Keynote presentation for Technology: Alienating or Enabling Teaching.

1. ENABLE: Embedding Social Media in Academic
Curricula as a Learning and Assessment strategy
developing E-Professionalism
By Claudia Megele (Keynote Speaker)
Technology: Alienating or Enabling Teaching?
Dublin City University 2017

2. #SWSCMEDIA
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3. PROCESS OF THE KNOWELDGE
COMMUNITY
Blog
Twitter
Speech
Live
Debate
Debate
Summary
Reflections
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4. #MHCHAT
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5. #MHCHAT STATISTICS
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7. SOME OF THE CHALLENGES OF
E-PROFESSIONALISM
• Overlap of Personal, Professional, and Organisational
• Increasing overlap of Private and Public
• Information shared by users of services with the Local Authority and NHS operates
based on the paradigm of confidentiality
While
• Social media is built on an information sharing paradigm
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8. PROGRAMME CONTEXT AND
CHALLENGES
• Children, Schools and Families Committee (2008-2009) suggest a fast track ‘grow
your own scheme’
• Attract ‘the Best & the Brightest’ into social work
• Raise the image and status of the profession
• Closer links between employers & HEIs
• Field Focus: Child Protection
• Local Authorities in the driving seating
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9. PARTNERSHIP WITH EMPLOYERS
• 8 regional partnerships were formed which brought together 42 local authorities
• 2 universities were appointed to work with regional partnerships
• Each regional partnership was linked with one of two universities
• The first cohort of 185 trainees started their training in September 2010
• I was co-lead and responsible for programme delivery for one of the regional
partnerships (this included 8 local authorities)
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10. CHALLENGES WITH THE
PROGRAMME
• The programme was front loaded
• Diverse student background & expectations
• Students were on placement and away from the university for 200 days
• Narrative of academic thinking being too abstract and far from practice
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11. SOME OF MY AIMS FOR
INCORPORATING SOCIAL MEDIA INTO
THE CURRICULUM
• Meet students & bring learning to where they were
• Create a culture of continuous learning
• Ensure students stay connected
• Help students take responsibility for their own learning & development
• Create a positive social learning environment
• Raise students digital awareness & literacy
• Establish & cultivate e-Professionalism
• Cultivate collaboration and coproduction rather than competition
#CultureofGenerosity
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12. EMBEDDING SOCIAL MEDIA INTO
THE PROGRAMME
• Started with identifying a theoretical Framework
• And pedagogical Model
• This informed my choice of Social Media
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Claudia Megele

13. THEORETICAL FRAMEWORK:
DIALECTICAL CONSTRUCTIVISM
• Knowledge: ‘… as temporary, developmental, non-objective, internally constructed,
and socially and culturally mediated.’
• Learning: self-regulatory effect reconciling the existing personal models of the world
and discrepant new insights…
• Knowledge generation: meaning making and constructing new representations and
models of experience, and further negotiating such meaning through cooperative
social activity, discourse, and debate
Adopted from Fosnot, 1996, p.ix
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14. THEORETICAL FRAMEWORK
DIALECTICAL CONSTRUCTIVISM
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15. PEDAGOGIC MODEL: ENQUIRY
BASED LEARNING
Problem Based
Learning
Exploration of scenario driven
learning experience
Small Scale
Investigations, Projects &
Research
Encouragement of research based
approach to projects & process
Case Based Learning
Field work or case study
adapted to disciplinary
context
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16. Problem Analysis
Solution Analysis
Implementation
Analysis
Situation
Analysis
Reflective Observation
Abstract
Conceptualization
Active
Experimentation
Concrete Experience
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27. ENHANCING THE DEPTH & BREADTH OF
LEARNERS’ KNOWLEDGE & LEARNING
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28. ONLINE IDENTITIES & USE OF
ANONYMITY
• Use of anonymous twitter account
• Levelling effect: equal point of departure and equal opportunity for participation
• Minimised social stereotypes and relational hierarchies
• Protect students’ identities
• Ease any concerns about expressing one’s views in a public forum
• Preserve individual choice and students’ freedom and choice in managing existing or future
online profiles
• Opportunity to learn about social media and e-professionalism in relative safety of
anonymity
• Enjoy the process and focus on learning and developing necessary skills rather than
worrying about the ‘perfect tweet’.
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29. STUDENT FEEDBACK
• Student 1: ‘On a personal level, I often resist and question any change, but I have
become more aware of the importance of my online professionalism and the ways
of engaging with social media.’
• Student 2: ‘It means that you have another way of learning available to you if you
want/need it. It’s good to be aware of everything that’s out there even if you
choose not to use it.’
• Student 3: ‘The pace/number of ideas going on at one time was something that I
struggled with at first, and this made contributing very difficult. However, this is
much easier now, and I have gained confidence because of it. Seeing the ideas of
others also gives you new ways of thinking about topics/issues…’
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30. FURTHER OUTCOMES
• Received positive student feedback
• Promoted students’ participation
• Enhanced learning by increasing inter-relational dimensions of students learning
• Activities aimed at developing students meta-competence
• Cultivating active learning
• Promote principles of praxis and the link between theory and practice
• Cultivate evidence based debate and critique
• Cultivate e-professionalism and use of social media as an integral part of students identity
• Cultivate an effective use of Personal Learning Network (PLN)
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31. PEDAGOGIC MODEL: ENABLE
•Enquiry Based Learning
•Networked Learning
•Active and Action Based Learning
•Blended Learning Pedagogy
•Leaderful Leadership
•Ecology: educational, ubiquitous & continuous
learning ecology
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34. ACTIVE & ACTION BASED LEARNING
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35. EXPERIENTIAL – ACTION LEARNING
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36. BLENDED LEARNING APPROACH
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39. A FLEXIBLE AND VERSATILE MODEL FOR
MULTIPLE SETTINGS & PURPOSES
• Personal
• Professional
• Organizational
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41. REFLECTION POINTS
• Computer Lab Sessions
• Introductory lecture workshop and more sessions for technical support
• Consultation
• Allow time for consultation
• From the outset ensure clarity of objectives, theories, approaches and models
• Quality Assurance Processes
• Establish clear and well documented monitoring and support processes
• Establish clear quality assurance criteria and processes
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42. REFLECTION POINTS
• This was the first time Twitter was being used in academic curricula in social work
and social care
• Limited familiarity with social media and its ethical and practical challenges and
opportunities
• Fast changing landscape requiring continued update, and fear of obsolescence
• Short decision lifespan and lack of appreciation for financial resource implications
and return on projects
• Concern with privacy and confidentially of information
• Concern with management of boundaries
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43. INTEGRATED & COORDINATED
APPROACH
• Design, development, implementation, and delivery of the project
• Single point of reference for students
• Knowledge of relevant pedagogic models and technical frameworks combined with
course content enabled me to:
• Adapt the processes and manage different situations in a dynamic and flexible manner
• Respond in contextually relevant manner to students changing needs and queries
• Important to standardise the above to enable department and school wide teams to
coordinate/carry out such tasks while remaining flexibility, relevance and timeliness
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