SMASH is the Social Media for Academic Studies at Hallam student-led group from the Department of Computing..This work was presented at the Change Agent Network Conference at the University of Winchester #CAN18
Zoe Brown from the Ohio Department of Education presented on building a sense of community in online learning. She discussed how online learning can feel isolating for students and lead to high dropout rates. However, establishing an online community through tools like social networks, group projects, and online discussions can increase student satisfaction, retention, and lifelong affiliation with their institution. As instructors, it is important to be aware of the online community, value its importance, and design learning environments that promote community building through communication and collaboration tools.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
This document discusses how online tools can be used to build collaborative communities for student group work. It describes how students were placed in groups to develop a PowerPoint presentation using online tools for communication and collaboration, including email, NeatChat, Skype and Google Docs. These tools helped the geographically isolated students communicate, collaborate in real-time, and feel more comfortable working together. Social bookmarking sites like Delicious were also introduced to help students organize information and share resources within a community of practice. The document evaluates the benefits and successes of using these online tools to enhance collaboration between students.
Collinsville District Institute, Jan. 2016kellyggardner
1) The document discusses using social media and online tools in the classroom to engage students and connect learning beyond the classroom walls. It emphasizes that communication has changed and classrooms need to change with it.
2) Several specific tools are mentioned that can be used like blogs, Google Classroom, Twitter, and Pinterest. The benefits discussed are improved communication, collaboration, and extending learning.
3) The concept of digital citizenship is introduced and the importance of teaching it to students is highlighted so they can learn and contribute online safely and respectfully. The teacher models digital citizenship and discusses balancing technology use.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
Zoe Brown from the Ohio Department of Education presented on building a sense of community in online learning. She discussed how online learning can feel isolating for students and lead to high dropout rates. However, establishing an online community through tools like social networks, group projects, and online discussions can increase student satisfaction, retention, and lifelong affiliation with their institution. As instructors, it is important to be aware of the online community, value its importance, and design learning environments that promote community building through communication and collaboration tools.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
This document discusses how online tools can be used to build collaborative communities for student group work. It describes how students were placed in groups to develop a PowerPoint presentation using online tools for communication and collaboration, including email, NeatChat, Skype and Google Docs. These tools helped the geographically isolated students communicate, collaborate in real-time, and feel more comfortable working together. Social bookmarking sites like Delicious were also introduced to help students organize information and share resources within a community of practice. The document evaluates the benefits and successes of using these online tools to enhance collaboration between students.
Collinsville District Institute, Jan. 2016kellyggardner
1) The document discusses using social media and online tools in the classroom to engage students and connect learning beyond the classroom walls. It emphasizes that communication has changed and classrooms need to change with it.
2) Several specific tools are mentioned that can be used like blogs, Google Classroom, Twitter, and Pinterest. The benefits discussed are improved communication, collaboration, and extending learning.
3) The concept of digital citizenship is introduced and the importance of teaching it to students is highlighted so they can learn and contribute online safely and respectfully. The teacher models digital citizenship and discusses balancing technology use.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
Leading by example: being belonging and becoming digital citizensSue Beckingham
This document summarizes a keynote presentation about digital citizenship given by Sue Beckingham at the Galway-Mayo Institute of Technology. It discusses a quality of life model involving being, belonging, and becoming. It then applies this model to discuss various aspects of physical, psychological, social, spiritual, and community well-being as they relate to digital citizenship. The presentation emphasizes the importance of dialogue, collaboration, and developing a sense of belonging within online communities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the...Rebekah Bennetch
Community can provide a powerful context for learning, whether it’s found in a physical or virtual environment (Bickford and Wright 2006). When it comes to building an online community in our classrooms, is Blackboard our only option? Piazza offers a better, more engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar, started the service in 2011 out of the need for a “virtual place, a virtual piazza where people could come together and get unstuck.”The website functions as a type of online study hall, where students (and instructors) can post questions and share resources.
I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
This document discusses the evolution of social networking and how Web 2.0 tools can be used to enhance teaching and learning. It provides examples of how blogs, wikis, RSS feeds, media sharing sites, social networks, and virtual worlds can be incorporated into courses. The document advocates blending these tools to engage students, connect them to current issues, and differentiate instruction. Examples from educators are provided on the benefits students have experienced from using these technologies.
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
This document provides an overview of a self-guided social media training manual. It defines social learning as learning from others through social interaction and change. Social media tools like Facebook, Google Docs, Pinterest and YouTube can improve collaboration, problem solving and strengthen business relationships. These tools allow users to share resources, communicate and learn visually from each other. The conclusion states that social learning occurs daily through social interaction and media, and these tools change how people learn by providing additional information and research capabilities.
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
This document discusses how teachers can use online content curation tools in the classroom. It provides examples of tools like Storify, Pinterest, Educlipper, Scoop.it, and Learnist that allow teachers to organize resources and materials, share them with students, encourage student curation and discussion, and more. Key benefits highlighted include creating collaborative activities, disseminating digital handouts, connecting with outside experts, and helping students gain access to online information and knowledge.
Facebook was founded in 2004 by Harvard students and has since grown to over 500 million users worldwide. The document discusses how Facebook allows users to create profiles, connect with friends, and share content. It then examines the potential positive educational uses of Facebook, including collaboration, networking, personalized learning, and facilitating social constructivist learning practices. However, it also notes there are some legal and privacy issues to consider with Facebook. In conclusion, when used appropriately Facebook can encourage social interaction and support students in constructing new knowledge through dialogue and sharing ideas with others.
Creating a Virtual Community: Using Social Media to Connect With Distance Edu...Anthony Juliano, MA, MBA
1) The document discusses using social media to connect with distance education students. It provides examples of 10 social media sites and tools that can be used, including Blackboard, blogs, Cramster, LinkedIn, and discussion boards.
2) Benefits of using social media include building a sense of community, learning more about students' lives, and promoting student engagement.
3) Keys to successful use of social media are respecting students' time, aligning with their skills and preferences, keeping distractions to a minimum, and using 2-3 tools that best fit the course topic and students.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document describes a knowledge building project using an online forum to help engage reluctant teachers in adopting 21st century e-learning practices. The project involved e-learning lead teachers from schools in Central Otago discussing challenges and strategies. Initially the forum was set up on the schools' intranet but teachers were more engaged when it was moved to Facebook. The Facebook forum allowed for active participation, sharing of ideas and resources, and development of a document to support e-learning facilitation. The project was successful in furthering participants' understanding and willingness to continue knowledge building discussions.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
Social media can be effectively used as language teaching tools in the classroom. Some key social media include social networks like Facebook and Twitter, blogs, wikis, and podcasts. They offer advantages like freedom of expression, knowledge sharing, community building, and being motivating for students who enjoy technology. However, teachers must also be aware of disadvantages like needing constant updates, difficulty maintaining engagement, reliance on internet access, and potential for distraction or misinformation.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 enables two-way interaction and user-generated content through blogs, wikis, social networking, podcasting, and media sharing. These tools encourage collaboration, engagement, and make learning more personal, flexible and social. The document argues that Web 2.0 will change education by supporting problem-based, experiential and authentic learning through student-led discovery and peer-to-peer interaction.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Leading by example: being belonging and becoming digital citizensSue Beckingham
This document summarizes a keynote presentation about digital citizenship given by Sue Beckingham at the Galway-Mayo Institute of Technology. It discusses a quality of life model involving being, belonging, and becoming. It then applies this model to discuss various aspects of physical, psychological, social, spiritual, and community well-being as they relate to digital citizenship. The presentation emphasizes the importance of dialogue, collaboration, and developing a sense of belonging within online communities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the...Rebekah Bennetch
Community can provide a powerful context for learning, whether it’s found in a physical or virtual environment (Bickford and Wright 2006). When it comes to building an online community in our classrooms, is Blackboard our only option? Piazza offers a better, more engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar, started the service in 2011 out of the need for a “virtual place, a virtual piazza where people could come together and get unstuck.”The website functions as a type of online study hall, where students (and instructors) can post questions and share resources.
I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
This document discusses the evolution of social networking and how Web 2.0 tools can be used to enhance teaching and learning. It provides examples of how blogs, wikis, RSS feeds, media sharing sites, social networks, and virtual worlds can be incorporated into courses. The document advocates blending these tools to engage students, connect them to current issues, and differentiate instruction. Examples from educators are provided on the benefits students have experienced from using these technologies.
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
This document provides an overview of a self-guided social media training manual. It defines social learning as learning from others through social interaction and change. Social media tools like Facebook, Google Docs, Pinterest and YouTube can improve collaboration, problem solving and strengthen business relationships. These tools allow users to share resources, communicate and learn visually from each other. The conclusion states that social learning occurs daily through social interaction and media, and these tools change how people learn by providing additional information and research capabilities.
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
This document discusses how teachers can use online content curation tools in the classroom. It provides examples of tools like Storify, Pinterest, Educlipper, Scoop.it, and Learnist that allow teachers to organize resources and materials, share them with students, encourage student curation and discussion, and more. Key benefits highlighted include creating collaborative activities, disseminating digital handouts, connecting with outside experts, and helping students gain access to online information and knowledge.
Facebook was founded in 2004 by Harvard students and has since grown to over 500 million users worldwide. The document discusses how Facebook allows users to create profiles, connect with friends, and share content. It then examines the potential positive educational uses of Facebook, including collaboration, networking, personalized learning, and facilitating social constructivist learning practices. However, it also notes there are some legal and privacy issues to consider with Facebook. In conclusion, when used appropriately Facebook can encourage social interaction and support students in constructing new knowledge through dialogue and sharing ideas with others.
Creating a Virtual Community: Using Social Media to Connect With Distance Edu...Anthony Juliano, MA, MBA
1) The document discusses using social media to connect with distance education students. It provides examples of 10 social media sites and tools that can be used, including Blackboard, blogs, Cramster, LinkedIn, and discussion boards.
2) Benefits of using social media include building a sense of community, learning more about students' lives, and promoting student engagement.
3) Keys to successful use of social media are respecting students' time, aligning with their skills and preferences, keeping distractions to a minimum, and using 2-3 tools that best fit the course topic and students.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document describes a knowledge building project using an online forum to help engage reluctant teachers in adopting 21st century e-learning practices. The project involved e-learning lead teachers from schools in Central Otago discussing challenges and strategies. Initially the forum was set up on the schools' intranet but teachers were more engaged when it was moved to Facebook. The Facebook forum allowed for active participation, sharing of ideas and resources, and development of a document to support e-learning facilitation. The project was successful in furthering participants' understanding and willingness to continue knowledge building discussions.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
Social media can be effectively used as language teaching tools in the classroom. Some key social media include social networks like Facebook and Twitter, blogs, wikis, and podcasts. They offer advantages like freedom of expression, knowledge sharing, community building, and being motivating for students who enjoy technology. However, teachers must also be aware of disadvantages like needing constant updates, difficulty maintaining engagement, reliance on internet access, and potential for distraction or misinformation.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 enables two-way interaction and user-generated content through blogs, wikis, social networking, podcasting, and media sharing. These tools encourage collaboration, engagement, and make learning more personal, flexible and social. The document argues that Web 2.0 will change education by supporting problem-based, experiential and authentic learning through student-led discovery and peer-to-peer interaction.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
This document discusses how students use social media to support academic group work. It notes that while group work provides benefits, it can also be challenging to coordinate in person meetings for diverse students with different responsibilities. The research shares student perspectives on how social media and technology helped support group cohesion, trust, and productivity by providing an online space for communication, collaboration, and coordination between in person meetings. Insights from final year students and recent graduates illustrate how technology helped them develop effective group work skills and how they now apply those skills in the workplace.
A Study On Role Of Social Media In E-LearningPedro Craggett
This document summarizes a study on the role of social media in e-learning. It finds that the majority of respondents in Chennai, India prefer WhatsApp for e-learning, followed by YouTube, with Twitter being the least preferred. Previous studies have found that social media can enhance learning by allowing knowledge sharing, interactions between students and teachers, and accessing course content flexibly. However, advertisements were found to be a distraction for many e-learners. The study aims to understand awareness and usage of social media and e-learning tools among students in Chennai.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Using Social Media to Engage Educators in LearningMichael Nantais
This document summarizes a study exploring the use of social media to engage education students in authentic discussions about educational issues. The researchers used self-study methodology and collected data from reflective journals, conversations with colleagues, a focus group, and observations of social media activity. They found that blogging and discussion threads on a faculty networking site engaged students in deep discussions and connected them to others outside their courses. However, some students raised privacy concerns. The researchers plan to continue experimenting with social media and addressing issues that arise to enhance learning conversations.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
The document outlines an agenda for a meeting focused on 21st century learning. It discusses developing skills like network literacy and using tools like wikis and Twitter. Participants will learn about making education more relevant and how teachers can better engage students. The goal is to help schools implement changes to support modern pedagogies and collaborative professional development.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
What is social learning? How do I implement in my classroom? What are the benefits of social learning?
This guide will answer all your questions about introducing social learning in the classroom, and provide some tips for using technology for social learning.
This document discusses the importance of community and collaboration in education. It provides research showing that community and collaboration are equally important in online settings as in face-to-face settings. The research presented finds that a sense of community enhances learning and that collaborative interaction, trust, and mutual support are important components of an effective online community. The document also notes some challenges in translating face-to-face community-building and collaborative activities to an online environment and asks how these can be adapted using various tools.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
The document discusses using social networking tools like Web 2.0 to engage digital students in a course. It aimed to provide an environment that promoted self-motivated, autonomous learning. Web 2.0 allows people, not just computers, to connect and share information efficiently. This aligns with emerging educational paradigms of collaborative, team-based learning where students jointly construct knowledge with faculty. Student feedback indicated the social networking site encouraged interaction, collaboration and the development of a learning community.
Effective Pedagogy at Scale – Social Learning and Citizen InquiryMike Sharples
The document discusses effective pedagogy at massive scale through social learning and citizen inquiry. It outlines how social learning improves with scale through networked systems like MOOCs that enable learning conversations. Key aspects of social learning discussed include visible learning through feedback, formative assessment, and goal setting. The document also explores citizen inquiry, which combines citizen science with collaborative learning through crowd-sourced projects on platforms like iSpot Nature. These approaches aim to develop scalable pedagogy that supports a diversity of learners through open-ended, socially-driven inquiry.
The project aimed to increase students' awareness and confidence in interpreting and interacting with the spaces around them. Students conducted initial and exit polls that showed their understanding and confidence increased from 38% to 82%. They provided input into the school building project and shared their work with visitors who were impressed. The project expanded to involve more students across key stages and departments. It helped teachers learn new activities and tools to engage students both in and out of class. The project shared learning at several conferences and helped the wider school community become more confident using technology for learning. As a teacher, facilitating student-led learning helped develop reflective practice and new professional networks.
Semelhante a A SMASHing approach for developing staff and student digital capabilities within a community of practice #CAN18 (20)
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The document discusses the history and evolution of guidance on social media use in higher education. It notes that in 2013 and 2015, Sheffield Hallam University created guidance on social media use in response to requests from students and faculty. By 2020, their guidance included recommendations on setting clear expectations, managing accounts, encouraging positive interactions, and sharing examples of educational uses of social media. The guidance is now being updated to reflect changes like blurred boundaries between tools, emphasis on ethics and critical thinking, and alternative spaces beyond traditional social media. The new guidance will focus on developing digital skills and critically analyzing new tools and content.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This document discusses using social media, specifically Twitter, to develop a personal learning network (PLN) and engage in professional development. It describes the weekly #LTHEchat Twitter chat where educators discuss topics related to learning and teaching in higher education. The chat provides opportunities for speedy continuing professional development. Participants have found value in networking, accessing resources, showcasing work, and gaining new skills and opportunities through their involvement in the #LTHEchat community.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Triumphs, challenges and opportunities for higher educationSue Beckingham
This keynote addressed the triumphs, challenges and opportunities for higher education over the last year. It celebrated the efforts of staff and students during the pandemic, reflected on the obstacles faced when moving education online, and considered how traditional and new approaches can provide a transformational learning experience. Some of the challenges discussed included the difficult transition to online learning, unequal access to technology, student anxiety around online participation, and digital fatigue. Opportunities discussed revisiting assessments, using bite-sized videos, flexible online/in-person meetings, and encouraging the sharing of teaching resources.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A SMASHing approach for developing staff and student digital capabilities within a community of practice #CAN18
1. A SMASHing approach for developing staff and
student digital capabilities within a Community
of Practice
Mentor: Sue Beckingham
Students: Corran Wood, Jess Paddon, Aby Butler, Matty Trueman and Callum Rooney
2. Background to SMASH
#SocMed16
JESS, CORRAN, SHER &
OLA
Applied & Awarded
Free Place
First Meeting
First meeting as the
newly formed SMASH
Team with the four
founding members
(Corran, Jess, Sher &
Ola).
Three Pillars
Developed the three
pillars theory which
discussed Learning
Activities, Organising
Learning & Showcasing
Learning within the
topic of education.
First Blog Post
Guest Blog Post
DECEMBER
2016
JUNE
2016
MARCH
2016
FEBRUARY
2016
3. Framework – The Three Pillars
Helping staff to identify
and use social media
tools for communication
and collaboration within
and beyond the
classroom.
Learning
Activities
Showcasing
Learning
Helping students to
prepare digital portfolios
to openly share
outcomes and projects to
develop a professional
online presence.
Organising
Learning
Helping students and
staff to identify and use
relevant social media
tools to curate and
organise information
relating to learning.
4. Resources
The Initial Framework, First
Infographic, Snow Day Post
All have been given a Creative Commons License
Developing a home for a toolkit
which could be used by others to
plan activities/case studies
How members of staff can utilise
social medias within their
teaching
WEBSITE
BLOG
POSTS
CARD
ACTIVITY
5. Developing Digital Capabilities of Staff
What did we learn about staff from the
workshop?
• Staff agree that social media can be
used to enhance their learning
• Agree that current university platform
requires more flexibility
• Support the idea of tracking student
progress
• Feel the need to support individual
learning through group work
What staff valued using these social
media tools for learning
• Google Apps – Efficient engagement
amongst student groups
• Trello – Divide responsibility and
maintain accountability
• Blogging – Track student progress
• YouTube – More flexible learning
• WhatsApp – Generating student
community, with direct messaging
VS
6. Developing Digital Capabilities of Students
What students valued using these social
media tools for learning
• Google Apps – Collaboration
• Trello – Project management on group
projects
• Twitter – Links to resources
• Socrative – Engaging / Anonymous
• YouTube – Visually appealing and
accessible to students
VS
What did we learn about students from
the workshop?
• Students agree that social media can
be used to enhance their learning
• Welcome the idea of having direct
messaging chat support via Twitter for
quicker responses
• Supportive of Socrative and working in
teams when completing online quizzes
• Learning content can be
subconsciously viewed whilst using
social media
7. Developing Digital Capabilities of Self
“I’ve learnt the benefits of multiple social
media technologies and how they can benefit
learning.”
Abby
“I’ve gained experience surrounding the use of
social media to enhance learning and efficient
collaboration”
Callum
“I’ve learnt how to overcome communication
obstacles throughout this year, and the sheer
amount of research on social media there is to
be done”
Jess
“Over the past two years, I have learnt about
the flexibility of social media, how it can be
used in education from many different
directions & ultimately, how to work in a team
of diverse people.”
Corran
“I’ve learnt how to create engaging content
using digital tools such as Canva for my social
media campaigns”
Matty
8. Value of a Virtual Community of Practice (vCoP)
“Enhancing learning through partnerships
with other students ”
Abby
“Developing a rapport with team members
from different backgrounds through digital
platforms”
Callum
“Using FaceTime allowed me to participate in
SMASH meetings whilst I was on the other
side of the country!”
Jess
“Using apps such as Skype allow us to meet
virtually in any location, allowing us to keep
flexible with our studies”
Corran
“Greater digital knowledge gained through
discussion and companionship”
Matty
9. Next Steps
Focus on the development
of the group including:
Future group leaders and
progression after university
RECRUIT
MORE
STUDENTS
ATTEND
CONFERENCES
FUTURE
DEVELOPMENT
Attend and present at
multiple different
conferences including:
RAISE conference in
September and
SocMedHE19 conference...
Capturing interest this year,
current placement students
and first and second year
students
10. Thank you for Listening
This work has a Creative Commons License
Sue Beckingham: @suebecks
Corran Wood: @Corran_SHU
Matty Trueman: @Matty_Trueman
Callum Rooney: @callum_rooney95
Abby Butler: @abbybutler96
Jess Paddon: @JessPaddonSHU
11. References
Conole, G. (2007) Describing Learning Activities. In Beetham, H. and Sharpe, R, (Eds) Rethinking Pedagogy for a Digital Age. London:
Routledge.
Kosh, M. and Fusco, J. (2008) Designing for Growth: Enabling Communities of Practice to Develop and Extend Their Work Online. In
Kimbile, C., Hildreth, P. and Bourden, I. (Eds) Communities of Practice: Creating Learning Environments for Educators Volume 2.
Charlotte, North Carolina: Information Age Publishing Inc.
Nussbaum-Beach, S. and Ritter Hall, L. (2012) The Connected Educator: Learning and Leading in a Digital Age. Bloomington: Solution
Tree Press.
Wenger, E. (2009) A Social Theory of Learning. In Illeris, K. (Ed.). Contemporary theories of learning: Learning theorists … in their own
words. London: Routledge.
Wenger, E., McDermott, R. and Snyder, W. (2002) Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston:
Harvard Business Press.
Notas do Editor
Tweet by @ACHIEVE_Hallam: https://twitter.com/ACHIEVE_Hallam/status/970994129705500673 Tweet by Simon Horrocks: https://twitter.com/horrocks_simon/status/943067775932796928