List of Illustrations
Chapter 3
|
3.1 |
Sue Beckingham, Affordances within LinkedIn (2018), |
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 |
Chapter 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 |
Chapter 5
|
5.1 |
Mark Warnes, ARU10DoT blog posts: types of subscription and number of followers (2018), CC BY 4.0 |
51 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
Chapter 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 |
