Tag Archives: social media

Using Facebook to enhance collaborative learning for media law students in journalism

Dr David Clarke & Julie Gillin
@shuclarke / @juliegillin

Parallel session 2, Short paper 2.8

Short Abstract
In 2014 a Facebook page was launched to support teaching and learning for Level 6 and 7 journalism students studying media law. This paper explores how the site provides a secure, private learning environment in which students and staff can discuss and share examples of journalistic practice.

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Detailed Outline
The Media Law Facebook page is being used to promote TEL (technology enhanced learning) to provide a safe environment where L6 and 7 students studying Media Law, Regulation and Court Reporting can benefit from collaborative and social learning. At the same time it supports digital literacy skills and ethical practice that are essential to journalists.
The FB site allows them to develop their knowledge of media law and practical court reporting in a professional, supportive context. The module leader facilitates the site which is moderated by colleagues from the teaching staff. Both staff and students contribute content and reflect on their experience reporting upon the criminal courts and coroner’s inquests in Sheffield and South Yorkshire.
Social media use can been seen as disruptive and confusing when there are too many competing platforms, particularly Blackboard (Halverson, 2011). While staff recognise the benefits of social media, at the same time we have concerns about ethical and legal practice online and about privacy. This is of particular significance in the light of the recent Leveson Inquiry into the conduct and ethical practice within the print media.
Journalism educators are faced with the challenge of trying to prepare journalism students for a rapidly changing professional landscape (Rohumaa and Bradshaw, 2011) in which social media is an essential tool and platform. This presents challenges in that we also are required to control their use of social media as students of the university following SHU Social Media Guidelines.
As a result, the journalism team have discussed our individual and group use of Facebook and other social media and agreed a best practice policy.
This development in teaching and learning practice is ongoing and is being used as a template for best practice in related modules and disciplines. Student feedback on their experience of the module will be collected and analysed for use in future research and publications.

HALVERSON, E.R. (2011) Do social networking technologies have a place in formal learning environments ? On the Horizon 19:1, p62-7.
ROHUMAA, L., and BRADSHAW, P. (2011) The Online Journalism Handbook: skills to survive and thrive in the digital age. London: Pearson

Socrates does Twitter – Using Socratic questioning with social media: ancient and modern connections

Christine Hibbert, Claire Walsh, Chris Payne, Ciaran Hurley & Sara Morris-Docker
@christinehibb / @cwalsh_cl

Parallel session 2,  Short Paper 2.4

Watch the presentation on Storify (opens in new window)
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Short Abstract
This presentation explores synergies between ancient and modern teaching and learning methods on the MSc Healthcare Education course. Socratic questioning and social media (namely Twitter & Storify) were employed to facilitate critical thinking and foster engagement with technology enhanced learning by students who have a role as educators themselves.

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Detailed Outline
The aim of this paper is to share an ongoing piece of work, an interesting dichotomy in the use of ancient and very modern tools in one classroom session, by staff who are relatively new to using social media for classroom engagement themselves. The Socratic method is well documented (Parker and Hess 2001) and was used to encourage active learning by students through critiquing elements of their teaching practice. Twitter and Storify are also well documented in classroom teaching (Rheingold 2010).

The students were encouraged to ask questions of their teaching practise through a series of facilitated steps, ask questions of themselves, their preferences and their assumptions (Brookfield 1995). Twitter provided a focus through communicating short messages having a word/ character limitation, which encouraged students to prioritise significant questions that required further interrogation. Storify created a narrative of their Socratic practice for further reflection on their practice (Schon 1991).

The presentation will describe staff (n= 5) development and student experience (n=60) using the Socratic approach with twitter. Evaluation consisted of a staff group reflection on their experience of using social media in their teaching and student evaluations via social media of this experience. Emerging themes include, opportunities for student co-authorship of learning, experiential learning in employment of technology in educational practice and the facilitation of active learning to foster critical thinking.
PARKER, Walter C. and HESS, Diana (2001). Teaching with and for discussion. Teaching and teacher education, 17 (3), 273-289.
RHEINGOLD, H. (2010). Attention and other 21st-century social media literacies. Educause Review (1527–6619)45(5):14.
SCHON, D.,A. (2004). The reflective practitioner: How professional think in action. New York, Basic Books.

An investigation into the use of Twitter in teaching.

David Strafford

Parallel session 1, Short Paper 1.8

Watch the presentation YouTube (opens in new window)
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.

‘Have your say’ – the full story

Claire Ridall, Nik Young & Sarah Ward

Parallel session 1, Thunderstorm 1.1
View the presentation at Prezi
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Short Abstract
‘have your say’ is a library initiative that engages students and helps us develop a continual dialogue with them. It provides an authentic picture of students’ expectations. It’s used to spot trends and can act as an early warning system. Data is used to inform and maintain excellent student support.

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Detailed Outline
‘Have your say’ developed from a short-term library project exploring how students prefer to get help wherever they are working (in learning centres, elsewhere on campus and off-campus). Now we analyse and routinely use data from student comments in everyday business to inform minor as well as major service changes.

‘hys’ uses a variety of methods to seek student views through social media (hys blog and twitter), digital signage, events in cafe areas on campus, via flip chart boards, posters, online forms, paper comment forms and in person. Indirectly we do it through staff/student meetings providing library staff with FAQs and responses to ‘hot topics’, links with other teams and the Students Union. ‘hys’ is not just about gathering student comments, it is a continuing dialogue which champions the student experience in relation to library services and resources.

Tools like Sprout Social provide demographic and analytical information to engage and target the ubiquitous nature of student lifestyles. Prize draws, lollies and canvas bags are positive incentives for students to engage, as students approach us before we can ask them! Over 7,000 student comments have been collected, coded and analysed from across each faculty. We have taken the library to students across the campus by talking to 750 students at the last ‘hys’ event and digitally, reaching 720 blog views in a month, and 1,600 followers on twitter. Opportunities such as asking students to help us spend £40,000 on the books they would like us to add to our collection have reached full time, part time, distance learners and international students, receiving suggestions from all four faculties and from PHd students.

Changes informed by student comments include
• learning centres opening 24/7/365
• courtesy emails to remind that books are due
• improvements to the MyPC booking system
• longer café opening hours

300 – A Scaffolded Approach to Developing Professional Communication and Digital Skills – Sue Beckingham

The professional skills module for first year Computing students has followed a traditional approach not unlike many other subjects. However in one course a module reviewed the syllabus to integrate new digital skills to complement the programme. Students have undertaken a variety of digital communication tasks which they have reflected upon within their digital portfolio in the form of a blog. They have also worked in groups and held online meetings using Skype or Google+ hangouts, recording their meetings using a shared Google doc. A scaffolded approach using social media to develop communication skills has allowed students to reflect on existing skills and the development of new. Within their personal reflective blog the students embedded a digital ‘About Me’ video along with screencasts and screenshots to evidence their online group work. Not only has this helped them to develop new digital skills, they have been able to articulate how these may be of use in the workplace. The articulation of how professional skills can be applied and the confidence to do so is an important and vital aspect of their development.

300 A Scaffolded Approach to Developing Professional Communication and Digital Skills

299 – Space, Place and Interconnectedness: An Evaluation of the Importance of a Considered Digitally Visual Online Presence – Sue Beckingham, David Morrish, Emma Trigg

The aim of this project was to research and develop a deeper awareness of the key and emerging social sites that are relevant to developing a visual and professional identity; the importance of interconnectedness and the significance for our future graduates looking to enter the Creative Sector.  How students develop a professional identity One of the valued SHU graduate attributes we aspire to develop within our graduates is Digital Literacy. This states that as graduates they will be able to work effectively with a range of technology and social media and have the capability to develop a confident online presence. Our project focuses in on the students and future graduates on the creative courses within the Faculty of ACES. The outcomes of our research will help to inform potential enhancements to professional studies within our courses. This project was undertaken with an undergraduate Student in response to the call for Students as Researchers Project which funds students to undertake a small research project in collaboration with staff to improve academic practice and the student experience.

299 Space Place and Interconnectedness

83 – Using social media to develop course communities – Sue Beckingham

This thunderstorm session will introduce you to the potential of social media as digital communication channels to develop communities of practice engaging both current students and alumni of the course. It will look at the role of social media as an effective and collaborative information channel, a discussion forum and a creative space to share as well as question through a variety of digital mediums. A selection of case studies from various disciplines will be referred to.

Slideshare: http://www.slideshare.net/suebeckingham/15-tips-on-using-social-media-to-develop-course-communities

172 – What is is that makes today’s student induction so different so appealing? – Hilary Cunliffe-Charlesworth, Christopher Hall, Keith Radley

Using social media to support arrival and integration into Higher Education could be innovative or pointless, but as part of a blended experience there are some useful ideas. This poster describes the use of mobile phones and ipads in experiencing the use of geo-social networking. It demonstrates how students are introduced to each other and the university environment and processes. The poster reflects on what makes the transition into university a positive experience and how students can successfully integrate into the new cohort or join an existing group.

172 JustWhatisitthat

272 – Everyone’s a Winner: Using A Professional Conference As An LTA Strategy that engages students, staff and the sport industry – Sarah Wenham

Anticipated outcomes:• To outline an innovative model of LTA involving the use of a professional conference format• To demonstrate how external industry partners can be used in the development of students’ professional practice • To highlight how Twitter can be used to provide effective communication between speaker and student delegates. The session will explain the concept behind the Conference and how it benefits staff, students and the industry. The 7th annual Sheffield Hallam Physical Education, Sport Development and Coaching (PESDC) student conference was held on the 7th & 8th of January 2013. The event has grown in size and reputation in terms of the number of students and speakers that have been involved and the profile that it has gained both internally and externally. 50% of the students who attend the conference do so as part of assessed modules and the hours at the conference contribute to their module learning hours. This conference is still the only event of its kind within the HE sector and provides our courses with an extremely valuable USP against our competitors. Headline Statistics:• student delegates: 550 UG and PG students from the Academy of Sport and Physical Activity• workshops: 65 led by professionals from the sport industry• speakers who are Sheffield Hallam Sport Alumni: 28  Examples of Feedback from Speakers: Alan Bell International Athletics Federation and The Youth Sport Trust: ” The 2013 PESDC gave a fascinating insight to how Sheffield Hallam is endeavouring to provide an enriched experience for their students. Such opportunities for that range of subjects are, in my experience, rare for undergraduates. The University should be congratulated for a unique and well-structured event” The conference had a Twitter feed #PESDCC13 which proved very popular with both students and speakers them to communicate directly with each other. Conference website: http://extra.shu.ac.uk/pesdc/index.php

Presentation: http://prezi.com/fyclkkhlkqfr/?utm_campaign=share&utm_medium=copy

Conference programme:  272 Sheffield Hallam Conference Brochure

2012 Creating course identity through social networking platforms

Panni Poh Yoke Loh

This paper will present initial findings from a student-led research project investigating the challenges in creating a sense of course identity amongst students.  This work is exploratory, informed by focus groups and one-to-one interviews with students on an undergraduate English course.  The research project derived from a lack of student use of Blackboard and the need therefore to examine whether there is student desire for a different or enhanced interactive toolkit incorporating social networking facilities.  The research set out to establish the type of interactive toolkit that would best suit student and staff needs. We also question whether it would be feasible for students to administer an interactive toolkit not only for them to build a sense of community, but also to engage in dialogue with staff to enhance their student experience.  

Bryson (2007) has written much about the fundamental importance of student engagement and its effect on student retention and academic success. Recent articles within the Guardian Higher Education Network support the notion of student involvement and combining sustainability into the curriculum by adding a sense of excitement and understanding.  The use of social media can be significant here, particularly in enhancing student engagement and building a sense of course identity amongst students. 

It is hoped the findings from this project will inform both students and practitioners, specifically in informing innovative change in course practice to enhance student engagement.

Link:  Presentation and blog

D7 – (EN22, EN11, EN28, EN56) 15.30