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Social Media for Learning Why we need to develop together a principle-based framework informing Teaching and Learning with Social Media Sue Beckingham | @suebecks Sheffield Hallam University
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Social Media for Learning #MELSIG keynote

Aug 19, 2014

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Education

Sue Beckingham

Keynote for @MELSIG Social Media for Learning

A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
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Page 1: Social Media for Learning #MELSIG keynote

Social Media for LearningWhy we need to develop together a principle-based framework informing

Teaching and Learning with Social Media

Sue Beckingham | @suebecksSheffield Hallam University

Page 2: Social Media for Learning #MELSIG keynote

Moving on from the desktop

Page 3: Social Media for Learning #MELSIG keynote

The Internet in real time - how quickly data is generated

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

Page 4: Social Media for Learning #MELSIG keynote

The way we communicate has changedThere are now a multiplexity of ways this can be

done, building upon strong ties and creating new opportunities to develop weak ties

Page 6: Social Media for Learning #MELSIG keynote

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)

Page 7: Social Media for Learning #MELSIG keynote

A shift from being knowledgeable to Knowledge-Able

Michael Wesch

(Michael Wesch 2010)

Page 8: Social Media for Learning #MELSIG keynote

AND to continue this dialogue face to face

CREATORS

CURATORS

CRITICS

CONVERSATIONALISTS

COLLABORATORS

COMMUNICATORS

Social Media EMPOWERS individuals to become digital:

Beckingham 2013http://www.slideshare.net/suebeckingham/scholarship-and-social-media

Page 9: Social Media for Learning #MELSIG keynote

connections = currencyQualman 2014

Page 10: Social Media for Learning #MELSIG keynote

Digital technologies and social media enable personal learning networks unconstrained by time and place

Page 11: Social Media for Learning #MELSIG keynote

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

Rainie and W

ellman (2012:272-274)

New Literacies for Networked Individuals

Page 12: Social Media for Learning #MELSIG keynote

receivingresponding

regurgitating

Education 1.0

communicatingcontributingcollaborating

Education 2.0

connectorscreators

constructivists

Education 3.0

self-directed, interest-based learning

where problem-solving, innovation and creativity

drive education

Adapted from Gerstein 2014

Page 13: Social Media for Learning #MELSIG keynote

connectingnetworking connecting

collaboration

interactivitycommunication

mutualitymultimodality

community-building

curation

participation

flexibility

active learning

sharing

customisation

inquiry

responsibility

creativity

Page 14: Social Media for Learning #MELSIG keynote

Social Media for LearningWhat would you add?

• Participation• Collaboration• Interactivity• Communication• Community-building• Sharing• Networking • Creativity• Flexibility

• Customisation• Curation• Connecting• Multimodality• Active learning• Cooperation• Responsibility• Mutuality• ???

Tweet using: #melsgljmu

Page 15: Social Media for Learning #MELSIG keynote

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

Page 16: Social Media for Learning #MELSIG keynote

Social Media for Learning Framework

1 2 3 4 5 6 7

AU

THEN

TICA

LLY SITU

ATED

MED

IA NEU

TRA

L

OPEN

AN

D

AC

CESSIB

LE

LIFEWID

E AN

DLIFELO

NG

CO

OPER

ATIVE

SOC

IALLY IN

CLU

SIVE

LEAR

NER

-CEN

TRED

Middleton and Beckingham 2014

Page 17: Social Media for Learning #MELSIG keynote

• Socially inclusive• Lifewide and lifelong • Media neutral • Learner-centred • Cooperative • Open and accessible• Authentically situated

Social Media for Learning Framework

Middleton and Beckingham 2014

Page 18: Social Media for Learning #MELSIG keynote

Socially Inclusive

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

Page 19: Social Media for Learning #MELSIG keynote

Socially

inclusive

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!

Page 20: Social Media for Learning #MELSIG keynote

Lifewide and Lifelong

formal non-formal informal

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

Page 21: Social Media for Learning #MELSIG keynote

Lifewide

and

Lifelong

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.

Page 22: Social Media for Learning #MELSIG keynote

Media neutral

Learning across and through rich multiple media; providing opportunities for choices and self expression

Middleton and Beckingham 2014

Page 23: Social Media for Learning #MELSIG keynote

Media

neutral

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

Page 24: Social Media for Learning #MELSIG keynote

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

Page 25: Social Media for Learning #MELSIG keynote

Learner-

centred

Introduce new approaches to note taking and get students to share via Twitter

Ask students to identify, joining and contributing to subject or career relevant LinkedIn groups

Use a problem based approach underpinned by a student co-production activity using Google Docs

#sketchnotes@hopkinsdavid

Page 26: Social Media for Learning #MELSIG keynote

Co-operativePromotes 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

Page 27: Social Media for Learning #MELSIG keynote

Co-operative

Get students to create a shared course/subject newsletter

Hold Tweet Chats as revision drop ins and Storify Use Diigo (Educator

account) to set up a shared course/module social bookmarking group which allows students to critique resources selected

Page 28: Social Media for Learning #MELSIG keynote

Open and AccessibleSupporting 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

Page 29: Social Media for Learning #MELSIG keynote

Open and

accessible

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 panel of speakers. Invite listeners to post questions. This auto records on YouTube - Share the link via Twitter.

Page 30: Social Media for Learning #MELSIG keynote

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

Page 31: Social Media for Learning #MELSIG keynote

Authentically

situated

Invite experts to speak to/with students via Skype or in a Google Hangout

Create a Course LinkedIn Group to connect with Alumni

Invite alumni to share working experiences at an event. Storify the Tweets and share presentations on SlideShare

Hold TweetChats with Careers and students, to share good practice and questions.

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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

Page 33: Social Media for Learning #MELSIG keynote

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.

Page 34: Social Media for Learning #MELSIG keynote

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

Page 35: Social Media for Learning #MELSIG keynote

Social Media Guidance

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

Beckingham, Purvis and Rodger 2013

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@DrLancaster

http://professionalonlinepresence.com/podcasts/

Openly share resources

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http://www.andymiah.net/2012/12/30/the-a-to-z-of-social-media-for-academics/

The A to Z of Social Media for Academia curated by Prof Andy Miah @andymiah

Page 38: Social Media for Learning #MELSIG keynote

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

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Summer CPD 14-18 July

http://byod4learning.wordpress.com/

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Sue BeckinghamSheffield Hallam University, UK

@suebeckshttp://uk.linkedin.com/in/suebeckinghamhttp://gplus.to/suebecks

Page 41: Social Media for Learning #MELSIG keynote

A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.