Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
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.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
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.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
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.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
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.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
Developing discipline partnerships through local and global networks Sue Beckingham
Developing discipline partnerships through local and global networks.
My talk considers the importance of utilising social media and other digital tools to develop communities within and beyond the university; share case studies from both staff and students; and also some good practice tips.
Where ideas grow: Bring your own device for learning #BYOD4L
Media Enhanced Learning Special Interest Group (MELSIG) Smart Learning #3
Contribution by Chrissi Nerantzi and Sue Beckingham 14 April 2014 at Manchester Met University
Professional Online Presence: Separating the Signal from the NoiseSue Beckingham
Professional Online Presence: Separating the Signal from the Noise is a presentation for the Higher education Academy Changing the Learning Landscape series.
#cll1213 webinar
Infographic that links to the book chapter I wrote for Emergency Rations: What's so important we can't leave it at home by David Hopkins (Ed)
http://www.dontwasteyourtime.co.uk/books/edtechrations/
Introducing tweetchats using #LTHEchat as an exemplarSue Beckingham
#LTHEchat is an a collaborative project to discuss learning and teaching in higher education with the wider community using tweetchats.
The steering group for #LTHEchat include:
Chrissi Nerantzi @chrissinerantzi – Manchester Metropolitan University
Sue Beckingham @suebecks – Sheffield Hallam University
David Walker @drdjwalker – University of Sussex
Peter Reed @reedyreedles – University of Liverpool
Further information about #LTHEchat can be found at http://lthechat.com/
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
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.
Introducing Tweetchats using #BYOD4Lchat as an exemplarSue Beckingham
Bring Your Own Devices for Learning chat (BYOD4L) chat is a collaborative project using tweetchats as a forum for synchronous discussion. They are run as part of an open CPD event. Each chat will have a specific focus based on the 5Cs framework: connecting, communication, curating, collaborating and creating. It is open to everyone interested in exploring how to make the most of their own devices for learning.
https://byod4learning.wordpress.com/
The art-of-handshake-and-eye-contact-in-businessLudwig Eckl
Statistics show that only about 7% of the emotional meaning in a message is composed of the actual words we use. About 38% in communication is through the tone of our voice and 55 % comes through nonverbal communication, which includes facial expressions, gestures and posture. Handshakes and a proper eye contact are part of that 55%
The prose and cons of different styles of handshakes. and the specific handshake styles acceptable in corporate word. Also the solutions to some of your problems while handshake.
GROUP 4.pdfImpact of social media on humabn behaviour.pdfVyomPrajapati3
The Digital platforms allowing people to interact
and communicate with each other have not only
transformed communication, but also people’s
behaviour.
The quick communication methods,
sharing of personal information, fast speed of
news - real or fake - and anonymity have altered
how people see themselves and the world around
them.
At Sivanthi Public School, one of the best CBSE Schools in Kundrathur, we believe that patience is one virtue that not only gets reflected through the social behavior of kids, but also leaves its marks on their academic performances. This is why we always try to teach the art of keeping patience to our students through various activities.
21 quotes about business promises, vision, credibility, imagination, creativity, technology, sincerity, passion, staying true to oneself, and high resolution appreciation.
Reaching teens through Social Media recaps some statistics about the teen demographic and social media, share the "10 Truths about Millennials" and finishes up with "10 Rules on Engaging Teens".
To foster a genuine connection, look for common interests or hobbies that you both share. Engaging in activities or discussions that interest both parties can help strengthen your bond and create meaningful interactions beyond the initial labels.
The networking course presentation from Udemy.com.
For the full course please visit
https://www.udemy.com/discover-how-to-use-the-secrets-of-networking-and-grow/learn/v4/overview
Social Confidence and “Extrovert Skills”Lynette Crane
“I used my extrovert skills.” “I had to learn some extrovert skills.” “Oh, well, I don’t have extrovert skills.” I hear these phrases all the time – and they drive me crazy.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Digital Tools and AI for Teaching Learning and Research
The discord between social and professional digital connectedness
1. The discord
between social and
professional
digital
connectedness
Sue Beckingham | @suebecks | Keynote eLearning 2.0
2. Within the last decade we have seen how technology has
changed the way we communicate. Mobile phones are now
ubiquitous and for many access to the internet.
Connecting and communicating in social spaces has
provided many, the opportunity to extend their social
networks, overcoming temporal, spatial and geographical
boundaries. Globally dispersed connections have been
reunited. Multimedia sharing and user generated content
flies through the air and adds a richness to the
dialogues that ensue.
However, despite the advice on responsible use of social
media that is readily available, for some there seems to
be a naivety or unawareness of the impact of their
digital identity as they transcend the 'digital
airwaves'. There is a blurring of social and professional
that is open for all to see. Monitoring and surveillance
is something anyone can undertake. My talk will highlight
some of the dangers of open digital connectedness and
will also look at how taking ownership of your online
presence can not only enhance the way others perceive
you, but also help you highlight your professional you.
4. Sue Beckingham
Educational Developer,
Faculty TEL Lead
and Senior Lecturer in
Computing at
Sheffield Hallam
University
I have research
interests in social
media, digital identity,
technology enhanced
learning
Co-lead for @BYOD4L,
@LTHEchat and @FOS4L.
5. 60 second elevator
pitch
Turn to the person in front
or behind you
SHAKE HANDS
Take it in turns to introduce
yourself with who you are
and what you do
6. A handshake is a short ritual in which two people grasp one of each other's like
hands, in most cases accompanied by a brief up and down movement of the
grasped hands. Using the right hand is generally considered proper etiquette.
Wikipedia
The handshake is commonly done upon: meeting, greeting, parting,
offering congratulations, expressing gratitude, or completing an agreement.
In sports or other competitive activities, it is also done as a sign of good
sportsmanship. Its purpose is to convey trust, respect, balance, and equality. If it is
done to form an agreement, the agreement is not official until the hands are parted.
The handshake
7. Antiochus I of Commagene, shaking hands with Heracles
70-38 BC, British Museum.
Leaders welcome a boy into Scouting, March 2010, Mexico
City, Mexico. Note the left-handed handshake.
The handshake
9. 1. Sweaty Palms
When a person is nervous their sympathetic nervous system often becomes overactive, sometimes
resulting in sweaty palms. Do what you can to put this individual at ease.
2. Dead Fish
Indifferent handshakes that feel like the person has no bones in their hand often indicate a passive
or reserved personality. This handshake ranks as the number two least favored. Individuals with this
type of clasp are generally not people-focused. Knowing this, you can tailor your presentation to de-
emphasize the people aspect and focus more on the mechanical or thing-focused benefits.
Exceptions to this rule might be musicians and surgeons whose livelihood depends on sensitive
hands and who are therefore reluctant to open up to a bone crusher.
3. Brush Off
This handshake type is a quick grasp and then a release that feels like your hand being shoved
aside. This handshake is a statement of “it’s my turf and my agenda that matters, yours doesn’t.”
Listen first to what the person wants before talking about your ideas for them.
4. Controller
You feel your hand being pulled toward the person or strongly guided in a different direction,
perhaps towards a chair. People who do this are controllers. This means they want to dominate any
inanimate or animate object in the room (and that would include you). If your goals are different than
theirs there may be challenges ahead. Do more listening than talking and see if you can find
common ground so these individuals can control the situation toward your desired objective.
5. Politician
Your hand is firmly grasped as in a normal handshake. However, their other hand may cover yours
or be placed on your forearm or shoulder. Unless the two of you are good friends, this is a form of
false sincerity. The person is attempting to communicate that the two of you have a deeper
relationship than you actually have. After receiving this kind of handshake, I recommend you check
your pockets or purse to see if anything is missing. Similarly, be cautious about relying on this
person’s word for anything and be attentive in your dealings with them.
10. 6. Finger Vice
When someone grabs your fingers and not your entire hand it is meant to keep you at a distance. These
people are often insecure. If they also crush your fingers they are adding a show of personal power, which
is also designed to keep you at a distance or at least create some fear of challenging them. I wouldn’t
recommend becoming submissive, however it will serve your purpose to be somewhat deferential to them.
7. Bone Crusher
The message of squeezing your hand until you cringe is clearly designed to intimidate you. Even when the
person may not know how strong they are, there is still a message of intimidation and power behind the
grip. You don’t have to pretend to be a wimp with them, and, in fact, they may respond positively to you if
you present yourself with strength. Just don’t get into a hand-squeezing contest when you shake because
then it becomes a competition and even if you win, you’ll lose.
8. Lobster Claw
Like the claw of a lobster, the other person’s thumb and fingers touch the palm of your hand. The person
doing this fears connecting at a deep level and may have challenges building relationships. Take your
time. Allow them to open up at their own pace. As they become more comfortable with you their
handshake may actually change. Once they fully accept you, they can become a client for life.
9. Hand Wrestler
Your hand is taken normally and then twisted under the other person’s. This is usually done aggressively.
Be very careful in your own presentation as this person is absolutely committed to being on top,
regardless of what they say they want.
10. Teacup
This handshake feels normal except that there is no palm-to-palm contact. The other person’s palm is
cupped, like a teacup. This handshake indicates that the person is hiding something from you. It might just
be a serious case of shyness or it could be something more substantial. Always check for missing
information when working with this individual.
11. Effective communicators
The first, active meaning maker (speak or writer)
requires the skilled cooperation of the second,
reactive meaning maker (listener or reader).
speaker
or writer
listener or
reader
Steve Wilshaw 2015
12. The shared construction of
knowledge
The ability to share and receive
information, as well as to network with the
potential to construct new knowledge.
Kanuka and Anderson 1998
13. Are new online
communication skills
required?
New knowledge can be constructed as a synthesis of
contradictions resulting from social interchanges however
there are bridges to cross
Kanuka and Anderson 1998
16. The workplace: the
quintessential social
establishment
“A social establishment is any place
surrounded by fixed barriers to perception
in which a particular kind of activity
regularly takes place.”
Goffman 1959
"Individuals preserve audience segregation by
following the rules of decorum of each
social situation and by filtering the information
about themselves available to each audience"
Abril et al 2012
18. Beware of your Digital
Doppelgänger!
Politician
Musician
Filmmaker
Brewery
Explorer
but it could be
worse...
Avoid being mistaken for someone else with your name.
Ensure you add a profile photo and relevant bio.
27. • leaving a device logged on
• not deleting old Bebo/MySpace accounts
• uploading 'those' photos that are
regretted the morning after
• not keeping on top of security
settings
• openly sharing 'stuff' that would
never be done face to face
Student Social Media 'slip ups'
30. Where you 'visit' or 'reside' online
An exemplar of what this might look like completed.
PERSONAL
PROFESSIONAL
EMAIL
EMAIL
TWITTER
BLOG A
BLOG B
FACEBOOK
GROUP
FACEBOOK
LINKEDIN
GOOGLE+
SEARCHING
PINTEREST
31.
32. A practical project
Following the Client brief the students on the module had 1 week to prepare
and in pairs pitch their ideas to the Client.
The Client gave immediate feedback.
Students developed their proposed visual artefact over 2 weeks, gave a
short presentation to the Client and once again received feedback
Students were then invited to develop this work further and give a further
presentation showing their artefact to a panel.
The Client and panel gave feedback and then shortlisted 4 winning projects
These 4 groups then polished their artefacts further and presented their
final work.
33. 'The importance of
responsible use of social media
and the value of developing a
professional online presence'
Sue Beckingham
All students attended a Client led seminar
34. No matter how attentive your class is
there will always be at least one not
'present'
35. Aim 1:
Highlight that some employers will carry out
Google searches to uncover the digital footprint
of an individual...
36. Raise awareness that
an unprofessional
online presence could
mark the end of a
career before it has
even started....
Aim 2:
39. "The most important thing
that I learnt throughout the
client project was the how
crucial it was to have a
detailed plan of what must be
done and when. The key was
to have perfect time
management."
"In this client project
I have learnt how to
show my work,
confidently to a large
audience."
40. "I've learnt a lot from this
project including how to
work well in a team and
organise what we do best,
as well as create assets to a
professional standard under
time constraints"
"Good
communication with
the client is vital"
47. ETAG concluded that:
The use of digital technology in education is
not optional.
Competence with digital technology to find
information, to create, to critique and share
knowledge, is an essential contemporary skill
set.
It belongs at the heart of education.
Learners should receive recognition for their
level of mastery; teachers and lecturers should
too.
48. Be a role model
Take the opportunity to share what YOU are doing
Blogs | Twitter | LinkedIn | Google+
57. "The Paradigm Shift:
Refocusing on the Student"
Are you ready for the
future?
http://www.elearning2.org/
eLearning 2.0 Conference - Brunel University, London
Editor's Notes
Public domain image: https://pixabay.com/en/optimism-optimistic-pessimism-619018/
Public domain images: https://pixabay.com/en/flipchart-wall-board-presentation-440591/
Public domain image: https://pixabay.com/en/handshake-orange-hand-shake-trust-297272/
http://jobs.theguardian.com/article/the-top-10-handshakes/
Blog post: https://stevewillshaw.wordpress.com/2015/04/17/literacy-meaning-making-and-social-capital/