Using social media as academics for learning, teaching and research

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Using social media in higher education for teaching, academic professional development, research,student guidance, per support, student professional development, recruitment and university communication.

Education

Using Social Media in Learning, Teaching and Research
Sue Beckingham | @suebecks | Sheffield Hallam University

We want our students and graduates to
• develop confident face to face and
online communication skills1
• work collaboratively both
synchronously and asynchronously2
• develop a professional online
presence3
• use digital tools and social media
responsibly and effectively4

Clear pedagogic outcomes
http://edorigami.wikispaces.com/21st+Century+Pedagogy
Andrew Churches

Clear pedagogic outcomes
http://www2.futurelab.org.uk/resources/publications-reports-
articles/handbooks/Handbook1706

Social Media Guidance
Students can access these four resources at
http://go.shu.ac.uk/socialmedia

The A-Z of Social Media for Academia
http://www.andymiah.net/2012/12/30/the-a-to-z-of-
social-media-for-academics/
A blog updated
periodically with
relevant social
media tools and
what they can
be used for

Getting Started with Social Media
http://socialmedia4us.wordpress.com/

TEACHING
• Blogs to share introductions and other induction
activities
• Wikis and Google Drive for project collaboration
• Google hangouts for group online meetings
• YouTube videos for how to guides
• Screencast tools such as Jing and Screencast-o-
matic to create short summaries
• Pinterest for visual reading lists, Diigo for social
bookmarking
Research
Teaching

ACADEMIC PROFESSIONAL
DEVELOPMENT
• Sharing information via Twitter and LinkedIn
• Discussion forums such LinkedIn groups and
Google+ communities
• Curation tools to gather resources on specific topics
Academic
Professional
Development

RESEARCH
• Be known as an expert in your field
• Research your project definition, funding and
collaboration
• Share and promote publications: papers, books,
articles, websites, presentations
Research

STUDENT GUIDANCE
• Facebook and Wikis for FAQs and space to raise
questions
• Twitter to signpost support areas such as wellbeing,
study support, disability support
• Social Bookmarking tools such as Diigo to tag and
highlight key documents and web resources
• Pinterest board of Who's Who in Student Support
• Newsletters using Blogs
ResearchStudent
Guidance

PEER SUPPORT
• Maintain/make new connections/friendships via
Facebook happens!
• Course blogs to share interests, hobbies etc.
• Collaborative Pinterest boards to share inspirational
quotes
• Picture quizzes of places and people in University
• Online group chat using Google+ hangouts, Skype or
Blackboard Collaborate
ResearchPeer Support

STUDENT PROFESSIONAL
DEVELOPMENT
• Share information via Facebook groups
• Professional networking
• Learning about companies via LinkedIn company
pages
• Job opportunities/career development on LinkedIn
and Twitter
Student
Professional
Development

RECRUITMENT
• Communicate events/open days via Facebook,
Eventbrite and Lanyrd
• Showcase event photos and videos on Pinterest and
Flickr
• Company presence on LinkedIn
Recruitment
Services tab also includes info
and links to:
< Postgraduate Study
< Distinguished Lecture series
< Centre for Lifelong Learning
< Knowledge Centre

UNIVERSITY COMMUNICATION
• Twitter, LinkedIn Company page, Facebook
ResearchUniversity
Comms

Sue Beckingham
Educational Developer and Associate Lecturer
Sheffield Hallam University
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks
http://socialmedia4us.wordpress.com/

Open cross-institutional academic CPD, expectations and value: a recent example – UNLOCKING THE POTENTIAL Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?

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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.

Modes of Learning in Higher Education

Sue Beckingham

Building social learning communities

Sue Beckingham

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 learning

Sue 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.

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