Transforming learning by understanding how students use social media as a different space
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This workshop explores what principles are most useful to promote academic development and curriculum design resulting in the effective use of social media for learning #socmedhe15
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Transforming learning by understanding how students use social media as a different space
- 1. Transforming learning by understanding how students use social media as a different space Andrew Middleton Head ofAcademic Practice & Learning Innovation LEAD, Sheffield Hallam University @andrewmid #SocMedHE15 “Finding Our Social Identity” 18th December 2015, Sheffield Hallam University
- 2. We are experiencing “…a paradigm shift that requires a comprehensive rethink and reconceptualisation of higher education in a rapidly changing socio-technological context where the definition of education straddles formal and informal as well as individual and social dimensions of learning” Megele, 2015 Social media for learning
- 3. Formal Disrupting the formal From Provided to Self-constructed From Isolated to Connected learning From Directed to Self-determined From Instruction to Co-construction From Impersonal to Social From Abstract to Authentic From Taught to Learnt Social media behaviours that are transforming universities Non-Formal
- 4. Social media transforming universities Heterotopia - displacement Hybridity – mutation or remixing different spaces Liminal – not dominant Non-formal – more than informal Third Space – neither formal nor home, somewhere in-between Bridging spaces Social media transforming habits
- 5. Middleton (2015) 'Introducing Smart Learning' In: A. Middleton (ed). Smart learning: teaching and learning with smartphones and tablets in post compulsory education. MELSIG and Sheffield Hallam University RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS SOLE Transformational SOCIAL MEDIA FOR LEARNING
- 6. RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS SOCIAL MEDIA FOR LEARNING New Learning disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model disrupts Provided “Classroom" model disrupts Provided Technology model New Space + ++ + + +
- 7. Why don't 'they' understand?!! Why don't 'they' change? Principle-based design provides our academics with the room they need to develop good pedagogy that works for them and their students (Nicol, 2015) Social media Digital media MOOCs Personal Learning Networks Open Educational Practice Principles for change Nicol, D. (2015). Principles as discourse: A Blueprint for transformational change in assessment. Assessment Exchange, Sheffield Hallam University, 15 September 2015 [online] Available at: https://blogs.shu.ac.uk/ltconference/assessment-exchange-media-resources/#keynote
- 8. Task setting Each group will create a set of 7 Social Media for Learning Principles Your aim is to create a set of key ideas that can be used to frame a conversation with any academic about incorporating social media for learning into their practice. We will share all slide sets via the conference website. You will do this by touring the room individually (not in groups) Using your phone, tablet or paper you will each photograph or note 5 statements that you think are very useful. 10 minutes
- 9. Haggle Return to your table and show other group members what you have gathered. Establish a set of 7 principle statements in your own words or by directly quoting the principles you have gathered. Note any, Swaps Similar cards - choose the best or create a third new one Don't bring the others in at this point Look at what you've got and agree what you haven't got that is important Now fill the remaining gaps until you have something that works as a coherent set of 7 Social Media for Learning principles The sets should be rounded. Each of your principles should offer something new to your set. Finally, for every one of your seven principles add an example for how the principle could be realised in teaching and learning. 20 minutes
- 10. Compile In your Google Slides: Credit yourselves on the opening slide. Add one principle to each of the seven slides. For each principle, add at least one example 10 minutes
- 11. Present We will present as many sets as we can manage in the last 10 minutes 10 minutes
- 12. Smart Learning See Smart Learning Scenarios Please speak to me about your smart learning scenarios
Hinweis der Redaktion
- 10.20 Social media establish a new space for learning that is neither owned by the learner nor provided by the institution. Lack of ownership presents a challenge for pedagogic design. We will explore this rich extended learning space by collectively developing a set of design principles derived from literature and experience. The paper explicitly addresses 'The disruptive nature of social media' theme and the points that describe it. It is more than ten years since O’Reilly and Siemens made proposals for Web 2.0 and Connectivism respectively, yet social media for learning in higher education is still mostly peripheral to academic practice, rather than an extended learning space. More recently experiments in using open online spaces have, in their various ways, drawn the attention of senior managers. However, thinking in mainstream higher education about learning has changed very little: that which we do differently because the learning space is richer and more connected. MOOCs, Personal Learning Networks, Open Educational Practice will finally make a real and lasting impact only when their influence changes the experience of learning for all students. Social media is potentially a liminal third space, one which establishes learning capabilities that can be sustained beyond university. To effect change academics need design principles for redefining learning in more ontological terms that value learning together across boundaries and which challenge the binary of formal and informal learning space. Participants will be presented with a gallery of principles as a starting point including Chickering & Gamson’s (1987) Seven principles for good practice in undergraduate education, Herrington et al.'s (2010) Nine elements of authentic learning, Megele’s (2015) ENABLE model, Beckingham & Middleton’s (2014) Social media for learning framework. The ‘gallery’ will also contain principles for social media and Connectivism, examples of inspirational practice from recent accounts, and participants will be encouraged to draw upon their own practice and experience. Together we will devise a set of seven design principles for learning in the digital social age and annotate these with examples of good practice. All products will be collated and shared back to the conference delegates.
- “…a paradigm shift that requires a comprehensive rethink and reconceptualisation of higher education in a rapidly changing socio-technological context where the definition of education straddles formal and informal as well as individual and social dimensions of learning” So, how do we encourage our academic community to design for this new social media enhanced learning paradigm?
- Observe the disruptive influence of social media on the learning environment
- Social media behaviours that are transforming universities Social media for learning in context Reijo Kupiainen, “Learning in 3rd Space” http://www.slideshare.net/rkupiainen Related concepts: Heterotopia - displaced Hybridity – this almost suggests mutation or an aggregation of spaces. What is useful for me in this are the ideas of contradiction and ‘remixing’. This suggests intentionality and choice on the part of the learner. Liminal – not dominant Non-formal - Erault Third Space – neither formal nor home Bridging space – spaces that connect spatially or temporally Personalisation – a space that is modified (by you or someone else) as your space Intersectional – the Venn diagram cross-over concept. A space that shares the properties of two others Interspatial – Multimodality – incorporating many ways of being Harriet Shortt (2015) Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, April 2015, 68(4), pp. 633-658
- Smart Learning is transformational. It conceptually embraces, multiplies and enhances existing thinking: the connections between mobile learning, BYOD, Social Media for Learning, openness, rich digital media and user-generated content Each element introduces at least one clear and significant idea about disrupted learning space Access to a broader range of rich digital media transforms learning through more vibrant, authentic and engaging media BYOD transforms learning: promoting greater autonomy: e.g. connect, communicate, curate, collaborate and create; heutagogical approaches to learning; etc Social Media for Learning transforms learning networked, authentic, diverse User-generated media transforms learning making it more active, reflective, self-regulated, communal Mobile learning transforms learning making it portable, moving, authentic, roaming, seamlessness, formal, non-formal,, informal Openness - social, unconstrained, self-regulated, spatially and temporarily flexible personal informal contextual portable ubiquitous pervasive
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact
- MOOCs, Personal Learning Networks, Open Educational Practice will finally make a real and lasting impact only when their influence changes the experience of learning for all students - directly or indirectly. Principle-based design provides our academics with the room they need to develop good pedagogy that works for them and their students (Nicol, 2015)
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