Presentation at the HEA-funded workshop 'Exploring the value of social media for education and research in business and management studies'.
The aim of the workshop was to consider ways in which academics engage with social media to enhance student and staff education and research experience. The focus will be to facilitate discussions towards an expected output with a set of generic enablers and inhibiters for adoption of social media in academic collaboration.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1cCgM1J
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
What do we know about the experience of first year students?Becka Colley-Foster
Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
What do we know about the experience of first year students?Becka Colley-Foster
Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Presentation for HEA-funded workshop 'The employable accounting and finance graduate – Make your work experience count'
The event was a practical workshop which focused on the employability skills looked for within graduate accounting market. Although, it was not grounded in academic research, the event was an opportunity for students to hear first-hand what employers recruiting accounting and finance professionals are looking for.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to employability and global citizenship please see: http://bit.ly/17n8Knj
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report on an ongoing study investigating the repurposing of social science research methods OERs by
for use in Higher Education, focusing on an audit of license types used on Jorum, a survey of content
‘producers’ and a survey of perceptions of repurposing by the wider academic community. Particular
attention is given to how academics interpret the Creative Commons license options and their perception
of the protection that this affords them when sharing their work.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Presentation for HEA-funded workshop 'The employable accounting and finance graduate – Make your work experience count'
The event was a practical workshop which focused on the employability skills looked for within graduate accounting market. Although, it was not grounded in academic research, the event was an opportunity for students to hear first-hand what employers recruiting accounting and finance professionals are looking for.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to employability and global citizenship please see: http://bit.ly/17n8Knj
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report on an ongoing study investigating the repurposing of social science research methods OERs by
for use in Higher Education, focusing on an audit of license types used on Jorum, a survey of content
‘producers’ and a survey of perceptions of repurposing by the wider academic community. Particular
attention is given to how academics interpret the Creative Commons license options and their perception
of the protection that this affords them when sharing their work.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper will describe the intellectual underpinning of learning and teaching at the School of Management, St Andrews which is ‘Responsible Enterprise’. We propose exploring with faculty (early in 2014) what scholarship/teaching/learning demands emerge for Responsible Enterprise in World 3: Only Connect. We will build on the School’s expertise in scenario planning and explore via personal interviews and a workshop the potential answer to the question posed with this being the basis for an interactive session at the conference itself.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
Presentation at the HEA-funded workshop Running a legal clinic: facing the challenges and sharing good practice'.
Law clinics provide rich learning environments for students but can be demanding in terms of the skills and experience required by those teaching within them. This workshop provided opportunities to share good practice; network with others in the field; and to gain an appreciation of current debates in clinical teaching.
This presentation is part of a related blog post that provides an overview of the event:
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
How to use Social Media in the ClassroomAdam Voyton
Learn how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help students to establish an online body of work/establish their brand.
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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1. 1
Using Social Media for
Learning
Dr Dawn Birch
5 February 2014
Session Overview
Learning in a digital age: Connectivism
Uses of social media for learning
Facebook
Wikis
Instructional design principles
The role of the educator in networked learning environments
Question time
Learning Theory for the Digital Age:
Connectivism
Learning is building
networks of
information, contacts
and resources that are
applied to real
problems (Anderson 2011)
2. 2
Connectivist Learning Principles
(Siemens, G. 2004)
Learning is a process of
connecting specialised
nodes or information
sources.
Learning may reside in
non-human appliances.
Capacity to know more
is more critical than
what is currently known.
Nurturing and
maintaining connections
is needed to facilitate
continual learning.
Ability to see
connections between
fields, ideas, and
concepts is a core skill.
Currency (accurate, up-
to-date knowledge) is
the intent of all
connectivist learning
activities.
Technology Enhanced Learning
Adoption and integration of relevant,
cost-effective, pragmatic, supported
and pedagogically sound technologies
for learning including social media.
Creation of e-learning experiences
that reflect students’ current ways of
accessing and digesting information
and their diverse modal preferences
and learning styles
Provision of an enriched, current,
relevant, inclusive, interactive and
engaging learning experience.
Can social media achieve better
learning outcomes?
Facilitate both cognitive and social
learning outcomes.
Develop important graduate
attributes and skills
• e.g. creative thinking, engagement, electronic
communication, use of technology, etc.
Improve retention and progression
rates through increased
personalisation and connectedness.
Make learning more enjoyable and
engaging leading to life-long learning.
3. 3
Social media can facilitate a better
student learning experience
Connection
• links to useful,
topical and
relevant
information
and resources
• currency - ‘real-
time’ elements
• opportunities
for connecting
with content,
other students,
teaching team,
real-world
content
Interaction
• engagement
and
involvement
• communication
- sharing,
commenting,
liking
• interactive
elements – e.g.
surveys, polls
Inclusion
• appeal to
diverse
learning styles
and modal
preferences
• Convenience,
accessibility
and flexibility –
any time and
any place
Personalisation
• accessibility -
regular
communication
• develop
rapport and
social presence
• responsiveness
- key dimension
of service
quality
Why do I use
Facebook for
my courses?
Developing a closer
connection with students
• Establishing rapport
• Being more accessible and
approachable
• Less formal, more friendly
interactions
Being more responsive
• Notifications pop up in my
email
• Easy and quick to use
Why do I use
Facebook for
my courses?
Sharing current and
relevant information
• Validates the course content
• Increases student engagement
Sharing ideas and examples
• Collaborative learning and co-
creation
Gauging where student’s
interests lie
Provides a permanent page
once the course is finished
4. 4
How can Facebook
be used?
Links to interesting articles
Links to YouTube content
Announcements
Assessment discussion
Links to slide share presentations
Student Feedback
• Course evaluation surveys
• Survey monkey
Strategic Marketing Management 2013
Item Dis-agree Neither
agree nor
dis-agree
Agree Strongly
agree
Mean
The Facebook page added to
my enjoyment of the class
3.4%
(1)
6.9%
(2)
48.3%
(14)
41.4%
(12)
4.28
The Facebook page was a
valuable addition to the unit
3.4%
(1)
3.4%
(1)
41.4%
(12)
51.7%
(15)
4.41
The Facebook page made me
feel more connected with the
lecturer
0.0%
(0)
6.9%
(2)
27.6%
(8)
65.5%
(19)
4.59
The Facebook page made me
feel more connected with
other students
6.9%
(2)
10.3%
(3)
41.4%
(12)
41.4%
(12)
4.17
The teaching team should use
Facebook again next time the
unit is offered
3.4%
(1)
0.0%
(0)
27.6%
(8)
69.0%
(20)
4.62
5. 5
I enjoyed the interaction
through Facebook
I liked the friendly
approach and the
Facebook page
Increased Interaction and Connection
Improved
Learning
All of the students got involved
with the Facebook page,
posting up various articles,
which I found beneficial. It was
the first time I had used
Facebook to help me with my
studies and it was very useful.
Using Facebook to introduce our own
examples helped to solidify our
understanding.
Greater
currency and
relevance
I liked the Facebook
page, up to date
content and great
lecturers
6. 6
Higher
Engagement
Generally found this my most interesting and engaging unit.
The Facebook group and discussion board were very effective.
The Facebook group and lectures/seminars have all been
engaging and I think very helpful in helping us learn.
So, should we
continue to use
Facebook?
The Facebook page worked well.
I was sceptical at the creation of the
Facebook group, but have found it to
be a very helpful way of keeping in
contact with the lecturer and as a
forum for discussion about the
assignment.
Facebook page was a great addition
and I think should become a norm.
Social Marketing USC 2012
7. 7
How often have you used the
Facebook Page this semester?
0.0% 0.0%
16.7% 16.7%
66.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Not at all About once 1-5 times 6-9 times 10 plus times
How much have you enjoyed using the
Facebook page?
5.6%
38.9%
55.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Not at all Not very much Somewhat Very much
What aspects of the Facebook page
have you found to be useful?
66.7%
44.4%
94.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Discussion about social
marketing campaigns
Links to social marketing
campaigns
Discussion about
assessment
8. 8
Did the Facebook page make you feel
more connected to other students?
33.3%
50.0%
5.6%
11.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Strongly agree Agree Neutral Disagree
Did the Facebook page make you feel
more connected with the course
leader?
38.9%
61.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Strongly agree Agree
Would you like other courses to use
Facebook?
82.4%
11.8%
5.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Strongly agree Agree Strongly disagree
9. 9
Did the Facebook page add to your
enjoyment of the course?
33.3%
55.6%
5.6% 5.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Strongly agree Agree Neutral Strongly disagree
Did the Facebook page assist you to
learn more about social marketing?
16.7%
66.7%
11.1%
5.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Strongly agree Agree Neutral Strongly disagree
It was very helpful, especially
when assignments were almost
due and confusion was high
I found it most useful when talking about the assignment. It’s good
to know other people are having the same problems as you, and
answers were given by both peers and the course coordinator
within minutes or hours. It was much easier and convenient than
having to email the tutor with every question
Very helpful for
small tips and
information
10. 10
Great page. Dawn’s availability was do dedicated and helpful. I feel
Blackboard does not have the capability to connect both students
and teaching staff. The fact that students are asking the same
questions other students also want to know is fantastic, and saves
Dawn telling 10 people the same answer.
I think Facebook is great for university. It is convenient, easy to use
and a lot more convenient than Blackboard.
Keys to Success
Get the students actively involved
• Get one of them to set up the group
• Ask them to add you as admin so you can monitor and add members
Put the group link up on MyBU so they can access the group to join
• Make an announcement on my BU
Show the page in the lecture
• Encourage membership
• Acknowledge contributions
Be active on the page
• Post current and relevant articles demonstrating link to the material being
covered in the course
Be responsive – liking, commenting
Just a
few
points
to
consider
Not all students have a Facebook
account
• Duplicate important information and
messages on myBU
Not all teaching team members have
or want a Facebook page
Don’t add students as friends on your
personal page
• Understand the privacy settings
Keep it strictly course-related
• Set the right tone early and make it clear that
the page is all about the course
12. 12
Ultimately I think the Wiki does
a good job in what it is
designed to do. It encourages
you to read the readings
basically. I'm guilty and I'm
sure we all are of skipping
through an e-reading, throwing
a citation in there and away
you go. I've found that this
course definitely encouraged
me to read the readings, read
each individual one. Now I've
read all six I think…
Gagne's 9 steps of instruction
How could social media be used to...?
1. Gain
attention
2. Inform
about learning
objectives
3. Stimulate
recall of prior
knowledge
4. Present the
material to be
learned
5. Provide
guidance for
learning
6. Elicit
performance
"practice"
7. Provide
informative
feedback
8. Assess
performance
9. Enhance
retention and
transfer
What is the
role of the
educator in
networked
learning
environments?
1. Amplifying 2. Curating
3. Wayfinding and
socially-driven
sensemaking
4. Aggregating
5. Filtering 6. Modelling
7. Persistent
presence
http://www.connectivism.ca/?p=220
13. 13
Drivers and Barriers to Using Social
Media for Learning
What are the key drivers,
benefits, motivators, enhancers
for using social media for
learning?
What are the key barriers,
obstacles, challenges, inhibitors
for using social media for
learning?
Discussion and questions
Resources
• Setting up a group page
• Emerging EdTech site
• Van Doorn, G. & Eklund, A. 2013. Face to Facebook:
Social media and the learning and teaching potential of
symmetrical, synchronous communication. Journal of
University Teaching and Learning Practice
– http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1268&c
ontext=jutlp
• Siemens, G. Learning in the Future, Available at
http://www.vegas-times.com/litf/wikis/connectivism/