Tag Archives: peer learning

An investigation into the use of Twitter in teaching.

David Strafford

Parallel session 1, Short Paper 1.8

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Short Abstract
This presentation will review an exploratory study examining the opportunities and challenges of using Twitter as an integral part of the teaching on two Events Management modules. Particularly, it explores whether students would actively engage with course content on Twitter to enhance their learning experience and underpin the teaching from the classroom.

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Detailed Outline
The modern student has access to knowledge and information at their fingertips like never before. Ownership of smartphones, tablets and laptops is prevalent amongst the modern day digital learner, with information, knowledge and feedback being demanded faster and faster. Interaction on social media sites such as Facebook, Twitter, Instagram and Pinterest is growing as a result of increased demand for social connectivity. The modern day tutor needs to reflect on this, as to whether these platforms can be tools for teaching.

If students actively and voluntarily spend their time interacting on social media with peers, then it is natural for tutors to ask whether they can engage their students with learning on these same platforms. Therefore as part of the delivery of two Events Management modules, Twitter was used to underpin the learning from the more traditional classroom based teaching. The vehicle was a weekly ‘tweetchat’ hour where tutors and students could come together on Twitter to discuss course related topics. These tweetchats were not compulsory or assessed, they merely supported course material and provided wider background reading through interesting links, articles and videos.

The tweetchat topics loosely followed a particular module’s lecture topics: in Semester One, the Level 4 Events Foundation was chosen and in Semester Two, the Level 5 Charity Events and Fundraising module was utilised. A bespoke Twitter handle was created (@SHUeventschat) and the hashtag #SHUeventschat was used in all tweets during the tweetchats. Storify was used to summarise the tweetchat conversations each week. At the end of each module a quantitative research survey was conducted to establish students’ views on Twitter being used as part of their teaching, with some further qualitative interviews also conducted to delve deeper with particularly engaged students. The results of that research are presented here, couple with recommendations for future use.

306 – Two projects in Creative Arts Practice (2013) – Jerome Harrington, Tim Machin

Consisting of two back-to-back presentations this session will discuss two projects that have taken place with Level 6 Creative Arts Practice students (ACES). The projects were conceived to run concurrently with the shared ambition to develop the students sense of identity of their own developing art practice, within the context of this relatively new course.  Both projects instigated discussions which have continued over the year, and have influenced the students final exhibition at Creative Spark.   Jerome Harrington This project involved the production of a map which locates and visualises the position of individual practices within the year group, and locates these practices in relation to the larger sphere of art and design.    The students worked collectively to plot the position of their own work and that of their peers on a large collaged wall ‘map’.  This process of co-construction created a forum in which ideas were shared, and ignited debate regarding the identity of individual practices, as well as that of the course. The project, revealed the diversity of interests and working methods in this year group, and subsequently helped the students to foster clusters of related research interests.     Tim Machin Following Jerome’s project, the students were challenged to test their emerging notion of practice through exhibiting a piece of their work in the wider university. Students were asked to find a location which would add something to their work – for example, a context which subtly changed the meaning or reception of the work, or a space enabling them to work on a more ambitious scale. The project posed significant practical issues (around estates, health and safety) but in encouraging students to engage with these, offered genuine experience of the challenges of exhibiting art work in public spaces.

2012 Group work and bullying

Nicola Dimelow, Ann Walker and Lisa Reidy

A review of the literature indicates that most group work results in positive experiences (Burdett, 2003). However, a large minority report negative perceptions and experiences regarding group work (Volet & Mansfield, 2006). A key theme of negative comments refers to free loaders. Whilst many reasons for free loading in group work have been proposed, mainly from contributors to group work (Orr, 2010), the perspective of free loaders is not reported. It is conceivable that some free loading is the result of bullying within the group that prompts self selected exclusion through group avoidance, which has been evidenced as a coping mechanism in work place contexts.  Furthermore, bullying within the university or college setting has had limited empirical attention except for cyber bullying (Schenk & Fremouw, 2012). This is despite the evidence of bullying in school (Horne, Stoddard & Bell, 2007) and work place (Hoel, Glaso, Hetland, Cooper, & Einarsen, 2010). University maybe seen as an intermediate between these two settings and bullying is likely to occur within its context, yet there is a gap in the literature regarding bullying in further educational settings. Furthermore, there is lack of a reference to group work as providing a climate for bullying behaviour. A pilot study using an online questionnaire is proposed to assess bullying prevalence at university and group behaviour throughout the group work process. Participants will be respondents from an online questionnaire sent to first and second year Psychology and Sociology undergraduates and post graduates. 


Burdett, J. (2003). Making groups work: University student’s perceptions. International Educational Journal, 4, 177-191. 

Hoel,H., Glaso, L., Hetland, J., Cooper, C.L., & Einarsen, S. (2010). Leadership styles as predictors of self reported and observed workplace bullying. British Journal of Management, 21, 453-468. 

Horne, A.M., Stoddard, J.L., & Bell, C.D. (2007). Group approaches to reducing aggression and bullying in school. Group Dynamics: Theory, Research, and Practice, 4, 262-271. 

Orr, S. (2010). Collaborating or fighting for the marks? Student’s experiences of group work assessment in the creative arts. Assessment and Evaluation in Higher Education, 35, 301-313. 

Schenck, A.M., & Fremouw, W.J. (2012). Prevalance, Psychological impact and coping of cyberbully victims among college students. Journal of School Violence, 11, 21-37. 

Volet, S., & Mansfield, C. (2006). Group work at university:Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research and Development, 25, 341-356.

Link to presentations: Blog and presentaion


D1 – (EX48, EX41, EX49) 15.30