Using social media as academics for learning, teaching and research

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Using social media in higher education for teaching, academic professional development, research,student guidance, per support, student professional development, recruitment and university communication.

Educación

Using Social Media in Learning, Teaching and Research
Sue Beckingham | @suebecks | Sheffield Hallam University

We want our students and graduates to
• develop confident face to face and
online communication skills1
• work collaboratively both
synchronously and asynchronously2
• develop a professional online
presence3
• use digital tools and social media
responsibly and effectively4

Clear pedagogic outcomes
http://edorigami.wikispaces.com/21st+Century+Pedagogy
Andrew Churches

Clear pedagogic outcomes
http://www2.futurelab.org.uk/resources/publications-reports-
articles/handbooks/Handbook1706

Social Media Guidance
Students can access these four resources at
http://go.shu.ac.uk/socialmedia

The A-Z of Social Media for Academia
http://www.andymiah.net/2012/12/30/the-a-to-z-of-
social-media-for-academics/
A blog updated
periodically with
relevant social
media tools and
what they can
be used for

Getting Started with Social Media
http://socialmedia4us.wordpress.com/

TEACHING
• Blogs to share introductions and other induction
activities
• Wikis and Google Drive for project collaboration
• Google hangouts for group online meetings
• YouTube videos for how to guides
• Screencast tools such as Jing and Screencast-o-
matic to create short summaries
• Pinterest for visual reading lists, Diigo for social
bookmarking
Research
Teaching

ACADEMIC PROFESSIONAL
DEVELOPMENT
• Sharing information via Twitter and LinkedIn
• Discussion forums such LinkedIn groups and
Google+ communities
• Curation tools to gather resources on specific topics
Academic
Professional
Development

RESEARCH
• Be known as an expert in your field
• Research your project definition, funding and
collaboration
• Share and promote publications: papers, books,
articles, websites, presentations
Research

STUDENT GUIDANCE
• Facebook and Wikis for FAQs and space to raise
questions
• Twitter to signpost support areas such as wellbeing,
study support, disability support
• Social Bookmarking tools such as Diigo to tag and
highlight key documents and web resources
• Pinterest board of Who's Who in Student Support
• Newsletters using Blogs
ResearchStudent
Guidance

PEER SUPPORT
• Maintain/make new connections/friendships via
Facebook happens!
• Course blogs to share interests, hobbies etc.
• Collaborative Pinterest boards to share inspirational
quotes
• Picture quizzes of places and people in University
• Online group chat using Google+ hangouts, Skype or
Blackboard Collaborate
ResearchPeer Support

STUDENT PROFESSIONAL
DEVELOPMENT
• Share information via Facebook groups
• Professional networking
• Learning about companies via LinkedIn company
pages
• Job opportunities/career development on LinkedIn
and Twitter
Student
Professional
Development

RECRUITMENT
• Communicate events/open days via Facebook,
Eventbrite and Lanyrd
• Showcase event photos and videos on Pinterest and
Flickr
• Company presence on LinkedIn
Recruitment
Services tab also includes info
and links to:
< Postgraduate Study
< Distinguished Lecture series
< Centre for Lifelong Learning
< Knowledge Centre

UNIVERSITY COMMUNICATION
• Twitter, LinkedIn Company page, Facebook
ResearchUniversity
Comms

Sue Beckingham
Educational Developer and Associate Lecturer
Sheffield Hallam University
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks
http://socialmedia4us.wordpress.com/

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Modes of Learning in Higher Education

Sue Beckingham

Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond. A summary of our fireside chat at #SocMedHE21 Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.

Building social learning communities

Sue Beckingham

Presentation at the Practical Pedagogy Conference. The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches. Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.

Recognising the value of interdependence through cooperative active learning

Sue Beckingham

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