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There has been a profound neglect in most of the literature dealing with social entrepreneurship on the relationship between social entrepreneurship and technological innovation. The purpose of this paper is to provide new insights into that relationship by using the case of Prezi, a Budapest, Hungary-based mission-driven software company.

The research approach used for this paper is qualitative in nature and uses the case study methodology. Evidence was based on interpretative/qualitative interviews and direct observations.

Using the example of Prezi, the authors show that social entrepreneurial activities and projects could act as an important innovation source for technology-based industries.

The authors use the case of Prezi and describe several of Prezi’s socially driven projects and show how they influence those involved with the company to continuously innovate and solve problems that have positive impact in the community as well as their core product offering.

This paper aims to demonstrate how higher education in Finland can benefit from using methods such as Web 2.0 technologies.

The paper describes how different types of learners (auditory, visual, kinaesthetic) benefit from being exposed to new methods and tools in the tuition process (traditional teaching settings). The strengths and weaknesses of these alternative teaching methods and tools are assessed. The paper is based on a case study – a pilot project – where the Prezi presentation tool and Twitter were tested and used in a university teaching setting. Findings – The results of the study show that both students and faculty found the utilization of Prezi and Twitter in teaching improved the learning and teaching experience.

In Finland, the use of Prezi and Twitter in the classroom is not common. The results of this study should help encourage other teachers in Finland to implement new methods and tools in the tuition process.

The purpose of this paper is to develop videographic methods for the study of alternative entrepreneurship, with a theoretical focus on “ethical uncertainties”, exemplified in this paper by the exploration of evolving actions and unpredictable outcomes in a specific case, the Hungarian company Prezi.

By first situating Prezi’s alternative entrepreneurship in the turbulent Hungarian political context and situation for the Roma population, this study presents how the methodological foundations of organizational videography have affirmed aesthetic immersion, which is of particular use for the study of ethical uncertainty.

Following a methodological exploration of the specific research design and ethnographic reflections on three ways in which ethical uncertainties arise, this study discusses the videographic possibilities to study something as elusive as ethical uncertainty and its link to alternative futures.

The political context in Hungary poses many challenges for organizations that attempt to “do good” and create alternative futures. This paper explains how this political context permeates Prezi’s entrepreneurship and research thereof, by highlighting “ethical uncertainty”. The combined contribution (paper and videography) invites the reader to think differently about the authority of research, become a viewer and reflect on their own experiences of ethical uncertainty in alternative entrepreneurship.

Adopting Davis’ (1989) technology acceptance model (TAM), the purpose of this paper is to investigate the perceived differences between asynchronous presentation tools (webcasts) and in-person presentations in a graduate program designed for the professional development of English as a foreign language (EFL) teachers at a private university in Turkey.

Data were collected for the three different types of presentations (i.e. in-person, video, and Prezi webcasts) the students performed in four different courses throughout the 2013-2014 academic year.

The analysis of the data coming from a three-part questionnaire revealed that students preferred in class presentations for learning purposes but agreed that webcasts were higher in quality as they included audio-visual materials. This study also concluded that for procedural knowledge that came from hands-on activities, students preferred in-person presentations, while for conceptual knowledge, Prezi webcasts were more preferred as they allocated time for students to reflect, do more research on, and effectively contribute to online discussions.

The data came from questionnaires; had there been interviews with the students, more insights could have been gained into their perceptions of webcasts as well as how the students actually used them for learning purposes.

The studies specifically focussing on the use of audio and video podcasts/webcasts integrated these tools as supplementary materials to course content in traditional lectures. Yet, the use of webcasts as a student presentation tool rather than a duplicate of teachers’ lectures or supplementary materials still remains unknown especially in relation to the extent to which individuals’ acceptance of this instructional technology.

A significant number of inventions and innovations appeared during the time known as the Industrial Revolution. Changes in technology quickly transformed American life in the past and continue to impact businesses, communities, and schools today. Technologies like Skype™, Prezi^®, and Poll Everywhere™ provide new methods for engaging students in learning and assess their understanding of content. Each of these technologies is free and can be used in one-computer classrooms or computer labs. These technologies can enhance the learning experience by engaging students in critical thinking and collaboration, allowing real-world applications of the content, and profiling various perspectives while utilizing digital tools that captivate students’ interests. We showcase a myriad of ways that these technologies can be seamlessly integrated into a social studies unit on Industrialization.

The purpose of this paper is to explore the intersection between critical literacy and digital activism. Critical literacy is a form of instruction that teaches students to question power structures and societal injustices, while digital activism introduces methods for individuals and groups to use digital tools to effect social and political change. This review argues that digital literacy is the natural partner to pedagogical approaches informed by critical literacy, which attempts to uncover, address, question and solve social problems.

An illustrative example of collaborative student choice and action is offered through a multimedia project with actionable hashtags for sharing online. The paper concludes with a discussion of how educators can foster more collaborative choice and action by intertwining critical and digital literacies at all levels of education. However, implementation and application of these ideas lies not only with educators and administrators, but most importantly, with students themselves.

In order for students to be most prepared for meaningful interactions in the global and digital world, critical literacy, digital literacy and digital activism must become a core part of classroom instruction. Multimedia projects that are easily sharable and can track analytics are a successful way to raise consciousness and advocate for local and global action.

The powerful instructional practices that link critical and digital literacies provide students with the skills to continue questioning multiple viewpoints and promoting social justice issues within and beyond classroom walls.

The purpose of this paper is to describe the conditions that give rise to and support self‐organizing learning and creativity in blended learning environments. Particular attention is given to theoretical and practical suggestions and the roles of on‐ and offline working environments.

Iterative grounded theory methodology is used to provide a case analysis of a course held at the University of Helsinki in 2010 in conjunction with theoretical discussions.

Practical advice is provided for organizers of blended learning courses and a theoretical model for self‐organizing in blended learning settings is proposed. Three key considerations of self‐organizing – space, knowledge, and agency –were located and each of them is discussed with a focus on practical recommendations.

More research is needed, especially in a “classroom” context, in order to further clarify the links of different on‐ and offline learning environments and to reach a better understanding of the interplay between them.

The approach presented here can be useful for implementing web‐based blended learning methods in universities and other educational organizations.

Technology‐ and teacher‐oriented views of learning are not successful in the context of blended learning. Conditions for self‐organizing and creativity are needed.

This paper aims to describe techniques librarians can use to enhance their online presence, so that students, patrons, researchers and prospective employers can locate them easily. It is an extension of a presentation given at the Association of College and Research Libraries New England Chapter Annual Conference held in Worcester, MA on May 9, 2014.

The presentation focused on a number of established and emerging tools to share professional contact information and professional output, such as Google, Google+, Twitter, LinkedIn, SlideShare and ImpactStory, among others.

The audience of library faculty and staff from across the Northeastern USA examined the results that appeared when they searched for themselves in major search engines (Google, Bing and DuckDuckGo) and learned strategies and tools for optimizing the results that come up when others search for their contact information.

Librarians who focus on enhancing their professional profiles online make it easier for constituents to get assistance with research questions, they can make their value and the institution’s value more visible, and facilitate the sharing of information in a field that looks to other institutions and individuals for inspiration for new programs and innovations.

While many of these tools are used in the business world to build and cultivate networks and seek employment, even steadily employed librarians can use these tools to make their expertise available to researchers at their institutions and beyond.

All too often leadership programs are developed in relative isolation; that is, they tend to be either academic or practitioner in nature. Arguably, much more effective leadership programs are possible through collaboration between academics and practitioners. This application brief describes one such successful collaboration to develop an inspirational leadership workshop based upon the leadership experiences of retired four-star U.S. Army General Tommy Franks. The result is an award winning leadership workshop designed for both students and professionals.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.