This document outlines a presentation on using social media and video apps to enhance teaching and learning. It discusses how these tools can increase student engagement by facilitating faster feedback and interactions. Various apps are presented that have been used at different levels to formatively and summatively assess students. Feedback from students was positive, finding the tools helped them better understand content and receive feedback in a familiar media format. The conclusion discusses using video feedback as a potential technique for summative assessments and notes students felt more engaged through the modern approach.

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 (P.Barter@mdx.ac.uk)

2. Session outline
• Introduction
• Video Apps
• Conclusions & Summary
• Interactive Demos

3. Introduction
Pedagogy and Context

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. 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. Case
study 4
Video Apps

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. 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. 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. 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. Year 2 - Analysis example

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. 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. Conclusions & Summary
With student feedback

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. 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. Click to edit Master title style
INTERACTIVE TIME
Time for you all to become budding film makers and reviewers

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. Questions…?
?

20. References
• Catcheside, K. (2012). Digital technologies and the tensions between research
and teaching. Guardian Professional. http://www.theguardian.com/higher-
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://www.nettskolen.com/alle/forskining/19/cmcped.html.
• 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.