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Social Media for Learning
Why we need to develop together a principle-based framework informing
Teaching and Learning with...
Moving on from the desktop
The Internet in real time - how
quickly data is generated
http://pennystocks.la/internet-in-real-time/
The way we communicate has changed
There are now a multiplexity of ways this can be
done, building upon strong ties and cr...
#Socialnomics 2014 by Erik Qualman @equalman
We are moving
towards.....
• Ubiquitous computing
• Ubiquitous communication
• Ubiquitous information
• At unlimited speed...
A shift from being
knowledgeable to
Knowledge-Able
Michael Wesch
(Michael Wesch 2010)
AND to continue this
dialogue face to face
CREATORS
CURATORS
CRITICS
CONVERSATIONALISTS
COLLABORATORS
COMMUNICATORS
Social...
connections = currency
Qualman 2014
Digital technologies and social media
enable personal learning networks
unconstrained by time and place
Graphic literacy i.e. infographics
Navigation literacy i.e. internet geography
Context and connections literacy i.e. PLNs
...
receiving
responding
regurgitating
Education 1.0
communicating
contributing
collaborating
Education 2.0
connectors
creator...
connecting
networking
connecting
collaboration
interactivity
communication
mutuality
multimodality
community-
building
cur...
Social Media for Learning
What would you add?
• Participation
• Collaboration
• Interactivity
• Communication
• Community-...
Developing a Social Media for
Learning Framework
• The following key principles offer a framework
upon which the effective...
Social Media for Learning Framework
1 2 3 4 5 6 7
AUTHENTICALLY
SITUATED
MEDIANEUTRAL
OPENAND
ACCESSIBLE
LIFEWIDEAND
LIFEL...
• Socially inclusive
• Lifewide and lifelong
• Media neutral
• Learner-centred
• Cooperative
• Open and accessible
• Authe...
Supporting and validating
learning through mutually
beneficial, jointly enterprising and
communally constructive
communiti...
Use a blog to tag and share
information, invite student
interaction using comments
Choose a module Twitter
hashtag for the...
Lifewide and Lifelong
formal
non-
formal
informal
Connecting formal, non-formal and informal learning
progression; develop...
Get students to establish a
LinkedIn presence and start
to make valued connections
Build a PLN of your own to
connect with...
Media neutral
Learning across
and through rich
multiple media;
providing
opportunities for
choices and self
expression
Mid...
Post concept clips on
YouTube and invite
comments as basis for
flipped lecture using their
chosen medium e.g. video,
audio...
Learner-centred
Promoting self-regulation, creative self-expression, building
self-efficacy and confidence; accommodating ...
Introduce new approaches to
note taking and get students
to share via Twitter
Ask students to identify,
joining and contri...
Co-operative
Promotes working together productively and critically as
peers (co-creation) in self-organising, robust netwo...
Get students to create a
shared course/subject
newsletter
Hold Tweet Chats as
revision drop ins and Storify
Use Diigo (Edu...
Open and Accessible
Supporting spacial, temporal and social openness; promoting
open engagement in terms of access being g...
Use open educational
resources (OERs) e.g. Jorum
and promote open practice
Create links with other
universities and co-cre...
Authentically situated
Making connections
across learning, social and
professional networks;
being scholarly and
establish...
Invite experts to speak to/with
students via Skype or in a
Google Hangout
Create a Course LinkedIn
Group to connect with A...
 Promote discussion informing curriculum design
and staff development;
 Validate and refine existing practice;
 Help id...
Learner-centered, lifelong learning has been the cry of
knowledge society visionaries for the last decade. Yet
learning co...
Learner-centered, lifelong learning has been the cry of
knowledge society visionaries for the last decade. Yet
learning co...
Social Media Guidance
http://go.shu.ac.uk/socialmedia,
Beckingham, Purvis and Rodger 2013
@DrLancaster
http://professionalonlinepresence.com/podcasts/
Openly share resources
http://www.andymiah.net/2012/12/30/the-a-to-z-of-social-media-for-academics/
The A to Z of Social Media for Academia
curat...
Can we create an open learning
ecology that enables learners to
learn with and from each other
in a supportive environment...
Summer CPD 14-18 July
http://byod4learning.wordpress.com/
Sue Beckingham
Sheffield Hallam University, UK
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks
A Social Media for Learning framework was
presented clarifying how social media is
being used to enhance and transform
lea...
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Social Media for Learning #MELSIG keynote

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Keynote for @MELSIG Social Media for Learning

A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.

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  • Image source: http://pixabay.com/en/silhouettes-network-networking-76784/?oq=networking
  • http://blogs.wsj.com/digits/2014/04/03/data-point-social-networking-is-moving-on-from-the-desktop/
  • http://pixabay.com/en/ball-about-globe-world-earth-blue-275707/
  • http://www.youtube.com/watch?v=zxpa4dNVd3c&list=UULC9cX5GntaQmTSF6hTqrzA&feature=share&index=2
  • TEDxKC - Michael Wesch - From Knowledgeable to Knowledge-able
    http://youtu.be/LeaAHv4UTI8

  • Networked, Rainie and Wellman 2012
  • http://www.emergingedtech.com/2014/05/thought-leader-interview-jackie-gerstein/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806
  • https://conversationprism.com/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806
  • http://pixabay.com/en/gold-bear-gummi-bears-bear-yellow-318359/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806
  • http://pixabay.com/en/team-group-silhouettes-man-woman-84827/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806
  • http://pixabay.com/en/city-skyline-district-about-arched-291095/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806
  • http://pixabay.com/en/browser-internet-www-global-98386/
  • Image: http://pixabay.com/en/notebook-filofax-folio-scrapbook-316806/
  • Image source: http://pixabay.com/en/silhouettes-human-network-100353/?oq=networking
  • http://www.elearnspace.org/Articles/learning_communities.htm
  • http://www.elearnspace.org/Articles/learning_communities.htm
  • http://elearningatshu.wordpress.com/2013/10/15/social-media-resources-for-students-at-sheffield-hallam/
  • http://www.slideshare.net/ThomasLancaster/hea-cll-introduction
  • Image source: http://pixabay.com/en/icon-blue-chat-shapes-out-free-35342/?oq=shapes
  • Transcript of "Social Media for Learning #MELSIG keynote"

    1. 1. Social Media for Learning Why we need to develop together a principle-based framework informing Teaching and Learning with Social Media Sue Beckingham | @suebecks Sheffield Hallam University
    2. 2. Moving on from the desktop
    3. 3. The Internet in real time - how quickly data is generated http://pennystocks.la/internet-in-real-time/
    4. 4. The way we communicate has changed There are now a multiplexity of ways this can be done, building upon strong ties and creating new opportunities to develop weak ties
    5. 5. #Socialnomics 2014 by Erik Qualman @equalman
    6. 6. We are moving towards..... • Ubiquitous computing • Ubiquitous communication • Ubiquitous information • At unlimited speed • About everything • Everywhere • From anywhere • On all kinds of devices • Connect • Organise • Share • Collect • Collaborate • Publish Which makes it 'ridiculously easy' to..... (Michael Wesch 2010)
    7. 7. A shift from being knowledgeable to Knowledge-Able Michael Wesch (Michael Wesch 2010)
    8. 8. AND to continue this dialogue face to face CREATORS CURATORS CRITICS CONVERSATIONALISTS COLLABORATORS COMMUNICATORS Social Media EMPOWERS individuals to become digital: Beckingham 2013 http://www.slideshare.net/suebeckingham/scholarship-and-social-media
    9. 9. connections = currency Qualman 2014
    10. 10. Digital technologies and social media enable personal learning networks unconstrained by time and place
    11. 11. Graphic literacy i.e. infographics Navigation literacy i.e. internet geography Context and connections literacy i.e. PLNs Focus literacy i.e. time for solitude switch Multitasking literacy i.e.. appliances, people Scepticism literacy i.e. ‘crap detection’ Ethical literacy i.e. trust RainieandWellman(2012:272-274) New Literacies for Networked Individuals
    12. 12. receiving responding regurgitating Education 1.0 communicating contributing collaborating Education 2.0 connectors creators constructivists Education 3.0 self-directed, interest- based learning where problem-solving, innovation and creativity drive education Adapted from Gerstein 2014
    13. 13. connecting networking connecting collaboration interactivity communication mutuality multimodality community- building curation participation flexibility active learning sharing customisation inquiry responsibility creativity
    14. 14. Social Media for Learning What would you add? • Participation • Collaboration • Interactivity • Communication • Community-building • Sharing • Networking • Creativity • Flexibility • Customisation • Curation • Connecting • Multimodality • Active learning • Cooperation • Responsibility • Mutuality • ??? Tweet using: #melsgljmu
    15. 15. Developing a Social Media for Learning Framework • The following key principles offer a framework upon which the effective use of social media for teaching and learning can be plotted; • The ideas in the framework work in combination or independently of each other; • Each principle is informed by established ideas for effective teaching and learning and therefore help to clarify and legitimise the use of social media, in its various forms, in good academic practice. Middleton and Beckingham 2014
    16. 16. Social Media for Learning Framework 1 2 3 4 5 6 7 AUTHENTICALLY SITUATED MEDIANEUTRAL OPENAND ACCESSIBLE LIFEWIDEAND LIFELONG COOPERATIVE SOCIALLYINCLUSIVE LEARNER-CENTRED Middleton and Beckingham 2014
    17. 17. • Socially inclusive • Lifewide and lifelong • Media neutral • Learner-centred • Cooperative • Open and accessible • Authentically situated Social Media for Learning Framework Middleton and Beckingham 2014
    18. 18. Supporting and validating learning through mutually beneficial, jointly enterprising and communally constructive communities of practice; fostering a sense of belonging, being and becoming; promoting collegiality, feeling connected, social glue Middleton and Beckingham 2014
    19. 19. Use a blog to tag and share information, invite student interaction using comments Choose a module Twitter hashtag for the class to share useful links Grab student "preview" or "exit interviews" using Vine Use Padlet to collate ideas from a virtual brainstorm Encourage Facebook groups!
    20. 20. Lifewide and Lifelong formal non- formal informal Connecting formal, non-formal and informal learning progression; developing online presence; developing digital literacies for experiential, problem solving, creative and critical learning approaches Middleton and Beckingham 2014
    21. 21. Get students to establish a LinkedIn presence and start to make valued connections Build a PLN of your own to connect with other educators Gather student ideas for discussion topics and ask them to vote for the most popular Ask students to capture and share key points learnt at the end of a module and revisit in the next, using text and images.
    22. 22. Media neutral Learning across and through rich multiple media; providing opportunities for choices and self expression Middleton and Beckingham 2014
    23. 23. Post concept clips on YouTube and invite comments as basis for flipped lecture using their chosen medium e.g. video, audio, images and 'wordles' Student 'about me' digital artefacts and embed in personal blog, portfolio, website Choose a curation tool to gather links and information
    24. 24. Learner-centred Promoting self-regulation, creative self-expression, building self-efficacy and confidence; accommodating niche interests and activities, the ‘long tail’ of education Middleton and Beckingham 2014
    25. 25. Introduce new approaches to note taking and get students to share via Twitter Ask students to identify, joining and contributing to subject or career relevant LinkedIn groups Use a problem based approach underpinned by a student co-production activity using Google Docs #sketchnotes @hopkinsdavid
    26. 26. Co-operative Promotes working together productively and critically as peers (co-creation) in self-organising, robust networks that are scalable, loosely structured, self-validating, and both knowledge-forming and knowledge-sharing Middleton and Beckingham 2014
    27. 27. Get students to create a shared course/subject newsletter Hold Tweet Chats as revision drop ins and Storify Use Diigo (Educator account) to set up a shared course/module social bookmarking group which allows students to critique resources selected
    28. 28. Open and Accessible Supporting spacial, temporal and social openness; promoting open engagement in terms of access being geographically extended, inclusive, controlled by the learner, gratis, open market, unconstrained freedom, access to content Middleton and Beckingham 2014
    29. 29. Use open educational resources (OERs) e.g. Jorum and promote open practice Create links with other universities and co-create an open blog Host a Google hangout on Air with a student panel of speakers. Invite listeners to post questions. This auto records on YouTube - Share the link via Twitter.
    30. 30. Authentically situated Making connections across learning, social and professional networks; being scholarly and establishing a considered professional online presence and digital identity Middleton and Beckingham 2014
    31. 31. Invite experts to speak to/with students via Skype or in a Google Hangout Create a Course LinkedIn Group to connect with Alumni Invite alumni to share working experiences at an event. Storify the Tweets and share presentations on SlideShare Hold TweetChats with Careers and students, to share good practice and questions.
    32. 32.  Promote discussion informing curriculum design and staff development;  Validate and refine existing practice;  Help identify how social media can be further embedded in practice to enhance and transform it.  It is work in progress The framework and principles are intended to: Middleton and Beckingham 2014
    33. 33. Learner-centered, lifelong learning has been the cry of knowledge society visionaries for the last decade. Yet learning continues to be delivered with teacher-centric tools in a twelve week format. Society is changing. Learners needs are changing. The course, as a model for learning, is being challenged by communities and networks, which are better able to attend to the varied characteristics of the learning process by using multiple approaches, orchestrated within a learning ecology.
    34. 34. Learner-centered, lifelong learning has been the cry of knowledge society visionaries for the last decade. Yet learning continues to be delivered with teacher-centric tools in a twelve week format. Society is changing. Learners needs are changing. The course, as a model for learning, is being challenged by communities and networks, which are better able to attend to the varied characteristics of the learning process by using multiple approaches, orchestrated within a learning ecology. George Siemens 2003
    35. 35. Social Media Guidance http://go.shu.ac.uk/socialmedia, Beckingham, Purvis and Rodger 2013
    36. 36. @DrLancaster http://professionalonlinepresence.com/podcasts/ Openly share resources
    37. 37. http://www.andymiah.net/2012/12/30/the-a-to-z-of-social-media-for-academics/ The A to Z of Social Media for Academia curated by Prof Andy Miah @andymiah
    38. 38. Can we create an open learning ecology that enables learners to learn with and from each other in a supportive environment using authentic and inquiry- based pedagogical models? Nerantzi and Beckingham 2013
    39. 39. Summer CPD 14-18 July http://byod4learning.wordpress.com/
    40. 40. Sue Beckingham Sheffield Hallam University, UK @suebecks http://uk.linkedin.com/in/suebeckingham http://gplus.to/suebecks
    41. 41. A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
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