As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Engaging with technology for learning: The surprises the challenges and next ...Sue Beckingham
Keynote presentation for Kingston University Festival of Learning
The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
How designing an online adult ed course using #UDL (Universal Design for Learning) principles not only helped make the class more inclusive and accessible to learners with minimal digital literacies, but also made it far more social and participatory. The story of a 3 year journey towards a Community of Practice model for online adult learning.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Engaging with technology for learning: The surprises the challenges and next ...Sue Beckingham
Keynote presentation for Kingston University Festival of Learning
The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
How designing an online adult ed course using #UDL (Universal Design for Learning) principles not only helped make the class more inclusive and accessible to learners with minimal digital literacies, but also made it far more social and participatory. The story of a 3 year journey towards a Community of Practice model for online adult learning.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Is learning happening (and how) in virtual communities of practice?Louise Worsley
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Is learning happening (and how) in virtual communities of practice?Louise Worsley
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
In this session, we talk about the mobile and social web, and how it shapes economy, individual behavior and well-being, political events, and society as a whole.
Learning and Education in the Networked SocietyEricsson Slides
It took 100 years to connect 1 billion places and 25 years to connect 5 billion people. Today, 85 percent of the world’s population has access to mobile communications, and by 2020 we expect there to be 50 billion connected devices.
Mobile phones, tablets and laptops are making the school desk as we know it obsolete. Today’s progressive schools are having their classrooms rebuilt to turn them into multifunctional spaces to enable new ways of learning. A new Ericsson Networked Society report, "Learning and Educations in the Networked Society" , shows that introducing ICT in schools affects six principal areas.
For more information on ICT & Education visit: http://www.ericsson.com/thinkingahead/networked_society/learning_education
Learning and Education in the Networked SocietyEricsson
It took 100 years to connect 1 billion places and 25 years to connect 5 billion people. Today, 85 percent of the world’s population has access to mobile communications, and by 2020 we expect there to be 50 billion connected devices.
Mobile phones, tablets and laptops are making the school desk as we know it obsolete. Today’s progressive schools are having their classrooms rebuilt to turn them into multifunctional spaces to enable new ways of learning. A new Ericsson Networked Society report, "Learning and Educations in the Networked Society" , shows that introducing ICT in schools affects six principal areas.
For more information on ICT & Education visit: http://www.ericsson.com/thinkingahead/networked_society/learning_education
Similar to Shareology and Social Media in Academia (20)
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Shareology
and
Social Media
in Academia
Keynote Presentation
Sue Beckingham | @suebecks | Sheffield Hallam University
Making Connections - Libraries@Cambridge 2016 Conference
University of Cambridge #cam16
2. Word(s) of the Year
sharing economy, noun
An economic system in which assets or
services are shared between private
individuals, either for free or for a fee,
typically by means of the Internet.
Word of the Year Shortlist 2015
Oxford Dictionaries
3. "As I pack for Lesley University's faculty-led travel
course to Osaka, the 2016 Japanese word in my head is
“HAI”
Not just “hai” directly translating to “yes”,
but the more ambiguous “hai” meaning
“I see you and affirm that you have my attention.”
In 2016, I vow to use “HAI” (I see you) and “HAI” (yes)
less interchangeably and to use both more frequently.
I also plan to pull back considerably on
“hai, hai” (yes, yes, of course)!"
achieve
roar
change
let go
resilience
innovate
wonder
actualise
What's Your Word for 2016?
University of Venus @UVenus, Inside Higher Ed
University of Venus is a collaborative venture bringing together the voices of GenX women in higher education from around
the globe created by Mary Churchill @mary_churchill, Associate Provost for Innovation and Partnerships and Interim Dean
of the School of Graduate Studies at Salem State University in Greater Boston.
8. SHARING
Great things in business are never
done by one person. They’re done
by a team of people.
Steve Jobs
Why should it be any different for
educators?
9. It is not simply the giving or receiving of information.
We should consider:
• the new co-learning opportunities we can make
(Rheingold);
• the ability to develop new capacities for action and
change (Grey);
• and how we create knowledge and leverage it
(Wenger).
Information Sharing
11. Information needs
• Philosophical perspective:
information in science and technology
• Political perspective:
information in modern society and a global world
• Economic perspective:
information as a commodity on the market
• Societal perspective:
information as the glue between communities
• Psychological perspective:
information as a basis for knowing and acting
• Ecological perspective:
information as a prerequisite for living creatures
Philosophical
Political
Economic
Societal
Psychological
Ecological
Adapted from Vosen 2012
12. However through the ubiquitous adoption of
the internet there has been an exponential
growth of information shared
16. Alvin Toffler
Future Shock 1970
data smog
information surplus
infobesity
infotoxication
Information overload
information glut
data deluge
17.
18. Information overload occurs when the
amount of input to a system exceeds its
processing capacity.
Decision makers have fairly limited
cognitive processing capacity.
Consequently, when information overload
occurs, it is likely that a reduction in
decision quality will occur.
Spieir et al 1999
19. We are expected to filter, understand and act
upon an enormous mountain of data.
20. Strother et al (2012)
The chasm between technology and corporate culture
between possibility and practice
Technology Reality (What is Possible)
• unlimited accessibility of everyone to
everyone by many communication
channels
• sending messages is easy to do and
perceived practically free of cost (monetary
or other)
• free, asynchronous access to everyone's
attention queues
• queued messaging is available for most
communication modes (email, voice mail)
• work from home technology is 'as good as
being in the office'
• computers allow multitasking and rapid
switching from task to task
Cultural Paradigm (What is Done)
• everyone is expected by managers, peers,
and self to be available 24 x 7
• we sanction the unlimited sending of
unsolicited messages ('freedom of
speech')
• interruption-driven, unnegotiated task
management replacing plan-driven
methodology
• expectation that message queues be
emptied (including unsolicited messages)
• no clear understanding, much less a policy,
of where to place the work-life barrier
• implicit expectation that all people are
good at multitasking and can switch rapidly
22. We have been here before.....
There have been
eight epochal transformations of
communication that in their way were
no less profound and transformative
than what we are experiencing now:
from cave drawings to oral language,
the written word to the printing press,
the telegraph to the radio, broadcast
television to cable, and now the
Internet
Kovach and Rosensteil 2011
23. A multitude of books....
We have reason to fear that the multitude of books which grows every day in a
prodigious fashion will make the following centuries fall into a state as barbarous as that
of the centuries that followed the fall of the Roman Empire. Unless we try to prevent this
danger by separating those books which we must throw out or leave in oblivion from
those which one should save and within the latter between what is useful and what is
not.
(Adrien Baillet, 1685)
24. OR
is it 'simply' filter failure?
(Clay Shirky)
Information overload...?
25. The new filters of the online world remove clicks not content
Filters no longer filter out. They filter forward, bringing their
results to the front. What doesn't make it through is still
visible and available in the background.
Weinberger 2014:10-11
26. We don't have a crystal ball, however it is
clear that in this Information Age we are
living in that we need to adapt and find new
ways to share knowledge
27. As educators it is through knowledge sharing and socially
mediated interactions that we can make a difference
28. In the traditional education system, students typically
learned on their own and were judged individually.
But as technology progresses and once separate
economies become interdependent, working with
others is becoming increasingly important.
Today, innovation rarely results from individuals
working in isolation; far more often than not, it is the
product of sharing and collaboration. Schools need
to incorporate this new reality into their curriculums,
preparing their students to work across cultures and
equipping them for a world shaped by issues that
transcend national boundaries.
Andreas Schleicher (World Economic Forum) 2015
29. "The future of education is not just about
utilizing the abundance of technology that is
available. It is about how the education
marketplace will adapt to the changing needs
of the future knowledge worker, the future of
work, and the economy." (Citrix 2015)
30. "In the past, education was about imparting knowledge.
Today, it is about providing students with the tools to
navigate an increasingly uncertain, volatile world.
Unfortunately, the skills that are easiest to teach and test
are also the easiest to automate or outsource. State-of-the-
art knowledge remains important.
But the global economy no longer rewards workers for what
they know (Google knows everything); it rewards them for
what they can do with what they know."
Andreas Schleicher 2015
31. "Human beings have an innate
inner drive to be autonomous,
self-determined, and connected
to one another. And when that
drive is liberated, people achieve
more and richer lives."
Daniel Pink
32. SHARING best practices,
reflections and documentation of
learning is the essential fabric of
education and the building block of
networking, growing and moving
forward.
Silvia Tolisano @langwitches 2014
Why we should share
33. An array of user-generated multimedia artefacts are now shared
via social media that can be discussed, debated and critiqued.
34. Social media is a group of internet-based
applications that build on the idealogical and
technological foundations of Web 2.0 and allow the
creation and exchange of user generated content
Kaplan and Haenlein 2009
35. SOCIALMEDIA
Personal networks e.g. Facebook, Twitter and LinkedIn
Interest based
networks
Niche interests and hobbies e.g. Ravelry,
DeviantArt, Goodreads
Media sharing
networks
Images, video and audio e.g. Flickr,
YouTube and Soundcloud
Discussion forums Threaded conversations e.g. Google
communities, LinkedIn groups
Bookmarking sites Curation spaces e.g. Pinterest, Diigo
Social publishing Blogs and microblogs e.g. WordPress,
Blogger, Twitter, Tumblr
Online reviews Commentary on publications e.g.
ResearchGate, Academia.edu, Mendeley
36. Social is a behaviour, not a channel
Most people visit social networking sites to connect with others: to
stay in touch with friends and family; to share things with
colleagues and peers; and even to meet strangers with similar
interests and needs.
There are times when technology plays an important part in
facilitating these connections; the filters on Instagram, or the
sharing features common to most social networks, are important
parts of the social networking experience.
However, for most people, social media are just means to an end,
with that ‘end’ being social interaction.
Simon Kemp 2014:21
40. LinkedIn operates the world’s largest professional network on the Internet with
more than 400 million members in over 200 countries and territories.
41. Adapted from Charles Hardy 2015
Identity who you are
Networks who you know AND who knows you
Knowledge what you know
Developing and
optimising your
professional
identity
42. "Our greatest weakness lies in giving up. The
most certain way to succeed is always to try
just one more time."
Thomas Edison
43. innovators early early late laggards
adopters majority majority
Techies
Conservatives
Pragmatists
Visionaries
Skeptics
"Let's try
it"
"Get ahead
of the herd"
"Stick
with the
herd"
"Hold on
there"
"Hmm...
no way"
44. Kuhn (1962) used the duck-rabbit optical illusion to demonstrate the way
in which a paradigm shift could cause one to see the same information in
an entirely different way.
Paradigm Shift
45. "A paradigm is a set of rules and
regulations ) written or unwritten)
that does two things: (1) it
establishes or defines boundaries;
and (2) it tells you how to behave
inside the boundaries in order to be
successful."
Barker 1992:36
61. The importance of sharing
"We share for many reasons -
some self serving and some not.
Our need to share is based on the
human instinct not only to
survive but to thrive."
Kramer 2015
62. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
63. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
64. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
65. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
66. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
67. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
68. Shareology
visibility in social spaces
1
an informative profile
2
social connectedness
3
mutual interests
4
active listening
5
interactive dialogue
6
dash of serendipity
7
sharing is
enhanced by
72. AND to continue this
dialogue face to face
CREATORS
CURATORS
CRITICS
CONVERSATIONALISTS
COLLABORATORS
COMMUNICATORS
Social Media EMPOWERS
individuals to become digitally
connected and social
Beckingham 2013
77. Making Connections
for example at a conference
Twitter
• Check the speaker list and follow
• Either add to an existing list or create a new group
• Reach out and interact
1
LinkedIn
• Send invite to connect with a message
• Receive updates on activities
• Share my activities
2
Blogs, SlideShare and other spaces
• Follow and connect as appropriate
3
80. Spoken and gestural are by their very nature ephemeral. It
requires close contact for a message to be sent and received.
And after the moment of transmission, it's gone forever.
Graphic communication, on the other hand, decouples that
relationship. And with its invention, it became possible for the
first time for a message to be transmitted and preserved beyond
a single moment in place and time.
Genevieve von Petzinger 2015
There are three main kinds of communication
spoken
1
• gestural
2
graphic
3
81. Barring a handful of outliers, there are only 32
geometric signs across a 30,000-year time span
and the entire continent of Europe.
(von Petzinger 2015)
83. Adding images to tweets
Embed video clips into blogs
Add SlideShare presentations to your LinkedIn profile
Collect and share useful resources using Pinterest
Communicate what you do - the visual augments the written
13328 views
90. "In the long history of humankind (and animal
kind too) those who learned to collaborate
and improvise most effectively have prevailed".
Charles Darwin
96. Crowd Learning
Involves harnessing the knowledge
and expertise of many people
in order to answer questions or address immediate problems.
Sharples et al 2013 - Innovating Pedagogy Report
97. 8 key steps to building a personal learning network
1. explore
2. search
3. follow
4. tune 8. respond
7. inquire
6. engage
5. feed
Rheingold 2011
98. Learning and Network
The connections in a network can function as
learning ties providing access to information flows
and exchanges. This access can be intentional or
serendipitous. It can be direct – involving a
personal connection, or indirect – involving a
series of connections. Participation in a network
does not require a sustained learning partnership
or a commitment to a shared domain. In this
sense, learning in a network does not have to
have an explicit collective dimension.
Learning and Community
The formation of a community creates a
social space in which participants can
discover and further a learning partnership
related to a common domain. This
partnership can be formal or informal and its
intention can be explicit or tacit. The key
characteristic is the blending of individual
and collective learning in the development of
a shared practice.
Wengeretal2011
102. Communities of purpose
formed by people who are trying to
achieve a similar objective, who assist
each other by sharing experiences,
information, and peer-to-peer knowledge.
Communities of practice
formed by groups of people sharing a
similar profession or vocation who seek
to share experiences and facilitate
professional exchange (which may also
add value to offline networks)
Communities of circumstance
which are similar to communities of
practice but are generally more
personally focussed, or related to life
experiences, and not driven by
professional activities.
Communities of interest
linking people who share their ideas,
passion, and knowledge in a common
interest or theme, but might know very
little about each other outside this shared
interest.
ONLINE
COMMUNITIES
(Rennie and Keppell 2010)
103. COMMUNITIES
community of
purpose
community of
circumstance
community of
practice
community of
interest
e.g. a campaigning
organisation committed to
changing public policy
e.g. an association of
professionals
e.g. a community of
people with a particular
medical condition
e.g. a leisure or social
activity
#celcshooc
conversations about end of life care
#epccmooc
enhancing prostate cancer care
#XFactor
@TheXFactor
#RWC2015
@rugbyworldcup
#LTHEchat
learning and teaching
in higher education
chat
@LTHEchat
lthechat.com
ALS Challenge
Arab Spring and
the uprising in the
Middle East
Natural disaster
responses
#HomeToVote
and #LoveWins
105. Network
The network aspect refers to
the set of relationships, personal
interactions, and connections
among participants who have
personal reasons to connect. It
is viewed as a set of nodes and
links with affordances for learning,
such as information flows, helpful
linkages, joint problem solving,
and knowledge creation.
Community
The community aspect refers
to the development of a shared
identity around a topic or set of
challenges. It represents a
collective intention – however
tacit and distributed – to steward
a domain of knowledge and to
sustain learning about it.
Wenger et al 2011
Wenger et al 2011
107. “If you ask me what I came to do in this
world, I, an artist, will answer you: I am
here to live out loud.”
Émile Zola
108. “Working Out Loud starts with making your
work visible in such a way that it might help
others. When you do that – when you work
in a more open, connected way – you can
build a purposeful network that makes you
more effective and provides access to
more opportunities.”
John Stepper
109. 5 Elements of Working Out Loud
Making your work
visible1
Making work better 2
Leading with
generosity3
Building a social
network. 4
Making it all purposeful5
Stepper 2014
110. Benefits of Working Out Loud
Internal: enterprise social
network
• peer-to-peer recognition
• improved internal
communications
• better working
relationships
• humanised work
• higher productivity
• increased innovation and
collaboration
External: professional social
networks
• build professional
network
• opens virtual doors
• crowd source information
• breaks down
geographical barriers
111.
112. Six sources of influence to inspire staff to work out loud
If people don't find the social behaviour appealing, how can the organisation
get them to try it and connect it to other things they value? And, if an employee
likes doing it, how can the organisation reinforce that behaviour by recognising
their accomplishments and encouraging them to do more?
1) Personal motivation
How can the organisation make it simpler for colleagues to start? And, how
can they provide staff with opportunities to practise the behaviour and attain
achievable goals while giving them immediate feedback on ways to get even
better?
2) Personal ability
Who are the influential leaders who can help model the vital behaviours? How
can the organisation identify relevant peer groups who are already behaving in
that desired way?
3) Social motivation
How can the company foster social ties (e.g. buddies systems, peer support
groups, advocates programs) that can help an individual get better with the
vital behaviours?
4) Social ability
After the intrinsic motivators and social support are in place, what other
extrinsic rewards - which have to be gratifying and in line with the encouraged
behaviours - can also be used?
5) Structural motivation
How can the organisation change the environment to make those relevant
behaviours easier to implement?6) Structural ability
AdaptedfromJohnStepper-DeutscheBank
114. To benefit from working
out loud we also need to
progress from selective
hearing
to active listening
115. The Lurker
to be in a hidden place : to wait in a secret or hidden
place especially in order to do something wrong or
harmful
computers : to read messages written by other people on
the Internet in a newsgroup, chat room, etc., without
writing any messages yourself
Vicariousness
experiences or felt by watching, hearing about, or
reading about someone else rather than by doing
something yourself
Is 'listening in' vicarious
lurking???
116.
117. Positive Silent Engagement (PSE)
I would argue that positive silent
engagement (PSE) is not only valuable,
but an essential component of digital
connectedness.
We learn by listening. It is no different
online
118. KNOWLEDGE
Knowledge is embodied in people gathered in communities and networks.
The road to knowledge is via people, conversations, connections and relationships.
Knowledge surfaces through dialog, all knowledge is socially mediated and access to
knowledge is by connecting to people that know or know who to contact.
In the knowledge economy, connections and relationships count more than personal
knowhow and access to content.
The environment changes so fast, the optimum knowledge strategy is instant access to
people & their ideas and continuous awareness & learning in a supportive community.
People and discourse communities provide the 'filter' mechanism for alerting and
awareness.
This helps to keep your focus, provides market intelligence and affords a platform
for negotiating meaning and value.
Denham Grey 2002
119. Sue Beckingham | @suebecks
Educational Developer and Senior Lecturer at Sheffield Hallam University
with a research interest in the use of social media in education.
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
120. Shareology and Social Media in Academia
Shareology and Social Media in Academia
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal
kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous
adoption of the internet there has been an exponential growth of information shared. The use of digital technologies
such as social networking tools and smart devices have enabled individuals to connect, communicate, curate,
collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated
and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a
difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities
we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create
knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and
connectedness through social media and the value of working out loud.
Simon Kemp @eskimon
http://www.slideshare.net/wearesocialsg/digital-social-mobile-in-southeast-asia-in-2015/7-wearesocialsg_7We_Are_SocialACTIVEINTERNET_USERSTOTALPOPULATIONACTIVE