS
• UK politician arrested after Twitter rant against Muslim journalist
• 5 myths employees believe about Social Media
• 7 Secrets to Getting Your Next Job Using Social Media
• Epic fail for Quantas Twitter competition

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In business you will always hear about the value of having your ‘elevator pitch’ carefully planned and memorised. Whether it is about the product, the service, the company, or something else, it is an important weapon in your pocket.

So, what is the ‘elevator pitch’? Penny Loretto writing on the About.com Internship website describes the practice that is the ‘elevator pitch’ as coming:

“… from the time it takes to complete a normal elevator ride from the top to the bottom floor. An ‘elevator speech’ is an opportunity to get your point across in a timely manner; namely, who you are, what you’ve accomplished, and where you hope to go in the future.”

Aileen Pincus, writing for Bloomsberg BusinessWeek, defines the pitch, for a business, as:

“One of the most important things a businessperson can do—especially an owner or someone who is involved in sales—is learn how to speak about their business to others. Being able to sum up unique aspects of your service or product in a way that excites others should be a fundamental skill.”

So why are so few people in academia aware or prepared for this? I have only ever heard of this approach mentioned once at University when I overheard a supervisor talking to his student preparing to embark on her PhD. She was advised to have her ‘elevator pitch’ ready for meetings, conferences, chance encounters, etc so she could succinctly explain, in 30 seconds or under, everything her PhD will cover and accomplish.

Since I started attending conferences (and presenting at them too!) I have been aware that I ought to be a little more prepared for the chance meeting and the “so, who are you and what do you do?” question. I have also found approach the ‘elevator pitch’ takes is a good opportunity to explain what I do each day to someone who does not know or understand what a Learning Technologist is. With new staff joining the Business School all the time this approach is also used as we introduce ourselves around the table to each other.

So, here’s mine, based on an introduction to a new member of staff:

“Hi, I’m David Hopkins and I am a Learning Technologist in the Business School. I work closely with the academic and administrative teams in the School on all aspects of the VLE (myBU) as well as supplementary systems that include lecture capture, audience response handsets, use of video in the classroom, and other pedagogic applications for existing and developing technologies that encourage student engagement and enhance the student experience. I look forward to working with you.”

A bit of a mouthful I know, but each time I have to do this it changes depending on what I’ve been working on that morning, who I’m talking to, what mood I’m in, whether the conversation is based on work, training, research, etc. When I’m out and about at conferences the ‘pitch’ is tailored to the discipline and topic of the conference, as well as the person I’m talking to. ProtoScholar writes an excellent blog and his/her (?) post “The Academic Elevator Pitch” is worth a read, if for nothing other than the details on what the pitch should encapsulate.

Come on then dear reader(s), what is your ‘elevator pitch’? Do you have one? Do you want to leave a comment about mine? Please leave any and all comments below.

Image from Derek Key

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Last year I was lucky enough to obtain one of the few tickets that were available for the 2010 Future of Technology in Education Conference organised by ULCC: http://www.fote-conference.com

Since the time is rapidly approaching when this year’s tickets will be made available I was interested in seeing this infographic on details and statistics from the 2009 and 2010 conferences.

Enjoy, and I hope to see you there again this year (October 7th).

(Click to view on Flickr)

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I’ve just taken part in a webinar from the LSG (Learning & Skills Group) on “QR Codes, Mobile Tagging and Learning”, delivered by Paul Simbeck-Hampson (@simbeckhampson). Those of you familiar with my blog and work will know I’m a huge fan of QR Codes and how we can (should) be using them in and around campus, libraries, books, materials, presentations, videos, tours, etc. If you’re not familiar then here are a few links to ‘key’ posts from the last year:

• Resource page on QR Codes
• QR Codes: The nuts and bolts
• QR Codes: In the Classroom
• QR Codes: Learning Technology

The webinar was advertised as a discovery about:

• What QR codes are and how they differ from normal barcodes,
• How QR Codes are being used to support learning & improve performance,
• What design elements you need to consider within a QR code strategy,
• What tools you’ll need for creating, reading, and measuring QR codes,
• How the future of mobile tagging is already part of the present.

It was also followed on Twitter using the #LSGWebinar hashtag.

Now I’ll freely admit that I may not have needed to hear the early par of the webinar and associated chat as I think I already know enough about the codes, what they are and how to use them, but I think it’s always worth being around for it just in case I find out something I did not know.

It is the last element of the webinar that most interested me – “How the future of mobile tagging is already part of the present”. If you read through the links above to previous posts of mine you will see some examples of how I think we could use them, so this element will either affirm my ideas or give em some new ones. I hoped I’d find some new ideas from Paul and the audience.

Here are some notes I made during the webinar. Any images below are the destination Paul sent us to when he showed a QR Code in the presentation – click them to enlarge.

How would you use the codes in your organisation?

• hard copies linking to online copies
• code on book cover linking to eBook edition
• give expanded explanations of objects
• access to training notes
• access to information re training events, times/places etc
• small taster sessions
• provide info for students on local businesses
• attendance monitoring – everyone is tattooed with a QR code, you scan them when they come into training

How are they used to support learning & development?

• Location: maps & directions for meeting, training, etc

• Chunks: video training, etc

• Convenience: memorable, fun, etc

What Design Elements?

“Code is like handshake, if they take your hand you own them something” Eric Weymueller

• Link to mobile ready website
• Code type:
• Content: check content linking to be ensure those on limited data tariffs can view
• Navigation: simplicity wins
• Platforms: touch and non-touch screens alike

Good destination link, mobile-ready

Not so good destination link: 14 minute video (not good if user is on limited data plan)

Bad design (on any platform) and not to be used on mobile(?)

Future of mobile tagging is part of present?

“… trigger to metaphorical loaded gun, bullets being the content” Nick Ford

• QR – printed media, web-to-mobile downloads, triggers, etc
• RFID – radio frequency ID tag (security tags)
• NFC – near-field communication (mPayments, point of purchase, etc) pay with your phone
• AR – Augmented Reality, location, gamification, etc

Thanks to Paul and Don for the webinar, send an email to Paul on paul@simbeckhampson.com with “LSGWebinar” in the subject to receive his 22 page report on QR Codes.

Tweet from QR Code, but I needed to login to web Twitter, not iPhone app (if that can be done?)

If you missed the webinar you can watch the recording through the Learning and Skills Group on Ning, when it is uploaded.

Reflection
The webinar was good and well attended and presented, the engagement with the audience (code scanning) was very useful and highlighted the difficulty with using this technology – even though the webinar advertised that we would be scanning codes there were a number of individuals in the audience who did not have the technology to do so. While the codes were displayed with shortened URLs these were not explained for some time until someone highlighted them in the ‘chat’ area.

The explanation of the codes, how they are used, and how they might be used was good and reaffirmed my understanding that how I have thought of using them is along the same lines as others. the real value was the Q&A section at the end when the more detailed information surfaced; e.g. scanning and readability of the codes, the ‘optimum’ size for a code, code readers for different devices (Google Goggles sounds good), and the fact that you can modify the codes and input some design (see this for an example – “Make your Code Beautiful“).

Were you on the webinar? Did you like it? Did you learn anything from it? Please drop a comment about how you use QR Codes, or how you are going to start using them.

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Another poster I am involved in at today’s ‘Excellent education: the heart of the student experience‘ Conference at Bournemouth University is on our work using QR Codes with the student in and around their final year Project (with Milena Bobeva: @milenabobeva).

The poster, titled “QR codes in education: The Business School experience” builds on research and testing of QR Codes in a learning environment, and also on my blog here – see the Resource page for a page of resources, Delicious tags, etc.

“Quick Response (QR) codes, the 2-D bar code, are becoming the new norm for businesses to reach their customers and provide a fast user-friendly way to access relevant content online through the use of mobile technology. Educational institutions are on the uptake in making use of these 21^st century tools as a way to engage their main stakeholders, i.e. students.

“Within the Business School we have recently experimented with using QR codes across several programmes. This has stared with codes leading to library materials and has expanded gradually into further areas such as marketing, programme contact details and learning resources.

“This presentation is going to introduce our experience, including some statistics on user involvement and feedback from students and staff, as well as some innovative endeavours in exploiting these free resources.”

You can view and download the poster, in full, from SlideShare: QR codes in education: The Business School experience.

If you are going to quote or cite this in any work please use the following details (in the style of Harvard Referencing):

Hopkins, D. and Bobeva, M., 2011. QR Codes in Education: The Business School Experience. In: Bournemouth University Education Enhancement Conference 2011, 4 May 2011, Bournemouth University, Poole, England. Available from: http://eprints.bournemouth.ac.uk/17750/.

Related posts:

1. Poster: Building Educational Confidence and Affinity Through Online Induction Activities
2. “Using QR Codes in Higher Education” Workshop: Jan 31st, 2012 #QRCode
3. QR Codes: Learning Technology

Today I am presenting the following poster at the Bournemouth University Enhancing Education 2011 Conference “Excellent education: the heart of the student experience” with two colleagues from the Business School, and wanted to share our work.

The poster, titled “Building Educational Confidence and Affinity Through Online Induction Activities” builds on previous work by the team to introduce and encourage our online an distant learners to engage with their studies, with us, and with each other.

The poster;

“… demonstrates the development and support taken throughout a week-long online Induction for geographically-disparate Business School students studying the fully-online BA (Hons) International Business & Management degree.

“From application through to enrolment and becoming an online student our students are likely to experience many emotions over this period. We recognise the different key foundation areas required to strengthen personal confidence and determination as an individual remote student. The intention is to help students overcome their initial personal apprehension by building intrinsic trust in the capabilities of the Business School from all standpoints including technical, educational and pastoral.

“By the end of this induction week students have the opportunity to formulate a clear picture of the environment in which they will be learning, establish an initial impression of degree level study, recognise the levels of support available to them, and begin to identify their own personal resolve and how to make this work for them whilst studying from a remote location.

“Through the induction programme we firmly believe that building strong roots empowers students to maximise their potential during the full course of their study.”

You can view and download the poster, in full, from SlideShare: Building Educational Confidence and Affinity Through Online Induction Activities.

If you are going to quote or cite this in any work please use the following details (in the style of Harvard Referencing):

Hopkins, D., Wincott, M. and Hutchings, L., 2011. Building educational confidence and affinity through Online Induction Activities. In: Bournemouth University Education Enhancement Conference 2011, 4 May 2011, Bournemouth University, Poole, England. Available from: http://eprints.bournemouth.ac.uk/17715/

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Twitter is becoming an important tool for backchannel chat and information exchange in conferences, exhibitions, and classroom activities where perhaps email and/or discussion forums were used before. Twitter has also become a very useful way for those unable to attend to keep up with speeches, presentations and conversations that surround the ‘event’, and I have virtually ‘attended’ a few conferences this year already without having to book tickets or take time off work. It is not the same as being there, but it is still extremely useful.

Using a tool that can send a tweet from your presentation isn’t only useful for those unable to attend your session, it is also a good way for you to send notes into the backchannel for attendees information. I have started planning my next delivery of the Social Media & how (students) can survive online presentation to include sending tweets to the different examples I show as well as the YouTube videos and any other background information that could benefit the students in their follow-up activity (reflective blogging).

So, if you’re interested in this too, you’ll need the AutoTweet tool, which is free and easy to download from here:

• PowerPoint AutoTweet (SAP 2.0)

You don’t have to install any other of the SAP 2.0 tools to make this work, but they’re worth a look for other aspects of including Twitter in presentations.

You will also need an account with a service like www.supertweet.net to enable the tweets to be sent due to the ‘API Proxy Account’, or something – anyway, you’ll need it. You can always revoke the application access from Twitter settings afterwards if you want.

AutoTweet will run as an ‘add-in’ in PowerPoint, which so far I have had to re-configure each time I open it to use (which makes testing the presentation a pain) but at least one option is to disable auto-tweeting until I’m ready to publish and tweet. One option available is that you can also display when a tweet has been sent (the bottom check-box in the settings image below) but I have found this slightly disruptive to the presentation but I know from colleagues that the students like it as it gives them an indication that content has been made available in the backchannel:

Now all you do is enter the hashtag in the box, as above, that you want to use and the tool will add this to the end of any text you specify to tweet from the slides.

To set the tweet content you just add the text and links (or even another hashtag) between the [twitter] [/twitter] code that you place in the slide ‘notes’ section, like this:

with the above example coming out like this:

Social Media Statistics: http://is.gd/jNZ7L2 #ignorethis

February 22, 2011 4:24 pm via webReplyRetweetFavorite

@hopkinsdavid

David Hopkins

While it takes only minutes to set up it does take longer to plan the tweets for the slides and get the shortened URLs ready but it is worth it.

I’m looking forward to testing this with the students again in a couple of weeks, I’ll let you know how it goes – via Twitter of course (@hopkinsdavid)

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I’ve had some amazing discussions with some colleagues recently about QR Codes and how we can use them. When I got over the initial “huh?” response as to what they are, and they understood that the code can contain type of data, we started to get somewhere really quite quickly.

So, this post is really to consolidate my previous posts and to make it slightly more graphical – images are often easier to follow.

What is a QR Code?
In my first post about the codes -  – I quoted this definition of a QR Code:

“A QR Code is a matrix code (or two-dimensional bar code) created by Japanese corporation Denso-Wave in 1994.” Source: Wikipedia

Let’s face it, that doesn’t mean much to the average person. I explain it to people by explaining how it has already been used: Pepsi used them on bottles to give access to special games and competitions not available anywhere else on the web; they were used to advertise the release of the DVD for ’28 Weeks Later‘ film; and Calvin Klein used them to entice you to see their advert, “uncensored”.

There are plenty of links around (if you search) talking about how US realtors (estate agents to us UK folks) are using them on for-sale boards – instead of having to phone the agents when you see a property you like as you drive around, you simply scan the code on the for-sale board and get the low-down, price, photos, details, etc there and then. Marketing companies are seeing the potential, now it’s time for education to join them.

So;

• You see/find the code,
• You scan the code,
• Your phone decodes the code, and
• Your phone displays the text, link, e

Like this …

What kind of information can you contain/embed in the QR Code?
When you create the QR Code you will have to assign something for it to hold, to contain, to embed. This is text, always text, but what the text is is up to you. it could be;

• Plain text (“Hello”, “My name is … “, etc)
• Your phone number
• Your contact details (name, email address, phone number, address, etc)
• SMS / text details (including your number and a short message)
• URL / web address

The method the user will use to open and decode this information will decide on how this information is used. If you stick to the above then it is highly likely that all QR Code Readers on the different platforms will know what to do.

• Plain text – display text on screen
• Phone number – ask if you want to dial the number
• Contact details – display and/or store the details to your phone memory
• SMS – create the text message and prepare for you to send it
• URL – display and/or open the specified web address

All very powerful stuff.

Where can I generate the code?
There are many good and reliable places/websites you can go to generate your own code (for free), and here are a few I have tried and continue to use:

• Kaywa - qrcode.kaywa.com/
  The first one I found and still one of the best
• Create QR Code - createqrcode.appspot.com/
  Another good one I’ve reported on before, although not as many options
• Mobile Barcodes - www.mobile-barcodes.com/
  Options to create a vCard, email, SMS, etc, and different sizes of QR Codes
• Snap.Vu – www.snap.vu/
  This is good generator website as it has a basic (very basic) stats package behind each generated code, and puts a shortened URL in the actual image to help direct users who are unable to scan the code to the same content (see below). The image you download is good enough for print, so should be ready for all uses you can think of. The shortened URL refers to your code on Snap.vu so accesses/scans are monitored.

In my post QR Codes: In the Classroom I gave some examples of different content (link, text, etc) that had been coded to the QR Code and the different size and quality of the resulting code. It is imperative you take note of this as there is very little ‘loss’ of quality that is accepted by camera and applications before it cannot be decoded – use shortened URL websites (like bit.ly or is.gd) to create short, concise links to make good quality (and easier-to-read) codes.

Whenever you post a QR Code it is essential, in my mind, that you also put a textual element to it – if you’ve not used them before you might need to explain what they are. if nothing else you put a shortened URL along with the code on the page so people without the ability to read the code can still participate. This is why I like Snap.vu – it adds the short URL to the image.

What use are they in ‘education’?

So far the examples above are showing how they can be used in marketing and sales … but what of education? Can they be used? Well, of course they can, and we are only limited by our imagination and abilities in getting all the little bits of the process set-up and working together. By this I mean there is no point in using them around campus (a campus tour / adventure game, for example) if the Estates Group will remove them thinking they’re graffiti.

I listed a few ideas for uses in the classroom or educational settings in my post QR Codes: In the Classroom which included;

• lectures and lecture slides,
• hand outs and printed materials,
• surveys,
• textbooks,
• libraries (linking to eBook versions),
• assignments,
• induction activities,
• campus tours,
• etc

How these things can be used is very dependent on the topic you want to cover; if you’re talking about the UK Spending Review and changes to the funding for Higher Education why not use them in your printed literature to point to

• YouTube video(s) of the demonstrations to illustrate a point;
  
• Google Maps of where the demonstration happened;
  
• Copy of Lecture slides hosted on Institutional VLE or somewhere like SlideShare;
  
• If nothing else, you could store your contact details in the code, or link to your vCard so students can scan and store your details for future use in their phones (name, office location, surgery hours, email, etc);
  

The list of possible applications go on.

Are you using them with your students or colleagues? If you are, or planning to, then please share how you are doing this (going to do it) by leaving a comment.

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I’m not a big fan of ‘Top …’ lists, but I do like to organise my thoughts and have something to look back over to help me think and reflect on what I’ve done,  why I did it, and sometimes what I can do better next time.

Here are my top 12 posts from the past 12 months.

• January, 2010: Be a better online educator by thinking like an online student
• February, 2010: Netiquette: a handy guide for online students
• March, 2010: iTunesU: Another success story (UCL)
• April, 2010: The Art of Blogging (in Education)
• May,2010: QR Codes: In the Classroom
• June, 2010: Policies for Staff use of Social Media and Social Networks
• July, 2010: Augmented Reality on campus
• August, 2010: Who takes responsibility for online or digital communications?
• September, 2010: Presentation: “Twitter in Education, what next?”
• October, 2010: What is a Learning Technologist (part 2)?
• November, 2010: Presentation: Social Media & how (students) can survive online
• December, 2010: [ongoing ... !]

Here’s to a safe and warm New Year for everyone. Happy Christmas.

Image Source

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From my observations of some student presentations I invigilated recently I know there are clearly issues with students knowing and understanding what is legal and what is not when you use and re-use content or images you find on the Internet.

Many of us already know about Creative Commons content and how it works, but I found this presentation, with audio slidecast, that I have also made available to staff and students alike, in the vain hope it’ll make a difference. It is well worth listening to the 20 minute slidecast that accompanies this presentation, it brings the static pages to life.

If you want some background on what Creative Commons is, please see my previous post and video on “What is creative Commons?“.

Creative Commons: What every Educator needs to know. View more webinars from Rodd Lucier.

Related posts:

1. WordPress Plugin #4: Creative Commons Licence
2. Video: What is Creative Commons?
3. Be a better online educator by thinking like an online student