Social media for social policy: working together for creative employability skills development

•

1 like•632 views

Session presented at the University of York Learning and Teaching Conference, 8 May 2013. Overview of the social media project which gives students the opportunity to learn new skills within a social science subject context.

Education Business

SOCIAL MEDIA FOR SOCIAL POLICY
Working together for
creative employability skills development
Learning and Teaching Conference, York – 8 May 2013
Matt Cornock (SPSW), Heather Stout (Careers),
Simon Davis (ELDT), Wayne Britcliffe (ELDT),
Lidiya Cherneva and Megan O’Kane (SPSW Students)

In this session
• Case study of extra-curricular skills
development contextualised within subject
• Student experiences
• Supporting employability
• Discussion

About Social Media for Social Policy
• Identified a forward-looking skills gap
• Provides intensive group project experience
• Draws upon pockets of expertise

About Social Media for Social Policy
• Group/project work
supported by Careers
• Technical expertise from
Elearning Development
Team
• PGWT subject
knowledge
• Employability
development with
Careers
Components of course
Project contextualisation
Establishing groups
Workshops
Unscheduled working
Final presentations
Review and transferability

Training provided
• Students evidenced
transferability of skills
• Increase in confidence
level is just as
significant

Types of projects
• Blogs exploring subject • Interviews with
academics

Types of projects
• Marketing videos • Viral campaigns

STUDENT EXPERIENCE
Lidiya Cherneva and Megan O’Kane
Participants on the 2012 run of the Social Media project

Happiness Worldwide Project
Social Media Mini Course Happiness Worldwide Project
Clear
message
Copy
right
Quality
of work
Strong
team
Clear
message Copy
right
Quality
of work
Strong
team

Skills: Strong team
• Staying calm under pressure
• Every person has specific qualities and can
contribute in a different way

Skills: Clear message and quality of work
• Creating engaging clear message
• Recheck materials before posting online
www.chwellbeing.com

Skills: Consent and rights
• Copyright on images used in videos
• Explaining to people how their contribution
will be used

Careers: Supporting employability
• Introduction to
– Team working
– Personal effectiveness
– Project planning
• Evaluation
– Reflections on highs and lows
– Learning points
– Articulating experience to employers
• York Award points
'I think this was a good idea because it is the sort of thing businesses
make their employers do, to learn how to work as a team better.'

Careers: Supporting employability
'very informative and practical;
made me think about how to present the skills I'd gained to employers'

What projects would work for you?
Social media development Outreach / Widening Participation
Case study development Embedded assessment
Student-led podcasts Subject promotion
@Work project Consultation / Pro Bono

Discussion notes
Transition to HE
In schoolsMarketing
Sustainability of projects
Creative group work
Promo videos
Engagement (e.g. Year 3 advising
Library Skills to Year 1 students)
Module choices
Mini-lecture
Utilising subject knowledge
Skill to present
to different audiences
Awareness of audience
Articulating through
another medium
Music and media
Importance of subject context
Maintaining enthusiasm
throughout the year
Constraints around
embedding in
curriculum
Particularly when involving externals
Managing expectations of externals
Case study approach
rather than service
Enterprise/commercialisation Continuity and follow-on projects
Driven by students or sustainability embedded

FURTHER INFORMATION
http://bit.ly/smsp-2013
matt.cornock@york.ac.uk
@mattcornock

The document discusses project-based learning approaches that integrate 21st century skills. It outlines how projects allow students to develop in-depth knowledge on a topic, use critical thinking, make real-world connections, and demonstrate understanding through products. Effective projects are standards-driven, develop 21st century skills, focus on important questions, include ongoing assessment, and engage students through varied instructional strategies that meet varying student needs and abilities. Instructional approaches for project-based learning are student-centered and include students acting as choosers, designers, discoverers, collaborators using multiple sources of information and 21st century skills to make real-world connections.

Hack your conference

Elizabeth Glau, CMP

PCMA Webinar on 8/2/17 - Today’s classroom teachers are discovering that technology isn’t about the tool. The successful use of technology empowers learners. Elizabeth will talk about the ISTE Conference, where educators go to learn about technology in the classroom and learning environments. Teachers and conference planners face restrictions in available space, furniture, and budgets. Elizabeth will challenge participants to stop thinking about adult education as different from anyone else’s education. Hack your conference by unlearning what you know to be true, just as our rock star educators are doing in today’s classrooms.

EDU8411 learning event janicewhite 2010

Janice White

This document summarizes a learning event about academic learning support in tertiary education. It identifies some key aspects of academic learning support like being interdisciplinary, flexible, and involving team teaching. It also discusses changing roles of educators from being sages to guides. Finally, it poses questions to participants about challenges in academic learning support, visions for supporting 21st century learners online, and emerging research from learning support services.

Leadership Resume 2.2.2015

Timothy Cece

This document is a resume for Timothy Allen Cece that summarizes his education and experience. He is currently pursuing a Bachelor's degree in Public Communications with minors in Speech & Debate and Political Science from the University of Vermont, expected to graduate in 2017. His experience includes working as a Career Peer Mentor and Teacher's Assistant at UVM, as well as leadership roles in the UVM Outing Club and National Youth Leadership Training Leadership Academy, where he has helped organize events, mentor others, and manage social media presence.

Project-based learning workshop

Tiina Sarisalmi

2015 s. stürmer innovations and new modes of

EADTU

1. The document describes a virtual study-buddy program implemented at a distance university to address high dropout rates. 2. In the program, first semester students were paired with another student and engaged in relationship-building and curricular activities over 6 weeks through a online platform. 3. Evaluation found the program increased students' sense of belonging and integration, and indirectly led to higher exam registration rates, demonstrating the program's effectiveness in socially supporting new distance students.

Getting started with online collaborative learning

Julie Lindsay

This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.

MOOC pedagogy supporting postgraduate study

Rebecca Ferguson

Part of a FutureLearn Academic Network (FLAN) panel at the ALT conference in Edinburgh, 4 September 2019. Over the last few years, Massive Open Online Courses (MOOCs) have had a huge impact on the scale of higher education teaching and learning globally. In 2018, 101 million MOOC learners participated in 11,000+ courses created by over 900 universities in partnerships with dozens of platform providers (Shah 2018). Higher Education institutions are using MOOCs to innovate, experiment with and strategise the future of online learning (Ferguson et al. 2016), (Fox 2016), (Hollands & Tirthali 2014). The FutureLearn Academic Network (FLAN) connects staff involved with MOOCs at FutureLearn partner institutions, enabling them to share research and explore shared research opportunities. Understanding the impact of MOOCs on learning and learners is one of 12 priority areas recently identified by FLAN members as needing more research (FLAN 2019). In this panel session, three FLAN members will share their research and lessons learnt from using MOOCs to widen the impact of teaching and learning on specific groups of learners and learning communities: bringing together experts and learners from around the world for citizen science activities for learning, using the FutureLearn approach to digital pedagogy – conversational learning – to support teaching and learning on international, closed and formally accredited courses, and reaching across traditional professional training boundaries to those who otherwise be unlikely to be able to participate in new approaches to team-based training. • Professor Eileen Scanlon, Open University. Citizen science platforms at the Open University such as nQuire and iSpot have been used in FutureLearn. I will contribute a perspective on the role that such activities contribute to learning science. • Professor Rebecca Ferguson, Open University. A discussion of the use of conversational learning on an international closed and formally accredited FutureLearn course. The course includes work around Sustainable Development Goal 4 to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. • Dr Daksha Patel & Dr Astrid Leck, London School of Hygiene & Tropical Medicine. This talk will discuss the design of a FutureLearn MOOC aimed at addressing the global health challenge of trachoma elimination, and an evaluation – using Wenger et al.’s (2011) Value Creation Framework – of its impact on practice for trachoma elimination in endemic countries.

Building Exploratory and Established Community Partnerships: Strategies for S...

Bonner Foundation

Bankers collaboration, updated

wiseella

This document discusses developing community and effective collaboration in online classrooms. It states that collaboration promotes deeper learning and encourages interaction, creativity and reflection. To collaborate successfully, a sense of community must be built based on trust, respect, shared goals and infrastructure. The document outlines instructor responsibilities to guide the collaborative process and set expectations. It also describes benefits of collaboration including completing tasks and gaining different perspectives from working with others.

Best Practices in Engaged Pedagogies

theoaesthetics

IAFOR SEACE Faculty Development in Response to Covid 19

Dr. Kristin Palmer

Making Connections in Distance Education: Research-based Reflections on Hybri...

EDEN Digital Learning Europe

National Law Students Forum 2011: Introduction

UK Centre for Legal Education

2007 - Student As Producer - University of Warwick

cilass.slideshare

Project-based learning

Maureen Cohen

This document provides an overview of project-based learning (PBL). It defines PBL as having students investigate or respond to an open-ended question or challenge, applying their understanding to create something new while developing critical thinking and collaboration skills. PBL is presented as better preparing students for solving complex real-world problems compared to traditional instruction. The document distinguishes PBL from typical projects by noting PBL requires sustained inquiry, authenticity, and student voice rather than predetermined outcomes. Examples of PBL from MURSD include Chinese students creating sales pitches for inventions and students collectively organizing a Renaissance faire, involving research, collaboration, and presentations.

Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson

IL Group (CILIP Information Literacy Group)

The document discusses developing a holistic digital literacy program at the university. It proposes embedding digital skills into academic programs by working with departments to identify opportunities to incorporate skills training and support. Examples are given of changes made to modules in several programs to better align digital activities with learning outcomes and assessments. Challenges include allowing time for discussions with stakeholders and managing differing priorities and skill levels. The goal is to take an integrated approach and offer embedded support through activities, workshops and resources.

Law and midwifery, inter-professional learning - Barton-Hansen and Killlingly

mdxaltc

This document describes a pilot program for interprofessional education between law and midwifery students. Law students learned about midwifery perspectives on legal cases through problem-based learning and case study discussions in small mixed groups. Feedback was positive, with law students finding midwives' views insightful and midwives gaining an understanding of legal processes. Plans are to continue these workshops earlier in the academic year and expand them, while addressing challenges like timetabling and group sizes. Qualitative research on midwives' views of the law and evening seminars on health law topics are also proposed.

CI 350 Project Based Learning

starcher49

Project based learning is a teaching method where students gain knowledge and skills by investigating and responding to complex questions over an extended period of time. It develops 21st century skills like critical thinking, problem solving, collaboration, and communication. Students understand the need to learn concepts, ask questions, and present their work to a public audience. Project based learning allows different types of learning, helps students develop important work skills and builds their confidence. It also prepares students for the workplace by applying skills to subjects in school and later life.

Project based learning increases student achievement

Dawn Bartz

Project based learning updated 2

Mary-Lynn

MOOC design workshop: educational innovation with empathy and intent

University of Newcastle, NSW.

This document summarizes a workshop on designing MOOCs using design patterns, personas, and other tools. The workshop uses a participatory design studio approach where participants: 1) explore a design challenge and context through personas, intentions, and force maps; 2) use design patterns as prompts to create interventions; 3) storyboard their designs; and 4) present their work for feedback. The goal is to facilitate co-design of MOOCs through user-centered and collaborative methods that make tacit design knowledge visible and reusable.

4 .2 Connect learning to students' lives and aspirations

Cathy Woods

This document discusses ways for teachers to connect students' learning to their lives and aspirations. It recommends that teachers acknowledge students' cultural contexts and allow learning to be personalized. Teachers should support students to explore their interests and strengths. Learning activities should demonstrate relevance beyond the classroom and connect to issues of personal or social significance. Teachers are also encouraged to use technologies and involve families to make learning more meaningful for students.

Technology in the service of our educational ambitions

cplp

The document discusses bringing technology into the mainstream of learning and teaching in higher education. It provides context on the development of technologies for learning over the past decades and perspectives on the nature of learning. Key points discussed include understanding what is needed to support active learning with technology, addressing barriers to innovation, and providing appropriate support for academics to experiment and disseminate innovations in teaching as they do with research.

Project based learning

Balram Korde

Project based learning powerpoint

Abby Noffsinger

Project Based Learning involves students actively exploring real-world problems to develop skills and knowledge. It promotes 21st century skills like critical thinking, collaboration, and problem solving. Technology plays a key role by allowing topics to be explored through videos, podcasts, and other digital tools. An example is a project where students create robots that reenact conflicts from books, incorporating multiple subjects. Project Based Learning prepares students for future education and careers by teaching technology skills and critical thinking.

Personal Digital Inquiry: Connecting Learning in Ways That Matter

Julie Coiro

Co creating learning experiences with students

Sue Beckingham

This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.

What's hot

Ci 350 project based learning

miller909

MOOC pedagogy supporting postgraduate study

Rebecca Ferguson

Building Exploratory and Established Community Partnerships: Strategies for S...

Bonner Foundation

Bankers collaboration, updated

wiseella

Best Practices in Engaged Pedagogies

theoaesthetics

IAFOR SEACE Faculty Development in Response to Covid 19

Dr. Kristin Palmer

Making Connections in Distance Education: Research-based Reflections on Hybri...

EDEN Digital Learning Europe

National Law Students Forum 2011: Introduction

UK Centre for Legal Education

2007 - Student As Producer - University of Warwick

cilass.slideshare

Project-based learning

Maureen Cohen

Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson

IL Group (CILIP Information Literacy Group)

Law and midwifery, inter-professional learning - Barton-Hansen and Killlingly

mdxaltc

CI 350 Project Based Learning

starcher49

Project based learning increases student achievement

Dawn Bartz

Project based learning updated 2

Mary-Lynn

MOOC design workshop: educational innovation with empathy and intent

University of Newcastle, NSW.

4 .2 Connect learning to students' lives and aspirations

Cathy Woods

Technology in the service of our educational ambitions

cplp

Project based learning

Balram Korde

Project based learning powerpoint

Abby Noffsinger

What's hot (20)

Ci 350 project based learning

MOOC pedagogy supporting postgraduate study

Building Exploratory and Established Community Partnerships: Strategies for S...

Bankers collaboration, updated

Best Practices in Engaged Pedagogies

IAFOR SEACE Faculty Development in Response to Covid 19

Making Connections in Distance Education: Research-based Reflections on Hybri...

National Law Students Forum 2011: Introduction

2007 - Student As Producer - University of Warwick

Project-based learning

Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson

Law and midwifery, inter-professional learning - Barton-Hansen and Killlingly

CI 350 Project Based Learning

Project based learning increases student achievement

Project based learning updated 2

MOOC design workshop: educational innovation with empathy and intent

4 .2 Connect learning to students' lives and aspirations

Technology in the service of our educational ambitions

Project based learning

Project based learning powerpoint

Similar to Social media for social policy: working together for creative employability skills development

Personal Digital Inquiry: Connecting Learning in Ways That Matter

Julie Coiro

Co creating learning experiences with students

Sue Beckingham

Portfolios: spaces for reflection, conversation and discovery

Chrissi Nerantzi

This document discusses the use of portfolios to support professional development. It begins by outlining how portfolios can be used for initial development through programs like a Postgraduate Certificate in Academic Practice, for continuous development through a flexible CPD program, and for open development by sharing work online. Examples are provided of how portfolios support reflection, feedback conversations, and the collection of evidence around academic CPD. Challenges of portfolios include issues of time and workload, as well as comfort with sharing work openly online. Overall, portfolios are presented as a way to develop reflective skills and habits to support teaching and research growth.

Enhancing School Community through Technology Professional Development for Te...

Kendra Minor

JTC May 2013 - Flexible Pathways Session

Alberta Education

This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.

student engagement and success through collaborative PjBL

Beata Jones

This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.

MEAS Course on E-learning: 3 Effective online teaching strategies

Andrea Bohn

The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, and small group work. Examples of how to implement strategies like discussions, projects, and case studies are provided. The document concludes by asking the reader to consider which strategies would work best for their own courses.

MEAS Course on E-Learning: 3 Effective online teaching strategies

MEAS

The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, small group work, projects, case studies, self-directed learning, collaborative learning, mentorship, role plays, and assessments. These strategies aim to engage students actively and build community. The document advocates applying these strategies thoughtfully to individual courses to maximize interactive and meaningful online learning.

Finding new spaces through media enhanced learning

Andrew Middleton

Social media to foster self-organized learning for dropouts

Pieter De Vries

The document describes a social media-based approach to foster self-organized learning for school dropouts. A 2-year EU-funded project involved 300 learners and 50 trainers across 2 pilot studies in Portugal and the Netherlands. The approach was based on 7 principles: trust, challenge, self-direction, collaboration, ownership, creativity and relevance. Learners engaged in collaborative creative projects using social media tools like Google Docs, Facebook and YouTube. They provided feedback that the approach increased their confidence, gave them autonomy over learning, and made learning more relevant to future jobs and personal growth. Teachers also felt it opened up new ways to promote learning.

The Next 25 Years: Bonner's Commitment to Access & Engagement

Bonner Foundation

GDCI New Pedagogies Artefact

donpott

This document describes a project where students created photo blogs inspired by "Humans of New York" to tell people's stories. Students determined a theme, interviewed subjects, and shared stories on social media. They analyzed themes in the stories and reflected on skills learned. The project aimed to develop lifelong learning skills through student choice and connection to real people and issues. It increased student engagement and empathy while also improving their digital, social, and interviewing skills.

Universal Design for Learning: A framework for addressing learner diversity

Harvard Web Working Group

On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.

Doctoral Education Online: What Should We Strive For? How Could It Be Better?

Cynthia Agyeman

This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.

Portfolios for Learning

SHU Learning & Teaching

Course wide course-long learning

SHU Learning & Teaching

Blended learning gcu london_jan2015_open

L_Creanor

This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.

PBL: Why, What and How

Jonathan Martin

Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.

Enhancing Effectiveness through Enterprise Education

Gary Wood

As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008). To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers. In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully. Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap

Teaching blended learning through a blended community of inquiry

stefanstenbom

The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.

Similar to Social media for social policy: working together for creative employability skills development (20)

Personal Digital Inquiry: Connecting Learning in Ways That Matter

Co creating learning experiences with students

Portfolios: spaces for reflection, conversation and discovery

Enhancing School Community through Technology Professional Development for Te...

JTC May 2013 - Flexible Pathways Session

student engagement and success through collaborative PjBL

MEAS Course on E-learning: 3 Effective online teaching strategies

MEAS Course on E-Learning: 3 Effective online teaching strategies

Finding new spaces through media enhanced learning

Social media to foster self-organized learning for dropouts

The Next 25 Years: Bonner's Commitment to Access & Engagement

GDCI New Pedagogies Artefact

Universal Design for Learning: A framework for addressing learner diversity

Doctoral Education Online: What Should We Strive For? How Could It Be Better?

Portfolios for Learning

Course wide course-long learning

Blended learning gcu london_jan2015_open

PBL: Why, What and How

Enhancing Effectiveness through Enterprise Education

Teaching blended learning through a blended community of inquiry

More from Matt Cornock

Enabling professional development by letting go of the pedagogical paradigms

Social media for social policy: working together for creative employability skills development

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Social media for social policy: working together for creative employability skills development

Similar to Social media for social policy: working together for creative employability skills development (20)

More from Matt Cornock

More from Matt Cornock (20)

Recently uploaded

Recently uploaded (20)

Social media for social policy: working together for creative employability skills development