Social Media: Where do Twitter, Facebook & others fit into education?Bethany Smith
Is social media a fad? How will it change the way we communicate, or has it already? Don't know what tools would be beneficial to you? Join us for an overview of Social Media tools as well as a discussion about how they are used in education.
Social Media: Where do Twitter, Facebook & others fit into education?Bethany Smith
Is social media a fad? How will it change the way we communicate, or has it already? Don't know what tools would be beneficial to you? Join us for an overview of Social Media tools as well as a discussion about how they are used in education.
Social media in higher education and business – what can we learn?Miia Äkkinen
Social media in higher education and business - what can we learn? Presentation on November 24, 2011 at seminar "Future challenges in learning and knowledge transfer" organized by project Nordic Knowledge on the Web, a co-operation project between universities in Vaasa, Finland, Umeå/Sweden and Bodö/Norway.
Open formations networked thinking and tinkering across learning contextsRikke Toft Noergaard
Slides form my talk at the conference "Rethinking Educational Ethnography: the learning context", Copenhagen 3.-4. june 2014 entitled:
"Open Formations – Networked Thinking and Tinkering:Rethinking the People, Processes and Products of Learning Contexts as Open Formations"
The talk outlines some of the central potentials of open formation courses, products, processes and organizational settings. Furthermore, inherent empowering, emancipatory and transformative potentials in allowing students to be self-reliant designers/researchers partaking in actual participatory academic communities through submitting research for actual conferences, intervening in and transforming actual learning contexts for themselves as well as for the subjects they design for and through being invited to showcase their didactic designs online and offline to international research communities are also sketched out. Moreover, the
students’ (auto)ethnographic quests to break free of their professional practice (as teachers, pedagogues and practitioners of learning) to become adventurous designers/researches that set their own course and curriculum, take place through breaking out of institutional settings and into international research communities and operative learning contexts such as communal schools or museums are hinted at. In conclusion, the students ‘movemental’ journey towards becoming open formations
through confidently taking their own places and paces within and across educational settings and learning contexts are adapted into a model for thinking abut digital technologies, learning processes, contexts, people and own professional practices as open formations.
Social media in higher education and business – what can we learn?Miia Äkkinen
Social media in higher education and business - what can we learn? Presentation on November 24, 2011 at seminar "Future challenges in learning and knowledge transfer" organized by project Nordic Knowledge on the Web, a co-operation project between universities in Vaasa, Finland, Umeå/Sweden and Bodö/Norway.
Open formations networked thinking and tinkering across learning contextsRikke Toft Noergaard
Slides form my talk at the conference "Rethinking Educational Ethnography: the learning context", Copenhagen 3.-4. june 2014 entitled:
"Open Formations – Networked Thinking and Tinkering:Rethinking the People, Processes and Products of Learning Contexts as Open Formations"
The talk outlines some of the central potentials of open formation courses, products, processes and organizational settings. Furthermore, inherent empowering, emancipatory and transformative potentials in allowing students to be self-reliant designers/researchers partaking in actual participatory academic communities through submitting research for actual conferences, intervening in and transforming actual learning contexts for themselves as well as for the subjects they design for and through being invited to showcase their didactic designs online and offline to international research communities are also sketched out. Moreover, the
students’ (auto)ethnographic quests to break free of their professional practice (as teachers, pedagogues and practitioners of learning) to become adventurous designers/researches that set their own course and curriculum, take place through breaking out of institutional settings and into international research communities and operative learning contexts such as communal schools or museums are hinted at. In conclusion, the students ‘movemental’ journey towards becoming open formations
through confidently taking their own places and paces within and across educational settings and learning contexts are adapted into a model for thinking abut digital technologies, learning processes, contexts, people and own professional practices as open formations.
Social Media for Learning (SM4L) framework v1 - world cafeAndrew Middleton
This is draft 1 of the Social Media for Learning Framework. Sue Beckingham and I used this as the basis for a World Cafe style workshop to encourage people to map ideas and practice to the framework.
The ideas generated in the session and during the day will be added soon.
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
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Social media refers to online platforms and tools that enable users to create, share, and exchange information, ideas, and content in virtual communities and networks. These platforms have revolutionized the way people communicate, interact, and consume information. Here are some key aspects and descriptions of social media:
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1. Social Media
for All
Andrew Middleton
Head of Innovation & Professional Development, QESS
Sheffield Hallam University
Sue Beckingham
Faculty of Arts, Computing & Sciences
Sheffield Hallam University
@andrewmid @suebecks
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
maturity of the
technologies
affordability
of software
multiple
functionality
connectivity
location sensitive
social reach
portability and
compactness
personalisation
computing
power
real and virtual
capacity
device neutrality and
interoperability
personal ownership
range of
media
SPONTANEITYCREATIVITY
CO-OPERATION &
COLABORATION
LIFEWIDE & LIFELONG
UBIQUITY & ACCESS
to LEARNING
AUTHENCITY
PRODUCTIVITY
5. Unconstrained
informalself-
determined
creative
alert, flexible
and ready
free
unbounded
fuzzy
reflective
responsive
self-directed
autonomous
SPONTANEITYCO-OPERATION&
COLABORATION
LIFE-WIDE & LIFELONG
UBIQUITY&ACCESStoLEARNING
AUTHENCITY
PRODUCTIVITY
Spatially open
informal
self-
determined
creative
alert, flexible
and ready
free
situated
context
specific
reflective
location
sensitive
self-directed
challenged
autonomous
communal
Socially open
informal
person-centred
creative
alert
free
unbounded
fuzzy
reflective
responsive
self-directed
formal flexible
Smart Learning
building upon open
learning
Temporally open
informal
synchronous
creative
ready
free
situated
context diverse
reflective
time sensitive
challenged
asynchronous
immersed forward
looking
frequency
regularity
timely
pace
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. Socially Inclusive
Social Media for Learning
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.