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Heroes and Villains - Social media (in)activity in Higher Education

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Presentation made at the e-learning 2.0 conference at Brunel University 31/7/2013

Published in: Education, Technology, Business
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Heroes and Villains - Social media (in)activity in Higher Education

  1. 1. HEROES AND VILLAINS TURNING SOCIAL MEDIA (IN)ACTIVITY INTO LEARNING INNOVATION AND ACTION
  2. 2. E-learning is still seen as a potential way toE-learning is still seen as a potential way to transform educationtransform education Social media is the hero poised to deliverSocial media is the hero poised to deliver change and the villain ready to entrap thechange and the villain ready to entrap the wary academywary academy
  3. 3. Why does the use of social media inWhy does the use of social media in higher education learning, teachinghigher education learning, teaching and assessment remain a fringeand assessment remain a fringe activity, defined by potential andactivity, defined by potential and not by impactnot by impact??
  4. 4. USERS LIKE TO…USERS LIKE TO… play, experiment, remix and share within andplay, experiment, remix and share within and between platformsbetween platforms (The digital stranger)(The digital stranger)
  5. 5. to engage in debates around openness, privacy, identityto engage in debates around openness, privacy, identity and authenticityand authenticity (stranger danger)(stranger danger) We as HE often want…We as HE often want…
  6. 6. • Society has changed with the use of technology • People using technology have developed different literacies Sweeping reasons #1
  7. 7. Sweeping reasons #2 • Many HE providers are still talking about banning and controlling access • Identity, behaviour, trust are challenged
  8. 8. Sweeping reasons #3 • Employers require skills sets that include active and passive uses of technology • Knowledge is moving from the stack to the cloud
  9. 9. IS THERE A BLEEDING OBVIOUS?IS THERE A BLEEDING OBVIOUS? The monolithic institutionThe monolithic institution People who don't want to do itPeople who don't want to do it
  10. 10. Is there a bleeding obvious?Is there a bleeding obvious? • Are weAre we scared?scared? • Lack ofLack of vision andvision and leadershipleadership • The 'tooThe 'too hard'hard' basketbasket
  11. 11. THE WEB 1.0 PROBLEMTHE WEB 1.0 PROBLEM • ““We have so little evidence that anyone has learned anything new about theWe have so little evidence that anyone has learned anything new about the processes of teaching and schooling beyond the confines of their ownprocesses of teaching and schooling beyond the confines of their own personal locations.”personal locations.” 
  12. 12. ACTION VS. ACTIVITYACTION VS. ACTIVITY You can’t stay balanced up there forever.You can’t stay balanced up there forever. Activity is not enough. You need action to moveActivity is not enough. You need action to move forwardforward
  13. 13. Greenwich Connect aims to enhance learning, student achievement and outcomes at the University of Greenwich by supporting…
  14. 14. • Social interactionSocial interaction • Social MediaSocial Media • CollaborationCollaboration • CrowdsourcingCrowdsourcing • Social construction of knowledgeSocial construction of knowledge • Engagement and NetworksEngagement and Networks
  15. 15. MY PEDAGOGYMY PEDAGOGY • Socially interactiveSocially interactive • Content positive (user)Content positive (user) • How to use as opposed to how not toHow to use as opposed to how not to
  16. 16. • Questions lead to answersQuestions lead to answers • Community engaged and sourcedCommunity engaged and sourced • Connected (lasting and fleeting)Connected (lasting and fleeting) MY PEDAGOGYMY PEDAGOGY
  17. 17. MY PEDAGOGYMY PEDAGOGY • Play/experimentPlay/experiment • Learning spacesLearning spaces • PersonalisationPersonalisation
  18. 18. We cannot afford to continue this cyclical and eventually damagingWe cannot afford to continue this cyclical and eventually damaging ‘will they, won’t they?’ dance of unresolved technological tension. ‘will they, won’t they?’ dance of unresolved technological tension.  • Critical, empirical and researchCritical, empirical and research • Programme enhancement needs to be agile and responsive. Programme enhancement needs to be agile and responsive.  And this has to happen quickly and publicly. And this has to happen quickly and publicly. 
  19. 19. My blog http://www.peterbryant.org My university strategy http://blogs.gre.ac.uk/greenwichconnect Twitter @peterbryantHE Contact p.j.bryant@gre.ac.uk

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