Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
1. Mobile LMS and
Pedagogical Uses for Social Media
Terese Bird, Leicester Learning Institute, University of Leicester, UK
Fourth International Conference of E-Learning and Distance Learning
Riyadh, Saudi Arabia – February/March 2015
2.
3. What shall we talk about?
• Research cycle and
profiling
• Example of HE
research/teaching use
• Social tools
– Example tools
– Examples of use
• Tips to begin
• Digital Literacy
Photo by ILO on Flickr
6. Reilly (2013): YouTube, sousveillance and the
‘anti-Tesco’ riot in Stokes Croft
• http://www.youtube.com/watch?v=zpPM2NXLK-c
6
7.
8. Overview of Media & Communications study
• N=1018 comments left under four most commented-upon
videos showing eyewitness perspectives on policing of
disturbances
• Study examines whether commentators perceived this
footage as a form of hierarchical sousveillance (inverse
surveillance)
• Little rational debate about the broader issues e.g.
legitimacy of No Tesco campaign and media narratives
often reproduced by commenters
• Only a very small number of users perceived this footage
as hierarchical sousveillance
9. Flipped instruction and Twitter
for independent learning:
Examples from
Queen Elizabeth I
College Photo by vanhookc
on Flickr
17. Ideas for Twitter to Flip
• Students follow 10 economics practitioners. For 1
week, watch what these are tweeting, and note 3
trends. Post these trends onto VLE or bring to
class. Map these trends to current events.
• Students find 3 experts on a topic of their choice,
to follow on Twitter. Students may wish to do this
using an impersonal account (?). Students ask the
experts their opinion of the topic, the current
event, whatever it may be. Do these opinions
make sense, change students’ perception of the
topic?
18. More resources
• Mrs Caviness: http://novemberlearning.com/educational-
resources-for-educators/teaching-and-learning-articles/how-twitter-can-
be-used-as-a-powerful-educational-tool/
• 50 ways to use Twitter in the classroom:
http://www.teachhub.com/50-ways-use-twitter-classroom
• Kahn Academy: https://www.khanacademy.org/
19. University staff
from various
nations, various
career stages
N=711
Academics’ use of social media
report
http://www.canberra.edu.au/faculties/
arts-design/attachments/pdf/n-and-
mrc/Feeling-Better-Connected-report-
final.pdf
None
Facebook
Twitter
Academia.edu
ResearchGate
Personal blog
Multi-author blog
YouTube
Wikipedia
Pinterest
Google+
LinkedIn
Slideshare
36. Go to Twitter
• Log in as learninginn
• Password is elearning
• Type into the search a word or
phrase within your field of study
37. Tip for beginners:
Try one or two for 10 minutes a day
Task Tool
Show yourself as a presenter YouTube, Vimeo, AudioBoo,
SoundCloud, Slideshare
Show yourself as a writer Blog
Share your findings All (match the format!)
Keep up on hot news in your field Twitter, Facebook, Scoop.it
Collaborate with other
researchers
Google Docs, Google Hangouts,
Twitter, Facebook
Organise Storify, Pinterest, Scoop.it
Your online CV LinkedIn, Academia.edu
38. Digital Literacy and
Tools Roundup:
The power of the
learning network
Terese Bird
tmb10@le.ac.uk
Leicester Learning Institute
Photo by cindy47452, Flickr
39. What shall we talk about?
• Digital literacy
• Academic Digital
Literacy
• Digital Learning
Literacy
• Examples of tools
Photo by xdxd_vx_xdxd on Flickr
41. Digital Literacy
• “Digital literacy is the ability to understand and use information in
multiple formats from a wide range of sources when it is presented
via computers.” (Gilster, 1997)
• Technology such as mobile devices and social media are now part of
our life and language, and should be included in learning:
– 24/7 flexibility & efficiency
– Further reach to experts
– Ethos and Ethics
– Lifelong learning
– Careers
42. Careers
• “As mobile platforms become more complex,
employers are increasingly looking for people
who can demonstrate a foundation of mobile
specific skills and experience to be sure of
delivering success.” – CWJobs.co.uk
http://www.v3.co.uk/v3-uk/news/2276691/it-job-seekers-under-pressure-to-
learn-mobile-development-skills
Photo by
TheDEMOCo
nference on
Flickr
43. Academic Digital Literacy
• “Knowledge and insight to strategically utilise
various institutional, public, social, and
hardware technologies in personal academic
learning and research.” TBird
44. Academic Digital Literacy
• Learning skills
• Research skills
• Social media skills
• Academic digital profile
• New hardware skills (mobile, webcam,
microphone, video camera)
• Insight to recognise and utilise benefits of these
for own development
45. What tools to do these tasks?
• Creation knowledge – offline research, blogging
• Discussing – Twitter, Facebook, Google+
• Curating – Scoop.it, Pinterest, Flickr
• Presenting – Prezi, Slideshare
• ‘Advertising’ – all of the above
Private / Professional / Collective Uses
46. Learning literacy of 1973
• Library search (card catalogue)
• How to take notes
• Citing and referencing
• Numeracy
• Discussion and debate
• Writing (essays and reports)
• Laboratory skills and equipment knowledge
• Presenting (often reading a paper in front of
others)
Photo by starmanseries, Flickr
47. Learning literacy
2015
• Library search (online and various journal searches)
• How to take notes annotate e-books, recorded
lectures
• Citing and referencing articles, blogs, YouTube vids
• Numeracy (spreadsheets, simple statistics)
• Discussion and debate (offline and online)
• Writing (offline and online: blogging, microblogging)
• Laboratory equipment (added technology)
• Presenting (Powerpoint, Prezi, Slideshare, Webinar)
Photo by
hugovk on
Flickr
52. References
• Beetham, H. (2013). The Design Studio / Literacies development
framework.doc. The Design Studio Wiki. Retrieved October 02,
2013, from
http://jiscdesignstudio.pbworks.com/w/file/40474958/Literacies
development framework.doc
• Cann, A., Dimitrou, K., Hooley, T. (2011) Social media: A guide for
researchers. Research Information Network,
http://www.rin.ac.uk/our-work/communicating-and-disseminating-
research/social-media-guide-researchers
• Reilly, P. (2013) Every Llttle helps? Youtube, sousveillance and the
‘anti-Tesco’ riots in Bristol, New Media and Society. published online
before print, doi: 10.1177/1461444813512195.
