Using social media safely and appropriately in higher education - A reflection on the last 10 years.pptx

•Download as PPTX, PDF•

0 likes•84 views

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.

Education

Social Media for Learning 2
• 2013 first set of
guides
• Iterative changes
• 2023 new set of
PDFs and
accessible web
pages

• SocMedHE at SHU 2015,
2016 and 2017
• 2018-2022 hosted by
other unis
• Return to SHU in 2024?
Social Media for Learning 3

A clear statement about the support and
expectations for the use of social media
within the university community
Social Media for Learning 4
Support and specific guidance for the use
of professional net- works which develop
staff and student professional identities
Principles for consideration in using social
media for learning and teaching
A protocol for guiding how social media
accounts are best administered for groups
and peer learning
Guidance for dealing with online behaviours
and encouraging positive and professional
online interactions.
Sharing of examples of pedagogic uses of
social media in practice.
Supporting appropriate risk-taking in
exploration of emergent social media
technologies

• Established and ubiquitous with global adoption
• Ethical and moral considerations
• Alternative and emerging spaces
• Misinformation and ‘fake news’
• Social media guidance still requested
• Guidance updated and republished in 2023
• Further publications in progress
Social Media for Learning 5

Links
Social Media
for Learning
Presentation Title 6
Responsible
use of Social
Media
Social Media
and
Employability
Web page
Shareable PDF
Web page
Shareable PDF
Web page
Shareable PDF
Quick link: https://go.shu.ac.uk/socialmedia
Managing
your Digital
Footprint
Web page
Shareable PDF

THANK YOU!
Purvis, Rodger &
Beckingham
(2020)
https://www.science
direct.com/science/
article/pii/S26663
74020300182

Similar to Using social media safely and appropriately in higher education - A reflection on the last 10 years.pptx

A Case Study for one of my clients in the educational sector who have presence in London, Surrey, and Doha. It includes the lessons learned and the learnings from the Digital and Social Media efforts the school has been doing with us over the last two years. The International School of London Group of Schools provides a dynamic and balanced curriculum, based on reputable and highly recognized international curricula like the International Baccalaureate programs and the International Primary Curriculum and offering around twenty languages Results: The presentation shows results delivered: Results at School Level Results for Students Results for Faculty and Staff Results for Alumni Results For Parents How: Digital and Social Media Strategy Content Strategy Business Workflow Process for Social Media Integrated Digital Campaigns Competitive Analysis Communication Sessions Review and Support Social Media Policy Social Media Tools Augmenting Digital Literacy capabilities

Case Study - Education and Social Media - International School of London

Ayman Itani

Ascele Presentation

Alex Olteanu

Navigating Change: Recommendations for Advancing Undergraduate PR Education

Sarah Jackson

Institutional Enablers for Social Media for Learning.pptx

AlisonPurvis1

Greenwich Connect Away day slides

Peter Bryant

This workshop was part of the HEA engagement event ' The full picture: the journey from listening to partnership in student engagement'. This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education. The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery. This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A

Co-creating the curriculum - Jane Priestley

HEA_HSC

Kpt6044 tugasan4

Wana Irwana

Moo cs for professional development tcea feb 2015

Kay Abernathy, Ed.D.

MOOCs for professional development TCEA Feb 2015

Kay Abernathy, Ed.D.

MOOCs for professional development TCEA Feb 2015

Kay Abernathy, Ed.D.

Introduction to Up2U

Up2Universe

With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.

Innovative Teaching in Higher Education: Big Data Era

Miftachul Huda

2016 vd westhuizen_guidelines-online-assessment

Itumeleng Segona

Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019. Project resources: Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106 A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059 Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793

Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...

Richard Hall

Ada Pellert - Inclusion and Digital Accessibility.pptx

EADTU

Registered teacher criteria and elearning

William Elliott

Better preparing teacher educators for a rural workforce (1)

rachelsaffer

This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002). Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them. This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.

AHE Conference Paper_LCostelloe.pptx

LauraCostelloe1

Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress Report

Sherri Sanders

Governmental and Institutional strategies to support new ways of teaching and...

EADTU

Similar to Using social media safely and appropriately in higher education - A reflection on the last 10 years.pptx (20)

Case Study - Education and Social Media - International School of London

Ascele Presentation

Navigating Change: Recommendations for Advancing Undergraduate PR Education

Institutional Enablers for Social Media for Learning.pptx

Greenwich Connect Away day slides

Co-creating the curriculum - Jane Priestley

Kpt6044 tugasan4

Moo cs for professional development tcea feb 2015

MOOCs for professional development TCEA Feb 2015

Introduction to Up2U

Innovative Teaching in Higher Education: Big Data Era

2016 vd westhuizen_guidelines-online-assessment

Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...

Ada Pellert - Inclusion and Digital Accessibility.pptx

Registered teacher criteria and elearning

Better preparing teacher educators for a rural workforce (1)

AHE Conference Paper_LCostelloe.pptx

Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress Report

Governmental and Institutional strategies to support new ways of teaching and...

More from Sue Beckingham

Digital Footprints to Career Pathways - Building a Strong Professional Online...

Sue Beckingham

Scaffolding the Effective use of EdTech for Group Assessments.pptx

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.

From monologue to dialogue - Scaffolding multi-perspective and co-constructed...

Sue Beckingham

Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include 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 meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.

Students' use of social media for academic studies - The connecting bridge be...

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

How should our higher education institutions respond to innovations in new AI...

Sue 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.

Exploring modality in the context of blended and hybrid education.pptx

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.

Mattering, meaning making and motivation - Building trust and respect through...

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.

A practical approach to amplifying scholarly practice through digital technol...

Sue Beckingham

The updated non-technical introduction to ChatGPT SEDA March 2023.pptx

Sue Beckingham

A non-technical introduction to ChatGPT - SEDA.pptx

Sue Beckingham

The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.

Using social media safely and appropriately in higher education.pptx

Sue Beckingham

This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.

Using social media to create your own professional development and PLN.pptx

Sue 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.

Getting to know your students through storytelling.pptx

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.

Recommendations from the ground - Student led use of social media to foster i...

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.

The complex web of social interaction - Expanding virtual and spatial multili...

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.

Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...

Sue Beckingham

Modes of Learning in Higher Education

Sue Beckingham

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.

Building social learning communities

Sue 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.

Recognising the value of interdependence through cooperative active learning

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 as partners co creating innovative scholarship - reflections on achi...

Sue Beckingham

More from Sue Beckingham (20)