social media for learning #melsig keynote
DESCRIPTION
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.TRANSCRIPT
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
Moving on from the desktop
The Internet in real time - how quickly data is generated
http://pennystocks.la/internet-in-real-time/
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
#Socialnomics 2014 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-Able
Michael 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 2013http://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
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
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
connectingnetworking connecting
collaboration
interactivitycommunication
mutualitymultimodality
community-building
curation
participation
flexibility
active learning
sharing
customisation
inquiry
responsibility
creativity
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
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
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
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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
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
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!
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
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.
Media neutral
Learning across and through rich multiple media; providing opportunities for choices and self expression
Middleton and Beckingham 2014
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
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
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
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
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
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
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.
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
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.
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
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.
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
Social Media Guidance
http://go.shu.ac.uk/socialmedia,
Beckingham, Purvis and Rodger 2013
@DrLancaster
http://professionalonlinepresence.com/podcasts/
Openly share resources
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
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
Sue BeckinghamSheffield Hallam University, UK
@suebeckshttp://uk.linkedin.com/in/suebeckinghamhttp://gplus.to/suebecks
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.