Mapping online residency: getting our bearings to effective online spaces and learning designs

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Presentation given at the APT Conference, University of Greenwich, 8 July, 2014, more information available @ https://showtime.gre.ac.uk/index.php/ecentre/apt2014/paper/viewPaper/547

Presentation given at the APT Conference, University of Greenwich, 8 July, 2014, more information available @ https://showtime.gre.ac.uk/index.php/ecentre/apt2014/paper/viewPaper/547

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  • Very distinct use of spaces. Personal resident more about passive watching content, personal resident more interaction with hobbies. Watching –v – creating content, some “things” that begin to blur lined between private and professional boundaries. “it has more things in it than I thought”
  • Nothing distinct in resident/university quadrant apart fro a bit of FB. Visitor/personal quadrant very entertainment and functional. Vistor/uni – has uni email, VLE, more like post reg students in someways. Does s/he feel that she doesn’t belong in University? Or is it more about being a first year student so not as resident in Uni spaces yet?
  • Resident/uni space seems very interconnected and active in Uni spaces, where as in visitor/professional/uni quadrant more about dipping in and out of NHS spaces. Seems to be more social active when watching netflix/love film – is s/he rating things heavily and so leaving more of a social trace? The Personal/visitor again more about dipping in and out of funcional things that make like easier e.g timetables. Youtube key cross over space. Has this student been at uni before and so more comfortable in Uni spaces than next map, and others in this sample?
  • Some trends appearing – oloder/working students seem to have more of an online balance and clearer demarcation of professional/private spaces
    Some counterintuitive (counter design?) trends emerging – snap chat is instant, disopasable but seems is fear of missing something making users stay on it more?
    If people are just dipping in and out of our spaces, and not seeing them as core “utilities’ or things that make their lives easier how to do/should we make them more so?
    Sh/could we use spaces such as snap chat more creatively to build confidence in collaborative educationally specific activities?
    We would like to investigate more students use of conduit spaces such as Facebook and YouTube. What are they actually doing in relation to learning? Is it more the organisational/social side of things? This could help in terms of decided which services/ info we want to (re)develop institutionally.
    Help students develop sense of space – do we want them to be online all the time like us
    Have used mapping with staff – Michael’s photo

Transcript

  • 1. Evelyn McElhinney Lecturer SHLS, Sheila MacNeill, SL Blended Learning GCULead Mapping online residency: getting our bearings to effective online spaces and learning designs, #uogapt14, 8 July 2014
  • 2. “Effective online engagement is particularly relevant to health care professionals, who are bound by professional codes of ethics. The increasing use of social media for professional and public engagement requires them to develop understanding of the interactions between professional and personal spaces.” https://howsheilaseesit.wordpress.com/2014/05/20/challenges-of-web- residency-case-study-our-vistor-and-residents-journey-and-case-study- heavandr/
  • 3. Findings and Future Work • Demarcation of personal/professional/institutional spaces • Prevalence of entertainment/utility “apps” in personal visitor spaces (particularly in 1st year students) – things that make life easier – why are these missing in our institutional spaces? • Further exploration of the boundary spaces e.g. Youtube, Facebook • Activity design – where, when and should we bring boundary spaces into learning designs? • Staff engagement and work with other schools
  • 4. Evelyn.McElhinney@gcu.ac.uk @Kalipizzaro Sheila.MacNeill@gcu.ac.uk @sheilmcn Case study: http://bit.ly/TDPbV8