Posted by togalearning
I recently had the great opportunity to attend the Learning 2.0 conference in Asia for the fourth time. Since attending the first one in Shanghai, China in 2007 where one of the first activities the conference organizers had attendees do was to sign up for and use Twitter, I’ve greatly benefited from Twitter being an integral part of my PLN. My personal learning has grown immeasurably because of it by bringing me resources and ideas I would have likely not seen and I have a network of experts and colleagues just a tweet away who can help when needed. I wrote about how my PLN has helped to shape me in the past here.
Jumping forward 8 years, I’ve come to see how important social media can be for the personal learning of individuals. For the last few years, I’ve realized how crucial it can be for the learning, branding, and communications needs of a learning institution. Learning doesn’t just happen between the walls of the school anymore
and a school’s footprint doesn’t only run through its immediate community. In both of these instances, learning and learning institutions are part of a global landscape, and this is because of technology. Recognizing this is easy, but getting social media like Twitter established into the whole culture of school can be very difficult. Though many schools now have Twitter accounts, not many schools have it embedded in its culture for the combined purposes of learning, branding, and communication. This is why I attended the #schooloftweet workshop at Learning 2.0. I wanted to see how a school got to where they are in its institutional use of social media.
The presenter of the workshop, Tosca Killoran from NIST in Bangkok, Thailand, has been instrumental in getting Twitter off the ground as a branding and communications tool for the school. I won’t summarize the NIST case study since Tosca has already done that on this website, but I’ll just summarize a few takeaways from the session.
Does branding and social media belong in schools? Yes. With so many international schools coming into existence, we can’t sell sameness. We have to show how our school is different in regards to learning from others. We have to make it clear what our mission and values are and what those look like in action. Stating these on a website isn’t enough anymore. We have to tell our story in real-time. How do we tell our story? Social media. This can help promote the essence of who we are and the perception of how people view us from the outside. At the same time, the more consistent we are in using social media for the purposes of branding, learning, and communication, the easier it is to convince people of who we are. Brands have real value, but in the context of international schools, Brands rise and fall with their employees. Establishing a dynamic and consistent use of social media into the culture of the school is critical so that the process and brand lives beyond any individual(s).
So, who does all of this? Tosca said that she took on the school Twitter account to start the process, but confessed that she was doing that for 3-4 hours every evening at home. She also said that was single, so she didn’t have family responsibilities. This isn’t the ideal approach to get started. Getting started is an issue each school will have to tackle since people are already so busy. Over time, once the process had been established more in the culture of the school, the time she had to put into it lessened since other people were sharing the process. To start spreading the use of Twitter, she suggested having some pre-written tweets for teachers with hashtags. She also said the main school account should follow top universities and other international schools since that will grow the school’s presence among these other important institutions. Lastly, she also recommended that school account have a personality. Though not an easy thing to accomplish in 140 characters, it is an essential part of the branding process.
This post is cross-posted here.
Posted by togalearning
With the redesign of Facebook’s user interface, a lot of resistance to and unhappiness with the changes are popping up among many of the 750 million + users. At first, I was slightly annoyed with the changes, especially in the privacy settings area, but then I started to think about some of the key characteristics we are trying to build in our students to be successful in today’s world: flexibility and adaptability. Even though adapting to the changes a social network throws at us isn’t necessarily the adaptability we’re trying to build in students, I still feel it’s a relevant, cognitive practicing of that process. In my opinion, we as 21st century educators and users of these tools need to model these characteristics of flexibility and adaptability when changes like this occur and not wish for the “old way” or “old version.” This is similar as to why were trying to transform education today- to move away from the old way of doing things created by the old industrial age version of education.
I think before rushing to judgement, we need to understand the purpose of the Facebook changes. This article summed up the current and upcoming changes nicely: What all these features have aspired to do is make it easier for users to spend long periods of time on the site by lowering the barriers to connecting with friends in real-time and delivering more tailored content. Now this isn’t a bad thing. Once the whole change process finishes and we adapt to the new features and layout, it seems like we’ll all be more happy users. As with all previous changes, most of us adapted and became proficient users of the new features.
I don’t know if Facebook has this as part of it redesign ethos, but giving us these frequent opportunities to practice flexibility and adaptability is a good thing.