This is draft 1 of the Social Media for Learning Framework. Sue Beckingham and I used this as the basis for a World Cafe style workshop to encourage people to map ideas and practice to the framework.
The ideas generated in the session and during the day will be added soon.
Social Media for Learning (SM4L) framework v1 - world cafe
1. Social Media
for Learning
Curriculum Design Studio
Andrew Middleton
Head of Innovation & Professional Development, QESS
Sheffield Hallam University
(CC) pimousse3000
Sue Beckingham
Faculty of Arts, Computing & Sciences
Sheffield Hallam University
@andrewmid @suebecks
2. Session purpose
Look at the potential of social media for
learning by populating the Social Media for
Learning framework
Develop a SM4L curriculum design tool
together
3. Good ideas for SM4L
First, list the good ideas for using
social media for enhancing
learning
Include:
âą Things students do of their
own accord
âą 'Classroom' or formal
techniques - things academics
facilitate
âą Ways you know or think that
could make being a student or
an academic easier
Short and inspiring
Aim for 140
characters or less!
Also see: https://t.co/NtwpVYwlzG
4. Map your ideas for SM4L
World Cafe
Place your Post-it notes under
the SM4L headings
Review your ideas
Look at your Post-it notes
5. Socially Inclusive
Social Media for Learning
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
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
6. Social Media for Learning
Life-wide and Lifelong
Connecting formal, non-formal and informal
learning progression
Developing online presence
Developing digital literacies
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
7. Social Media for Learning
Media Neutral
Learning across and through rich, multiple
media
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
8. Social Media for Learning
Learner-centred
Promoting self-regulation, self-expression, self-
efficacy and confidence
Accommodating niche interests and activities,
the âlong tailâ of education
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
9. Social Media for Learning
Co-operative
Promotes working together productively and
critically with peers (co-creation) in self-
organising, robust networks that are scalable,
loosely structured, self-validating,
and knowledge-forming
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
10. Social Media for Learning
Open and Accessible
Supporting spatial, temporal and social openness
Promoting open engagement in terms of access
being geographically extended, inclusive, controlled
by the learner, gratis, open market or unconstrained
freedom
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
11. Social Media for Learning
Authentically Situated
Making connections across learning, social and
professional networks
Being scholarly and establishing professional
online presence and digital identity
Social Media for Learning Framework produced by Andrew Middleton & Sue Beckingham, Sheffield Hallam University
Hinweis der Redaktion
QESS are devising a methodology to support staff with responsibilities to lead on and contribute to Course Planning
It comes in response to the Academic Quality Framework and findings from âenhanceâ
Aims of the Session
To consider methods to inspire and inform academics and collaborative design groups in
producing innovative curricula
Session Learning Outcomes
By the end of this session, delegates will be able to:
· Engage academics, learning support staff, students, employers and other curriculum
design collaborators in activities that lead to innovative, principle-based pedagogy
· Position creativity, innovation and sound pedagogy in relation to each other in the
context of curriculum design
Session Outline
· Approaches to conducting collaborative curriculum design activities that support,
challenge and involve diverse groupings of stakeholders and which lead to high
quality, authentic curricula. To do this the session will introduce, explore and build
upon the Viewpoints method (OâDonnell et al., 2011) and principle-based
transformation (Nicol & Draper, 2009).
· How creative thinking strategies can be used to generate âconcrete and detailedâ
scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how
these can empower academics leading curriculum design activities. The session will
explain and demonstrate how the use of scenarios and principle-based approaches can
lead to radically innovative pedagogies by engendering multi-stakeholder confidence
and risk-free thinking.
· How curriculum enhancement and innovation can be appreciated in terms of
disruptive innovation in contrast to change that is evolutionary or supplemental or in
contrast to simple conceptions of best practice.
Session Activities and Approximate Timings
· Introduction and setting the context of running the Curriculum Design Studio at
Sheffield Hallam University (10 minutes)
· Participants consider the key features of principle-based âdesign lensâ tools produced
to support foci including Embedding Employability, Digital Literacy, and Learner
Engagement (25 minutes)
· Reflecting on principle-based design and how it provides a constructive framework for
diverse design collaborators (10 minutes)
· Constructing scenarios to concretise design activities â considering key features of a
well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum
design (10 minutes)
· Small group activity: Facilitating the design of pedagogy to promote learner
engagement and authentic learning by using two sets of principle-based design lenses
together towards constructing a scenario statement to support communication and
critical evaluation of ideas (20 minutes)
· Considering how educational developer colleagues can work together around
institutional design priorities to construct useful design lens and related resource-bases
(10 minutes)
· Concluding discussion to evaluate the approaches (5 minutes).
References
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning.
Innovations in Education and Teaching International, 44(4), 349â362.
Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13,
43 â 60.
Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic
learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247
Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in
higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and
Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York:
Higher Education Academy.
OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the
curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics
for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.