a social media revolution: using social media to enhance teaching, student learning and engagement...
TRANSCRIPT
‘A social media revolution? Using social media to enhance teaching, student learning and engagement
with professional networks’ Keynote Speaker - Anglia Ruskin University
Creative Uses of Social Media in Teaching and Learning #ALSScpd
Sue Beckingham | @suebecksNational Teaching Fellow
Principal Lecturer at Sheffield Hallam University
Some key messages
• Over 50% of the world population is under 30 years old. (UNESCO)• Today’s college students have never licked a postage stamp. (NBC News)• 53% of millennials would rather lose their sense of smell than their
technology. (The Motley Fool)• The return on investment (ROI) of social media is your business will still
exist in 5 years. (Erik Qualman)• 93% of buying decisions are influenced by social media. (Source: Nielsen)• By 2018 video will account for over 2/3 of mobile usage. (Source: Cisco)• More people own a mobile device than a toothbrush. (Source: 60 Second
Marketer)• 1 in 3 marriages starts online. (Source: NY Daily News)• The fastest growing demographic on Twitter is grandparents. (Source:
Global Web Index)• Every second, 2 people join LinkedIn. (Source: LinkedIn)
"Social media isn't a fad, its a fundamental shift in the way we communicate."
Qualman 2010:264
Can social media revolutionise education?
The mobile devices we carry with us every day provide access to a global network and
opportunities for co-learning and collaboration.
This Will Revolutionize EducationDerek Muller 2014
https://youtu.be/GEmuEWjHr5c
What digital skills do we need
as educators?
There are five fundamental digital literacies: 1. attention
how we can use our attention to focus on the tiny relevant portion of the incoming tsunami of information.
2. participationthe quality of participation that empowers the best of the bloggers, netizens, tweeters, and other online community participants.
3. collaborationhow successful online collaborative enterprises contribute new knowledge to the world in new ways.
4. critical consumption of information(or "cr*p detection")
5. and network smarts a lesson on networks and network building.
Mindful use of digital media
(Rheingold 2012)
STUDENT LED USE OF SOCIAL MEDIA
A student led groupSMASH: Social Media for Academic Studies at Hallam
STUDENT FOCUSSED USE OF SOCIAL MEDIA
https://www.uofgsocialmedia.com/home/what-to-expect-in-2018
International students staying in Glasgow over Christmas
RESEARCH FOCUSSED USE OF SOCIAL MEDIA
The Digitally Agile Researcher
"The digitally agile researcher is increasingly digitally savvy, researching online, drawing on multidisciplinary teams and international networks. They use a mixture of methods to answer practical as well as theoretical questions.
The digitally savvy researcher connects, builds and sustains varied and global audiences interested in their research. They are likely to blog, tweet, geotag and produce multimedia content.
In brief, the digitally savvy researcher uses new technologies to create and extend impact with their work."
http://www.digitallyagile.com
SCHOLARSHIP FOCUSSED USE OF SOCIAL MEDIA
discussioncritical evaluation
collaborative investigation
asking questions
open inquiry
Social scholarship through digital engagement
Scholarship of Discovery
Scholarship of Integration
Scholarship of Application
Scholarship of Teaching
Invites explicit review where scholarly work is openly
accessible and implicit review through tagging, bookmarking,
favouriting.
Facilitates large scale data sharing and mining,
collaboratively, globally and across disciplines.
Offers spaces for digital open dialogues addressing
community and global challenges
Precipitate amplification and disruption of existing practices.
Foster open and shared pedagogical practices.
Adapted from Greenhow and Gleeson 2014
basic research
inte
rdis
cip
linar
y w
ork
info
rmed
and
stud
iedteach
ing p
ractices app
lied
res
earc
h
Social Scholarship: social media affordances
Inspired by George Veletsianos book 'Social Media in Academia: Networked Scholars'.
With permission I will answer the questions in chapter 3 asked of Anna a 'social media advocate'.
"Could you please describe to me an ordinary day at work as an
academic who uses social media? How do you participate on social media, which platforms do you use, and what do you share or
communicate?"George Veletsianos
My day starts with coffee and Twitter. This is where I find most of my 'news'. What is relevant to my network is quickly shared. Info relating to my teaching is also given a #hashtag (relating to
the module). Topic-related posts will also be pinned to Pinterest boards/Scoop-it collections.
I will then dip briefly into Facebook. Prompts remind me of birthdays and forthcoming events.
As I commute to work by bus, I will continue to read the news filtered by the lists I've created. If
there's time I'll look at updates on LinkedIn.
"When you're online, do the people you connect with belong to a group or multiple groups? And if multiple, what are those groups?"
George Veletsianos
The people I connect with on Twitter belong to multiple but often overlapping groups. For
example many in the #LTHEchat community also contribute to #altc conversations. Conferences provide an opportunity for short-lived groups to form and share common interest and discussions
relating to the event using a shared hashtag.
I create lists to group people and organisations I follow. This filters the tweets and using
dashboards such as Hootsuite or Tweetdeck I am able to view the ones I choose to.
"How do you think that the people that you connect with would
describe you?"
George Veletsianos
I think the people I connect with would say I was an active user of social media, and this is true!
Those that are less active online, would probably say "Where do you find the time?" My answer to this (as it's a frequent question) usually includes
a quote from Clay Shirky when asked about information overload, that it is actually filter
failure that is the issue. I can skim through my social media networks as a) useful and relevant to me content has been filtered by my personal learning network, and b) I've developed ways to
find information more effectively.
"How has your use of social media changed over time?"
George Veletsianos
Over time my use of social media has evolved. It began with Facebook as a place to share photos and conversations with family and friends; and LinkedIn as a space for a digital CV. I then began to observe how people were using social media in different ways and as I connected with them I
discovered a whole new forum for informal learning. I've now developed an international
network, connecting with educators and professionals across the globe.
"Was there any one memorable response that stood out for you on
social media?"
George Veletsianos
The response to a tweet in 2011 by Frank Steiner made a huge impact on my career. I'd tweeted
that I hoped to secure a free ticket for the Future of Technology in Education conference at ULCC
and he DM'd me to ask if I would like to be one of the keynotes. This and other events led to the ongoing focus of my research interest in social
media and invitations to speak across the UK and in Denmark, Spain, South Africa and the US.
"What boundaries do you see around what is speakable, or
disclosed online? And what gaps do you see around what we don't
share or talk about?"
George Veletsianos
The boundaries between work and home, professional and social are often blurred. Access
to a growing collection of communication channels whenever and wherever we are means that we can engage with conversations 24/7. In
relation to what should be disclosed, I think sharing personal information needs to come with
a caution. Knowing about your music or food tastes, pets or hobbies is fine but it is vital that we continue to have conversations about the implications of the digital footprints we could
potentially leave.
BUILDING A PERSONAL LEARNING NETWORK
As I read an interesting article/book; listen to a podcast or video; or meet someone interesting at a conference - I establish whether they are
on social media and then follow them
This is how I developed an international learning network
@suebecks
#oneword2018
1. Add your one word to the Padlet https://padlet.com/suebecks/oneword2018OR2. Tweet your one word and include #oneword2018
https://news.linkedin.com/about-us#statistics
There are more than 46 million students and recent college graduates on LinkedIn. They are LinkedIn's fastest growing demographic.
Student 'About Me' videos/screencasts
How to guides
Recorded presentations
#2017best9
1.37 billion daily active users on average for September 2017
2.07 billion monthly active users as of September 30, 2017
https://newsroom.fb.com/company-info/
A student led space
The combined user base of the top four chat apps is larger than the combined user base of the top four social networks.
Messaging apps: WhatsApp, Messenger, WeChat and Viber
Social networks: Facebook, Instagram, Twitter and LinkedIn
https://www.ifla.org/publications/node/11174
The International Federation of Library Associations and Institutions (IFLA)
ONLINE PRESENCE Create a digital online presence
PROFESSIONAL IDENTITY
Develop a digital professional identity to showcase your academic work
PERSONAL LEARNING NETWORK
Build a personal learning network by connecting with other academics
NETWORKS OF PRACTICE
Interact by discussing shared topics of interest
Steps to becoming a digital scholar
Acknowledge the digital scholarship, teaching excellence and student learning gains shared by peers and students.
Interact by commenting, asking questions, or signposting related information that may be useful.
Share the digital
narratives with others
in your network
Engaging with digital scholarship
References
• Carrigan, M. (2016) Social Media for Academics. London: Sage.• Greenhow, C., & Gleason, B. (2014). Social scholarship: Reconsidering scholarly practices in the age
of social media. British Journal of Educational Technology, 45(3), 392-402.• Lupton, D., Mewburn, I. and Thomson, P. (2018) The Digital Academic: Critical Perspectives on
Digital Technologies in Higher Education. London: Routledge.• Kucikrova, N. and Quinlan, O. (2017) The Digitally Agile Researcher. London: Open University Press.• Mollett, A., Brumley, C., Gilson, C. and Williams, S. (2017) Communicating your Research with Social
Media. London: Sage.• Perry, D. (2015) 3 Rules of Academic Blogging • Qualman, E. (2010) Socialnomics: How Social Media Transforms the Way we Live and do Business.
New Jersey: John Wiley and Sons.• Rheingold, H. (2012) New Smart: How to Thrive Online. Cambridge, Massachussets: MIT Press• Veletsianos, G. (2016) Social Media in Academica: Networked scholars. London: Routledge.• Weller, M. (2010) The Digital Scholar: How Technology is Transforming Scholarly Practice. London:
Bloomsbury Academic.
• Useful resource: http://blogs.lse.ac.uk/impactofsocialsciences/2015/06/26/reading-list-using-social-media-for-research/
Sue Beckingham | @suebecks
National Teaching Fellow and Principal Lecturer at Sheffield Hallam University with a research interest in the use of social media in education.
Blog: http://socialmediaforlearning.com/LinkedIn: linkedin.com/in/suebeckingham