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Using Social Media and Apps in Teaching and Learning


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This presentation was part of the Higher Education Academy Conf./Workshop 'e-Learning & Blended Learning: Embedding Social Media in Academic Curricula - Exploring Technology, Enquiry, and Pedagogy' held at Middlesex University:

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Using Social Media and Apps in Teaching and Learning

  1. 1. ENABLE e-Learning & Blended Learning: Embedding Social Media in Academic Curricula, Exploring Technology, Enquiry, and Pedagogy ‘Using Social Media and Apps in Teaching and Learning’ Presented by Phil Barter (
  2. 2. Session outline • Introduction • Video Apps • Conclusions & Summary • Interactive Demos
  3. 3. Introduction Pedagogy and Context
  4. 4. Pedagogy • Students on the whole still value lecturer contact in higher education, (Catcheside, 2012). • Student engagement in the interactions and process is vital as is the speed of dissemination (Paulsen, 1995) . • Can E-learning, social media and Apps increase these factors? • They don’t need to replace how we teach or take our role, it should be used to help further engage with the student population and help improve our teaching (MacKeogh & Fox, 2009)
  5. 5. Pedagogy cont.. • E-learning can be viewed as the facilitation and support of learning through ITC, with three levels of implementation; Replacement, Enhancement, and Transformation (JISC, 2004) • Blending apps into curriculum to enhance teaching and learning to formulate a modern approach meets the current student demands for a modern HE environment and staff contact (Pachler & Daly, 2011).
  6. 6. Case study 4 Video Apps
  7. 7. The use of video • Video in Higher Education is nothing new, Ozcakar, et al, 2009, found that video use greatly enhanced learning • This media format can help increase the speed of feedback and its use to the student • Video Apps which integrate social media can further enhance the learning process
  8. 8. Video Apps • Video Apps can be used for enhancing the learning of practical still and the application of theory to practice • The alternative resources are books – difficult to follow and access • The feedback on their technique is not as quick and re-accessible
  9. 9. Year 1 Video use • Apps used to formatively asses students understanding of key elements • Student asked to prepare a short video on a joint, describing the structure, associated muscles, ligaments and movements • Apps’ Use ‘Touch Cast’, ‘Anomoto’ & ‘Magisto’
  10. 10. Year 2 video use • Video Apps’ used to analysis a sporting technique and therefore gauge the students understand of the application of theory. • Students film and then analyze the situation using app, with data forming part of their summative submissions • Apps’ used ‘video physics’ or ‘Ubersense’
  11. 11. Year 2 - Analysis example
  12. 12. Year 3 Video use • Apps’ used to assess student technical ability to coach techniques • Session recorded then tutor analyses the footage using a commentary and visual annotations. • App used ‘ Coaches eye’
  13. 13. Video student feedback • “I thought they were great...It is a fantastic concept, I believe it allows the student to fully immerse themselves into the topic and can gain more understanding when reviewing it online” • “Can access quickly and easily on a variety of devices and online” • “Interpreted the feedback easier”
  14. 14. Conclusions & Summary With student feedback
  15. 15. Conclusions & Summary • Conclusion – Allows for students to revise theory and feedback – Positive feedback from students, – Higher level of technical proficiency shown • Progression – Use of feedback videos as a potential technique/ lab / topic diary for summative assessments
  16. 16. Student feedback • The students have been very positive about E-learning, Apps and Social media: – They feel they are working with cutting edge technology on their course and they feel the speed of feedback given has helped them develop further practically – The students felt more a part of the learning process as they could engage with the assessments and feedback as they were in a format or media they could easily relate to. • A varied approach to module integration again helps with a varied student population and increases subject engagement and interest in addition to engaging them through media they understand, twitter, facebook etc.
  17. 17. Click to edit Master title style INTERACTIVE TIME Time for you all to become budding film makers and reviewers
  18. 18. Task • In Groups of 3 analyze a 1-1 interview using ‘Coach’s Eye’ – Assume one of these roles; interviewer, interviewee, observer / assessor – Record a mock interview discussing ‘Using Social Media and Apps in Teaching and Learning’ (about 2 mins of footage), with the observer noting key points – Use the app to highlight and narrate points noted by the observer to produce a completed feedback video
  19. 19. Questions…? ?
  20. 20. References • Catcheside, K. (2012). Digital technologies and the tensions between research and teaching. Guardian Professional. education-network/blog/2012/apr/18/digital-technologies-research-teaching, Accessed 6th December 2013. • JISC. (2004). Effective Practice and e-learning: A good practice guide in designing for learning. JISC 2004:10. • MacKeogh, K. and Fox, S. (2009). Strategies for embedding e-Learning in Traditional Universities: Drivers and Barriers. Electronic Journal of e-Learning. Vol 7. Issue 2. Pp 147-154. • Paulsen, M, F. (1995). The Online Report on Pedagogical Technologies fro Computer-Mediated Communication. HTTP:// • Pachler, N. and Daly, C. (2011). Key Issues in e-learning. Continuum international Publishing group. London. • Ozcakar, N., Mevsim, V., Guldal, D., Gunvar, T., Yildirim, E., Sisli, Z. and Semin, I. (2009). Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? BMC Public Health, 9:474-479.