social media for learning and teaching guest lecture

Social Media for

Learning and Teaching

Sue Beckingham | @suebecks

Guest Lecture for Advanced Clinical Practice and Healthcare Education Sheffield Hallam University

Moving on from the desktop

Mobile vs Desktop

2010-2015

Ofcom's Media Use and Attitudes (UK)

The Internet in real time - how

quickly data is generated

http://pennystocks.la/internet-in-real-time/

The way we communicate has changed

There are now a multiplexity of ways this can be

done, building upon strong ties and creating

new opportunities to develop weak ties

#Socialnomics 2015 by Erik Qualman @equalman

We are moving

towards.....

• Ubiquitous computing

• Ubiquitous communication

• Ubiquitous information

• At unlimited speed

• About everything

• Everywhere

• From anywhere

• On all kinds of devices

• Connect

• Organise

• Share

• Collect

• Collaborate

• Publish

Which makes it

'ridiculously

easy' to.....

(Michael Wesch 2010)

A shift from being

knowledgeable to

Knowledge-AbleMichael Wesch

(Michael Wesch 2010)

AND to continue this

dialogue face to face

CREATORS

CURATORS

CRITICS

CONVERSATIONALISTS

COLLABORATORS

COMMUNICATORS

Social Media EMPOWERS

individuals to become digital:

Beckingham 2013

http://www.slideshare.net/suebeckingham/scholarship-and-social-media

connections = currencyQualman 2014

Digital technologies and social media

enable personal learning networks

unconstrained by time and place

A means of filtering

the information overload

Graphic literacy i.e. infographics

Navigation literacy i.e. internet geography

Context and connections literacy i.e. PLNs

Focus literacy i.e. time for solitude switch

Multitasking literacy i.e.. appliances, people

Scepticism literacy i.e. ‘crap detection’

Ethical literacy i.e. trust

Rain

ie a

nd

Wellm

an (2

01

2:2

72

-27

4)New Literacies for Networked Individuals

receiving

responding

regurgitating

Education 1.0

communicating

contributing

collaborating

Education 2.0

connectors

creators

constructivists

Education 3.0

self-directed, interest-

based learning

where problem-solving,

innovation and creativity

drive education

Adapted from Gerstein 2014

connectingnetworking

connecting

collaboration

interactivity

communication

mutualitymultimodality

community-

building

curation

participation

flexibility

active

learning

sharing

customisation

inquiry

responsibility

creativity

Education 3.0

Social Media for Learning

What would you add?

• Participation

• Collaboration

• Interactivity

• Communication

• Community-building

• Sharing

• Networking

• Creativity

• Flexibility

• Customisation

• Curation

• Connecting

• Multimodality

• Active learning

• Cooperation

• Responsibility

• Mutuality

• ???

Twitter Lists

https://twitter.com/suebecks/lists/health-professionals/members

Blogging

https://medradjclub.wordpress.com/

https://twitter.com/AmandaBoldersto

Embedded

Twitter stream

Communication

Social media is changing the way consumers and health organizations interact.

How are some of the largest healthcare companies using social media? Adopters in the health industry tell PwC that despite concerns about integrating social media into data analytics and measuring its effectiveness, they are incorporating social media into their business strategy. By doing the following:

• Tapping into social media to foster new relationships

• Expanding their roles with customers via social media

• Moving dialog from one-to-many to many-to-many

http://www.pwc.com/us/en/health-

industries/publications/health-care-social-media.html

Developing a Social Media for

Learning Framework

• The following key principles offer a framework upon which the effective use of social media for teaching and learning can be plotted;

• The ideas in the framework work in combination or independently of each other;

• Each principle is informed by established ideas for effective teaching and learning and therefore help to clarify and legitimise the use of social media, in its various forms, in good academic practice.

Middleton and Beckingham 2014

• Socially inclusive

• Lifewide and lifelong

• Media neutral

• Learner-centred

• Cooperative

• Open and accessible

• Authentically situated

Social Media for Learning Framework

Middleton and Beckingham 2014

Supporting and validating

learning through mutually

beneficial, jointly enterprising and

communally constructive

communities of practice; fostering

a sense of belonging, being and

becoming; promoting collegiality,

feeling connected, social glue

Middleton and Beckingham 2014

Use a blog to tag and share

information, invite student

interaction using comments

Choose a module Twitter

hashtag for the class to

share useful links

Grab student "preview" or

"exit interviews" using Vine

Use Padlet to collate ideas

from a virtual brainstorm

Encourage Facebook groups!

Lifewide and Lifelong

formalnon-

formalinformal

Connecting formal, non-formal and informal learning

progression; developing online presence; developing

digital literacies for experiential, problem solving,

creative and critical learning approaches

Middleton and Beckingham 2014

Get students to establish a

LinkedIn presence and start

to make valued connections

Build a PLN of your own to

connect with other

educators

Gather student ideas for

discussion topics and ask

them to vote for the most

popular

Ask students to capture

and share key points learnt

at the end of a module and

revisit in the next, using

text and images.

Media neutral

Learning across

and through rich

multiple media;

providing

opportunities for

choices and self

expressionMiddleton and Beckingham 2014

Post concept clips on

YouTube and invite

comments as basis for

flipped lecture using their

chosen medium e.g. video,

audio, images and 'wordles'Student 'about me' digital

artefacts and embed in

personal blog, portfolio,

website

Choose a curation tool to

gather links and information

Learner-centredPromoting self-regulation, creative self-expression, building

self-efficacy and confidence; accommodating niche interests

and activities, the ‘long tail’ of education

Middleton and Beckingham 2014

Introduce new approaches to

note taking and get students

to share via Twitter

Ask students to identify, join

and contribute to subject or

career relevant LinkedIn

groups

Use a problem based

approach underpinned by a

student co-production

activity using Google Docs

#sketchnotes@hopkinsdavid

Co-operative

Promotes working together productively and critically as

peers (co-creation) in self-organising, robust networks that

are scalable, loosely structured, self-validating, and both

knowledge-forming and knowledge-sharing

Middleton and Beckingham 2014

Get students to create a

shared course/subject

newsletter

Hold Tweet Chats as

revision drop ins and StorifyUse Diigo (Educator

account) to set up a

shared course/module

social bookmarking group

which allows students to

critique resources

selected

https://www.diigo.com/education

Open and Accessible

Supporting spacial, temporal and social openness; promoting

open engagement in terms of access being geographically

extended, inclusive, controlled by the learner, gratis, open

market, unconstrained freedom, access to content

Middleton and Beckingham 2014

Use open educational

resources (OERs) e.g. Jorum

and promote open practice

Create links with other

universities and co-create an

open blog

Host a "Google Hangout

on Air" with a student or

expert panel of speakers.

Invite listeners to post

questions. This auto

records on YouTube.

Share the link via Twitter.

Authentically situated

Making connections

across learning, social and

professional networks;

being scholarly and

establishing a considered

professional online

presence and digital

identity

Middleton and Beckingham 2014

Invite experts to speak to/with

students via Skype or in a

Google Hangout

Create a Course LinkedIn

Group to connect with Alumni

Invite peers to share

working experiences at an

event. Storify the Tweets

and share presentations on

SlideShare

Hold TweetChats on

specific topics to share

good practice and

questions.

Promote discussion informing curriculum design

and staff development;

Validate and refine existing practice;

Help identify how social media can be further

embedded in practice to enhance and transform it.

It is work in progress

The framework and

principles are intended to:

Middleton and Beckingham 2014

Social Media Guidance

http://go.shu.ac.uk/socialmedia

Beckingham, Purvis and Rodger 2013

@DrLancaster

http://professionalonlinepresence.com/podcasts/

Openly share resources

Learner-centered, lifelong learning has been the cry of

knowledge society visionaries for the last decade. Yet

learning continues to be delivered with teacher-centric

tools in a twelve week format.

Society is changing. Learners needs are changing.

The course, as a model for learning, is being challenged

by communities and networks, which are better able to

attend to the varied characteristics of the learning process

by using multiple approaches, orchestrated within a

learning ecology.

George Siemens 2003

Can we create an open learning

ecology that enables learners to

learn with and from each other

in a supportive environment

using authentic and inquiry-

based pedagogical models?

Nerantzi and Beckingham 2013

New Year CPD 11-15 January

http://byod4learning.wordpress.com/

Sue Beckingham

Sheffield Hallam University, UK

@suebecks

http://uk.linkedin.com/in/suebeckingham

http://gplus.to/suebecks