Social Media Framework for Inclusive Learning
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This document discusses using social media to support learning. It presents the SM4L (Social Media for Learning) framework, which identifies several ways social media can enhance learning experiences. The framework promotes learning that is socially inclusive, life-wide and lifelong, across multiple media, learner-centered, cooperative, and open/accessible. Examples of how social media can take learning in an authentic and situated direction are also provided. The document concludes with an activity where participants generate ideas for applying the SM4L framework and discuss the inclusiveness of those ideas.
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Social Media Framework for Inclusive Learning
- 1. Social Media for All @andrewmid @suebecks Andrew Middleton Head of Innovation & Professional Development, QESS Sheffield Hallam University Sue Beckingham Faculty of Arts, Computing & Sciences Sheffield Hallam University
- 2. In this session... Consider how social media can be used to support, enhance or transform learning Look at the SM4L framework and ask How well do personal technologies, social media promote inclusivity? Evaluate the framework and your examples in terms of inclusivity
- 3. What are social media? websites and applications that enable users to create and share content or to particulate in social networking
- 4. Smart Learning building upon mobile learning portability and compactness social reach maturity of the technologies affordability of software multiple functionality connectivity location sensitive personalisation computing power device neutrality and interoperability real and virtual capacity PRODUCTIVITY personal ownership range of media CREATIVITY SPONTANEITY CO-OPERATION & COLABORATION LIFEWIDE & LIFELONG UBIQUITY & ACCESS to LEARNING AUTHENCITY
- 5. self- informal alert, flexible and ready Unconstrained determined free creative fuzzy unbounded responsive reflective self-directed autonomous SPONTANEITY CO-OPERATION & COLABORATION LIFE-WIDE & LIFELONG UBIQUITY & ACCESS to LEARNING AUTHENCITY informal formal flexible fuzzy context specific pace challenged time sensitive PRODUCTIVITY informal self-determined alert, flexible and ready Spatially open free creative situated reflective location sensitive self-directed challenged autonomous communal Socially open person-centred creative alert free unbounded reflective responsive self-directed Smart Learning building upon open learning informal synchronous Temporally open creative ready free context diverse situated reflective asynchronous immersed forward looking frequency regularity timely
- 6. The SM4L Framework Why? – to help us understand social media as something that is not trivial, but that has real purpose to engage (all?) learners
- 7. Social Media for Learning Socially Inclusive Supporting and validating learning through mutually beneficial, jointly enterprising and communally constructive communities of practice Fostering a sense of belonging, being and becoming Promoting collegiality
- 8. Social Media for Learning Life-wide and Lifelong Connecting formal, non-formal and informal learning progression Developing online presence Developing digital literacies
- 9. Social Media for Learning Media Neutral Learning across and through rich, multiple media
- 10. Social Media for Learning Learner-centred Promoting self-regulation, self-expression, self-efficacy and confidence Accommodating niche interests and activities, the ‘long tail’ of education
- 11. Social Media for Learning Co-operative Promotes working together productively and critically with peers (co-creation) in self-organising, robust networks that are scalable, loosely structured, self-validating, and knowledge-forming
- 12. Social Media for Learning Open and Accessible Supporting spatial, temporal and social openness Promoting open engagement in terms of access being geographically extended, inclusive, controlled by the learner, gratis, open market or unconstrained freedom
- 13. Social Media for Learning Authentically Situated Making connections across learning, social and professional networks Being scholarly and establishing professional online presence and digital identity
- 14. Breakout 1: Idea generation Discuss the main idea on each card. Write down some examples for what this could involve in reality. One idea for each 'idea card'. Short and inspiring Aim for 140 characters or less! Breakout 2: Inclusivity review Does this approach improve or hinder inclusivity? How? Give it an inclusivity rating
- 15. Discussion • How helpful is the framework? • Tell us about one or two of your ideas and how they stand up in regard to inclusivity.
Editor's Notes
- QESS are devising a methodology to support staff with responsibilities to lead on and contribute to Course Planning It comes in response to the Academic Quality Framework and findings from ‘enhance’
- To consider how social media can be used to support, enhance and transform learning by using the SM4L framework (v1) As a personal and informal space for learning how inclusive is it? Does personalisation and informality heighten inclusivity?
- Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: · Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy · Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline · Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (O’Donnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). · How creative thinking strategies can be used to generate “concrete and detailed” scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. · How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings · Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) · Participants consider the key features of principle-based ‘design lens’ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) · Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) · Constructing scenarios to concretise design activities – considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) · Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) · Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) · Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 – 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. O’Donnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- [insert diagram here showing how Smart Learning conceptually embraces, multiplies and enhances existing thinking: the connections between mobile learning, BYOD, Social Media for Learning, openness, rich digital media and user-generated content] personal informal contextual portable ubiquitous pervasive ---- affordability multiple functionality connectivity context sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- Spatially open Geographical reach Geographically specific Mobile Temporally open Synchronous Asynchronous Multi-chronos Regular Frequent Immersed Time switching Reflective Forward looking Socially open Inclusive Networked Non-hierarchical Guiding Supported Co-operative
- Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: · Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy · Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline · Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (O’Donnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). · How creative thinking strategies can be used to generate “concrete and detailed” scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. · How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings · Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) · Participants consider the key features of principle-based ‘design lens’ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) · Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) · Constructing scenarios to concretise design activities – considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) · Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) · Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) · Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 – 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. O’Donnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.