{"id":2718,"date":"2017-03-03T13:46:47","date_gmt":"2017-03-03T13:46:47","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/lead\/?p=2718"},"modified":"2017-03-08T11:50:33","modified_gmt":"2017-03-08T11:50:33","slug":"welearn-the-application-of-wechat-to-empower-social-learning-during-a-year-abroad","status":"publish","type":"post","link":"https:\/\/blogs.shu.ac.uk\/add\/2017\/03\/03\/welearn-the-application-of-wechat-to-empower-social-learning-during-a-year-abroad\/","title":{"rendered":"WeLearn: the application of WeChat to empower social learning during a year abroad"},"content":{"rendered":"<p>#SocMedHE16 \u2013 The Empowered Learner?<\/p>\n<p>Duo Luan\u00a0(University of Wales) and Simon Horrocks (Open University)\u00a0consider the benefits and challenges of using social media to support students during a year abroad, for language and other programmes. Discussing the implications for social learning design which may be transferable into other contexts where students and staff in higher education are part of distributed learning communities, using research and examples from a WeChat group established to support students undertaking a year of study in China in the 2015-2016 academic year.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/qLQPCffoR6Q?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>#SocMedHE16 \u2013 The Empowered Learner?<\/p>\n<p>Duo Luan (University of Wales) and Simon Horrocks (Open University) consider the benefits and challenges of using social media to support students during a year abroad, for language and other programmes. Discussing the implications for social learning design which may be transferable into other contexts where students and staff in higher education are part of distributed learning communities, using research and examples from a WeChat group established to support students undertaking a year of study in China in the 2015-2016 academic year.<\/p>\n","protected":false},"author":7022,"featured_media":2747,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":0,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[86,145,87,85],"tags":[41,98,19,24,101,102],"class_list":["post-2718","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-learnerengagement","category-socmedhe16","category-teachingpractice","category-tel","tag-international","tag-learner-engagement","tag-social","tag-socmedhe16","tag-teaching-practice","tag-tel"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/add\/files\/2017\/03\/welearn.jpg?fit=1280%2C720&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7ctLQ-HQ","_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/2718","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/comments?post=2718"}],"version-history":[{"count":2,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/2718\/revisions"}],"predecessor-version":[{"id":2720,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/2718\/revisions\/2720"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media\/2747"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media?parent=2718"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/categories?post=2718"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/tags?post=2718"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}