'

Social Media for Learning Why we need to develop together a principle-based framework informing Teaching and Learning with Social Media

Понравилась презентация – покажи это...





Слайд 0

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


Слайд 1

Moving on from the desktop


Слайд 2

The Internet in real time - how quickly data is generated http://pennystocks.la/internet-in-real-time/


Слайд 3

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


Слайд 4

#Socialnomics 2014 by Erik Qualman @equalman


Слайд 5

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)


Слайд 6

A shift from being knowledgeable to Knowledge-Able Michael Wesch (Michael Wesch 2010)


Слайд 7

AND to continue this dialogue face to face Social Media EMPOWERS individuals to become digital: Beckingham 2013 http://www.slideshare.net/suebeckingham/scholarship-and-social-media


Слайд 8

connections = currency Qualman 2014


Слайд 9

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


Слайд 10

Rainie and Wellman (2012:272-274) New Literacies for Networked Individuals


Слайд 11

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


Слайд 12

connecting networking connecting collaboration interactivity communication mutuality multimodality community-building curation participation flexibility active learning sharing customisation inquiry responsibility creativity


Слайд 13

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 ??? Tweet using: #melsgljmu


Слайд 14

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


Слайд 15

Social Media for Learning Framework 1 2 3 4 5 6 7 AUTHENTICALLY SITUATED MEDIA NEUTRAL OPEN AND ACCESSIBLE LIFEWIDE AND LIFELONG COOPERATIVE SOCIALLY INCLUSIVE LEARNER-CENTRED Middleton and Beckingham 2014


Слайд 16

Socially inclusive Lifewide and lifelong Media neutral Learner-centred Cooperative Open and accessible Authentically situated Social Media for Learning Framework Middleton and Beckingham 2014


Слайд 17

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


Слайд 18

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!


Слайд 19

Lifewide and Lifelong 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


Слайд 20

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.


Слайд 21

Media neutral Learning across and through rich multiple media; providing opportunities for choices and self expression Middleton and Beckingham 2014


Слайд 22

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


Слайд 23

Learner-centred Promoting self-regulation, creative self-expression, building self-efficacy and confidence; accommodating niche interests and activities, the ‘long tail’ of education Middleton and Beckingham 2014


Слайд 24

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


Слайд 25

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


Слайд 26

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


Слайд 27

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


Слайд 28

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.


Слайд 29

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


Слайд 30

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.


Слайд 31

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


Слайд 32

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.


Слайд 33

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


Слайд 34

Social Media Guidance http://go.shu.ac.uk/socialmedia, Beckingham, Purvis and Rodger 2013


Слайд 35

@DrLancaster http://professionalonlinepresence.com/podcasts/ Openly share resources


Слайд 36

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


Слайд 37

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


Слайд 38

Summer CPD 14-18 July http://byod4learning.wordpress.com/


Слайд 39

Sue Beckingham Sheffield Hallam University, UK @suebecks http://uk.linkedin.com/in/suebeckingham http://gplus.to/suebecks


Слайд 40

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.


×

HTML:





Ссылка: