{"id":1480,"date":"2016-11-24T09:40:48","date_gmt":"2016-11-24T09:40:48","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/socmedhe\/?page_id=1480"},"modified":"2016-11-28T17:18:45","modified_gmt":"2016-11-28T17:18:45","slug":"proceedings","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/socmedhe\/proceedings\/","title":{"rendered":"#SocMedHE15 Proceedings"},"content":{"rendered":"<p><strong>[bg_faq_start]<br \/>\n<\/strong><\/p>\n<h3><strong>Publication information:<\/strong><\/h3>\n<p><strong><br \/>\nISBN\u00a0978-1-84387-394-5<\/strong><br \/>\n<strong>Social Media for Learning in Higher Education\u00a0<\/strong><br \/>\n<strong>2015 Conference proceedings (#SocMedHE15)<br \/>\n<\/strong>Publication date: 25 November 2016<\/p>\n<p>These are the proceedings from the first Social Media for Learning in Higher Education (#SocMedHE15), they include:<\/p>\n<ul>\n<li>Ten\u00a0full, peer reviewed papers,<\/li>\n<li>Abstracts for all presented short papers, workshops and short thunderstorm sessions. Where we have them, these abstracts also link to presentations, audio and video recordings from the day.<\/li>\n<\/ul>\n<p><strong>The peer review process:<br \/>\n<\/strong>All submissions for #SocMedHE15 were double blind peer reviewed. Full papers went through further a double blind peer review process.<\/p>\n<p><strong>Journal Location:<\/strong><br \/>\nThe conference proceedings are currently located here on the main conference website. At some point, we anticipate that they will move to a permanent open journal home, managed centrally with other publications from Sheffield Hallam University. To bookmark, or refer to the proceedings please use the short URL: <a href=\"http:\/\/go.shu.ac.uk\/socmedhe\/proceedings\" target=\"_blank\">http:\/\/go.shu.ac.uk\/socmedhe\/proceedings<\/a>, and we will update the destination page when this location change takes place.<\/p>\n<p><strong>Open access<\/strong><br \/>\nThe content is available via open access which means that all content is freely available without charge to the user or his\/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full text of the articles, or use them for any other lawful purposes, without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (<a href=\"http:\/\/www.budapestopenaccessinitiative.org\/read\">http:\/\/www.budapestopenaccessinitiative.org\/read<\/a>) statement of open access.<\/p>\n<p>Creative commons license\u00a0: <a href=\"https:\/\/creativecommons.org\/share-your-work\/\">https:\/\/creativecommons.org\/share-your-work\/<\/a>)<br \/>\n[bg_faq_end]<\/p>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #000000\">#SocMedHE15 \u00a0: \u201cFinding Our Social Identity\u201d<\/span><\/strong><\/h3>\n<p>#SocMedHE15 took place on 18th December 2015. The overarching theme of the conference is the use of social media for learning in Higher Education. The conference was designed to create a forum for academics, their students, developers and strategic managers to consider the opportunities, challenges and the disruptive influence of social media for learning.<\/p>\n<h3><span style=\"color: #000000\"><strong>Full papers<\/strong><\/span><\/h3>\n<p>[bg_faq_start]<\/p>\n<h3><strong>Case Studies:<\/strong><\/h3>\n<p style=\"padding-left: 30px\">Dunn, L. (The University of Glasgow)<strong><br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Dunn.pdf\" target=\"_blank\">Social Media as a Professional Medium: an equilibrium of enthusiasm and protection for student teachers<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Lumsden, P. (University of Central Lancashire)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Lumsden.pdf\" target=\"_blank\">Impact of a course blog on HE practice and development of learning communities<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Honeychurch, S., Ahmed, S. (University of Glasgow)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Honeychurch.pdf\" target=\"_blank\">Using social media to promote deep learning and increase student engagement<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Ippolito, J., Larson,H., Malyn-Smith,J Ed.D. (Education Development Center, Inc)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Ippolito.-pdf.pdf\" target=\"_blank\">Defining an Emerging Occupation: Who is the Social Technology Enabled Professional (STEP)?<\/a><\/strong><\/p>\n<h3><strong>Research articles:<\/strong><\/h3>\n<p style=\"padding-left: 30px\">Ugiagbe-Green, I. (Leeds Beckett University)<strong><br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/Ugiagbe-Green.pdf\">The role of technology as mediating tools in developing professional identity &amp; competency of trainee accountants<\/a><br \/>\n<\/strong><\/p>\n<p style=\"padding-left: 30px\">Miller, S. (University of Huddersfield)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Miller.pdf\" target=\"_blank\">Shaping E-professional identities: Towards an understanding of the impact of social media experiences on the professional development of social work students<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Connelly, L., Osborne, N. (University of Edinburgh, Scotland)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Connelly.pdf\" target=\"_blank\">Student identities in transition: social media experiences, curation and implications for Higher Education<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Hartley, A. S., Kassam, A.A (University of Bradford)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Hartley.pdf\" target=\"_blank\">Social Networking for Learning in Higher Education: Capitalising on Social Capital<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Harris, L., Molesworth, M (University of Southampton)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Harris.pdf\" target=\"_blank\">Engaging students and MOOC learners through social media<\/a><\/strong><\/p>\n<p style=\"padding-left: 30px\">Purvis, A., Rodger, H.M. , Beckingham, S. (Sheffield Hallam University)<br \/>\n<strong><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2016\/11\/Purvis.pdf\" target=\"_blank\">Experiences of Social Media in Higher Education: Barriers, Enablers and Next Steps<\/a><\/strong><\/p>\n<p>[bg_faq_end]<\/p>\n<p>[bg_faq_start]<\/p>\n<p><span style=\"font-size: 14pt;font-family: 'book antiqua', palatino, serif;color: #808080\"><strong><br \/>\n<span style=\"color: #000000\">Abstracts for all papers, workshops &amp; thunderstorm sessions<\/span><\/strong><\/span><\/p>\n<h3><strong>Workshops<\/strong><\/h3>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\"><a href=\"http:\/\/www.slideshare.net\/secret\/tZnC7j3ZuKUuGh\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1007 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2-300x169.jpg\" alt=\"Transforming learning by understanding how students use social2\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Transforming-learning-by-understanding-how-students-use-social2.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Transforming learning by understanding how students use social media as a different space<\/span><br \/>\n<\/strong>Andrew Middleton &#8211; Sheffield Hallam University\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/andrewmid\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">andrewmid<\/span><\/span><\/a>\u00a0<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><br \/>\nSocial 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.<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/transforming-learning-by-understanding-how-students-use-social-media-as-a-different-space\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/icbwH4kfrOvtKC\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1008 size-medium\" style=\"padding-bottom: 10px\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-for-Learning-in-Higher-Education-Conference-Final-For-Sheffield-Hallam-300x225.jpg\" alt=\"joe ippolito\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-for-Learning-in-Higher-Education-Conference-Final-For-Sheffield-Hallam-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-for-Learning-in-Higher-Education-Conference-Final-For-Sheffield-Hallam-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-for-Learning-in-Higher-Education-Conference-Final-For-Sheffield-Hallam.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Are you preparing your students to be Social Technology Enabled Professionals (STEPs)?<\/span><br \/>\n<\/strong>Joe Ippolito, Dr Joyce Malyn-Smith and Heidi Larson &#8211; Education Development Center, Inc. USA <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/SocialTechPro\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">SocialTechPro<\/span><\/span><\/a>\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><br \/>\nAttendees will be introduced to materials created by a panel of U.S. social media experts that identify the work responsibilities of a Social Technology Enabled Professional (STEP) and provide guidance on measuring the performance of those responsibilities. The session will demonstrate how the materials can be used to build training curriculum.<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/are-you-preparing-your-students-to-be-social-technology-enabled-professionals-steps\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #0094aa\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/socmedhe\/social-storytelling-evidencing-a-personal-learning-narrative-through-digital-media-58055290\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1038 size-medium\" style=\"padding-bottom: 10px\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/storytelling-300x225.jpg\" alt=\"Social Storytelling\" width=\"300\" height=\"225\" \/><\/a>Social storytelling: Evidencing a personal learning narrative through digital media<\/span><br \/>\n<\/strong><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Dr Sarah Copeland\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/XarahC\"><span style=\"color: #0084b4\"><span style=\"font-family: Arial\">@<span class=\"u-linkComplex-target\">XarahC<\/span><\/span><\/span><\/a><span style=\"font-family: Arial\">\u00a0<\/span><\/span><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">&#8211; University of Bradford\u00a0<\/span><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">and Dr John Couperthwaite <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/johncoup\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">johncoup<\/span><\/span><\/a>\u00a0&#8211; PebblePad<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><br \/>\nWe propose to invite participants to explore the relationship between sharing of narrative and gathering evidence as a social learning framework. We aim to facilitate workshop activities centred on portfolio-based learning, digital storytelling, and assessment through a connectivist learning model.<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/social-storytelling-evidencing-a-personal-learning-narrative-through-digital-media\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><strong><span style=\"color: #008080;font-size: 12pt\"><br \/>\n<span style=\"color: #0094aa\">Developing and optimising your professional identity\u00a0<\/span><\/span><br \/>\n<\/strong><span style=\"font-size: 12pt\">Charles Hardy\u00a0<a href=\"mailto:chardy@linkedin.com\" target=\"_blank\">chardy@linkedin.com<\/a>\u00a0\/\u00a0<\/span><a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/charleshardy\"><span style=\"font-size: 12pt\">@<\/span><span class=\"u-linkComplex-target\"><span style=\"font-size: 12pt\">charleshardy<\/span><\/span><\/a><span class=\"u-linkComplex-target\"><span style=\"font-size: 12pt\">\u00a0<\/span><\/span><span class=\"u-linkComplex-target\"><span style=\"font-size: 12pt\">&#8211;\u00a0LinkedIn<\/span><\/span><\/p>\n<p>This session will explore the role of social media in defining your \u201cprofessional brand\u201d, the key building blocks for a strong brand, and how it can play an influential role in marketing you (and your business \/ institution) as desirable to work with.<\/p>\n<p><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/developing-and-optimising-your-professional-identity\/\" target=\"_blank\">Detailed description of workshop<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"color: #0094aa\">Copyright education in the age of social media<\/span><\/span><br \/>\n<\/strong>Chris Morrison\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/cbowiemorrison\">@<span class=\"u-linkComplex-target\">cbowiemorrison<\/span><\/a>\u00a0&#8211; University of Kent\u00a0<span style=\"color: #0084b4\"><span style=\"color: #000000\"><span style=\"color: #333333\">and\u00a0<\/span><\/span><\/span>Dr Jane Secker\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/jsecker\">@<span class=\"u-linkComplex-target\">jsecker<\/span><\/a>\u00a0&#8211; London School of Economics<strong>\u00a0<\/strong><strong>\u00a0<\/strong><\/span><\/p>\n<p><span style=\"font-size: 10pt\">This workshop draws on findings from a survey of copyright literacy levels amongst librarians and related professionals (Morrison &amp; Secker, 2015). Participants will explore some of the challenges that social media presents and consider the best ways of supporting staff and students to use social media ethically and legally.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/copyright-education-in-the-age-of-social-media\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><span style=\"color: #33828a\"><strong><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\"><br \/>\n<span style=\"color: #0094aa\">Social media &#8211; accessibility and inclusion, benefit or barrier?<\/span><\/span><\/strong><\/span><br \/>\n<span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Alistair McNaught\u00a0<span style=\"color: #0084b4\"><a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/alistairm\">@<span class=\"u-linkComplex-target\">alistairm<\/span><\/a>\u00a0<span style=\"color: #333333\">&#8211;\u00a0Jisc<\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 10pt\">Social media opens up a range of new opportunities for disabled learners. It has inclusion benefits in encouraging collaboration, reflection, peer feedback etc.\u00a0 However, different social media have different accessibility issues so you can unwittingly create barriers for some whilst removing them for others. This workshop explores problems and solutions.<br \/>\n<\/span><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/paper-57\/\" target=\"_blank\">Detailed description of workshop<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\"><br \/>\nThe HONY Model: Extending the journalism classroom using social media<\/span><br \/>\n<\/strong>Dr Chindu Sreedharan <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Chindu\">@<span class=\"u-linkComplex-target\">Chindu<\/span><\/a>\u00a0&#8211; Bournemouth University and\u00a0Dr Lada Price\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/jnl113\">@<span class=\"u-linkComplex-target\">jnl113<\/span><\/a>\u00a0&#8211; University of Sheffield<br \/>\n<\/span><span style=\"font-size: 10pt\">This workshop aims to explore storytelling on social media as a way to enhance elementary journalism skills at the UG and PG levels. From a brief distributed earlier, and using the Human Of New York style of content creation as a model, participants will file stories for a live Facebook page and Tumblr site (<a href=\"http:\/\/www.tiwis.tumblr.com\">www.tiwis.tumblr.com<\/a>). We propose to hold a one-hour workshop on the conference day, which will be devoted to the deconstruction of the process of content creation, the artefacts, and the usefulness of the exercise for journalism education.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/the-hony-model-extending-the-journalism-classroom-using-social-media\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #33828a\"><span style=\"color: #0094aa\"><a href=\"http:\/\/www.slideshare.net\/socmedhe\/no-guts-no-glory-seeding-a-digital-culture-of-social-media-in-institutions\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-975 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward-300x169.jpg\" alt=\"Amy Hayward\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Socimed15-presentation-Amy-Hayward.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>No Guts No Glory: Seeding a digital culture of social media in institutions<\/span><\/span><br \/>\n<\/strong><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Amy Hayward <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/amykinshay\">@<span class=\"u-linkComplex-target\">amykinshay<\/span><\/a> &#8211; University of Aberdeen\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><br \/>\nOvercoming the challenges of infrastructure, policy, and guidance in an educational setting first require embedding a digital culture within an institution. This session will explore solutions to challenges, focusing on laying the foundations for frameworks in social media.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/no-guts-no-glory-seeding-a-digital-culture-of-social-media-in-institutions\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #33828a\"><strong><br \/>\n<a href=\"http:\/\/prezi.com\/xe4osp6m9fos\/?utm_campaign=share&amp;utm_medium=copy&amp;rc=ex0share\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-976 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/miller-300x174.jpg\" alt=\"miller\" width=\"300\" height=\"174\" \/><\/a><span style=\"color: #0094aa\">Collaborative Learning Wheels: Collaborative pedagogical development using social media crowd-sourcing<\/span><\/strong><\/span><br \/>\n<span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Deborah Miller <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/DebMillar24\">@<span class=\"u-linkComplex-target\">DebMillar24<\/span><\/a> &#8211; Blackburn College<\/span><\/p>\n<p><span style=\"font-size: 10pt\">Learning Wheels are a simple graphic device to help bridge the gap between traditional teaching methods and contemporary digital learning content and resources. They guide staff\u00a0through digital technologies by linking platforms, apps and web content to learning delivery.<\/span><span style=\"font-size: 10pt\">The wheels are based on a developing pedagogy that takes into account four models of student engagement and three modes of delivery.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/collaborative-learning-wheels-collaborative-pedagogical-development-using-social-media-crowd-sourcing\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #33828a\"><br \/>\n<span style=\"color: #0094aa\">Applying critical digital literacy to social media\u00a0practice<br \/>\n<\/span><\/span><\/strong><span style=\"font-size: 12pt\">Juliet Hinrichsen\u00a0<a href=\"https:\/\/twitter.com\/juliet_hin\"><u>@<span class=\"u-linkComplex-target\">juliet_hin<\/span><\/u><\/a>\u00a0&#8211; Sheffield Hallam University and\u00a0Antony Coombes &#8211; University of Greenwich\u00a0<\/span><\/p>\n<p><span style=\"font-size: 10pt\">This workshop addresses two particular challenges:<\/span><br \/>\n<span style=\"font-size: 10pt\">1) raising awareness of and mitigating reputational and other risks<\/span><br \/>\n<span style=\"font-size: 10pt\">2) facilitating and developing a theorised, tested approach to developing the practice of academic staff.<\/span><br \/>\n<span style=\"font-size: 10pt\">Participation in the workshop will enable delegates to use the tools demonstrated, acting as facilitators with various stakeholder groups in their own institutions.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/applying-critical-digital-literacy-to-social-media-practice\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/mEHLMg8YpR3M4D\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-977 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media-300x169.jpg\" alt=\"veronica spowart\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/NECRSN-Workshop.-Social-Media.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><span style=\"color: #0094aa\">Connecting students to the world of work and so enhance their engagement with learning through the use of social media<\/span><\/span><br \/>\n<\/strong>Veronica Spowart, Kris Coats and Leo Morantes-Africano &#8211; New College Durham<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><br \/>\nTo provide a detailed plan to improve student engagement through the use of social media. With the objectives of:<br \/>\n<\/span>&#8211; Safely set up social media for student group use<br \/>\n<span style=\"font-size: 10pt\">&#8211; Initiate and improve student confidence using social media with external dimensions<br \/>\n<\/span><span style=\"font-size: 10pt\">&#8211; Getting alumni and employer buy-in<br \/>\n<\/span><span style=\"font-size: 10pt\">Providing inspired engagement through interaction with alumni and employers.<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/connecting-students-to-the-world-of-work-and-so-enhance-their-engagement-with-learning-through-the-use-of-social-media\/\" target=\"_blank\">Detailed description of workshop<\/a><\/span><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #33828a\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/ywle6ezxVtsr5T\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-978 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMed-2015-Google--300x225.jpg\" alt=\"lumsden\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMed-2015-Google--300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMed-2015-Google--900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMed-2015-Google-.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><span style=\"color: #0094aa\">Establishing Learning Communities: A Google+ Experience<\/span><\/span><\/strong><\/p>\n<p><span style=\"font-size: 12pt\">Peter Lumsden\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/PLumsden\">@<span class=\"u-linkComplex-target\">PLumsden<\/span><\/a>, Karl Lester\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/karlrlester\">@<span class=\"u-linkComplex-target\">karlrlester<\/span><\/a>\u00a0and Mark Wallwork &#8211;\u00a0University of Central Lancashire<br \/>\n<\/span><strong><br \/>\n<\/strong>Illustrate benefits and challenges of using Google+ as a platform for discussion activities. Give an analysis of its usage by students in three different settings at UCLan; patterns of usage, effectiveness in forming learning communities; provide hands-on experience of using Google+ as part of a learning community.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/establishing-learning-communities-a-google-experience\/\" target=\"_blank\">Detailed description of workshop<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/vkZw3I9XGX59Qr\" target=\"_blank\">Karl Lester&#8217;s presentation<\/a>\u00a0|\u00a0<a href=\"http:\/\/www.slideshare.net\/secret\/hZtX9Z0OcyDssY\" target=\"_blank\">Mark Wallwork&#8217;s presentation<\/a><\/p>\n<p><span style=\"color: #0094aa;font-size: 12pt\"><strong><br \/>\nHow learners on an English Literature MOOC prompted academics to engage in social media in a way they never had before<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Layla Croll\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/LaylaYAY\">@<span class=\"u-linkComplex-target\">LaylaYAY<\/span><\/a>\u00a0and Dr Adam Smith <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/elementaladam\">@<span class=\"u-linkComplex-target\">elementaladam<\/span><\/a>\u00a0\u00a0&#8211; University of Sheffield<\/span><\/p>\n<p>Discover how The University of Sheffield School of English used social media to respond to an active community of learners, crowd sourcing additional material to expand and enrich the learning experience.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/how-learners-on-an-english-literature-mooc-prompted-academics-to-engage-in-social-media-in-a-way-they-never-had-before\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><span style=\"color: #0094aa;font-size: 12pt\"><strong><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/tKZPFgQV0ryqXM\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-979 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE-Workshop-CoP-Woodfield-Jessop-300x225.jpg\" alt=\"Kandy Woodfield\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE-Workshop-CoP-Woodfield-Jessop-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE-Workshop-CoP-Woodfield-Jessop-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE-Workshop-CoP-Woodfield-Jessop.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>In it for the long term \u2013 evolving your community of practice over time: learning from the New Social Media, New Social Science network (#NSMNSS)<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Kandy Woodfield\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/jess1ecat\">@<span class=\"u-linkComplex-target\">jess1ecat<\/span><\/a>\u00a0and Curtis Jessop\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/CurtisJessop\">@<span class=\"u-linkComplex-target\">CurtisJessop<\/span><\/a>\u00a0\u2013 Higher Education Academy<\/span><\/p>\n<p>An interactive session during which you can learn how to keep your online community of practice energised over time and consider ways to avoid potential pitfalls. We\u2019ll draw on your own experiences and those of our #NSMNSS network to co-create a set of top tips for community resilience. We\u2019ll provide guidance and resource links for building, nurturing and sustaining your online learning communities.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/in-it-for-the-long-term-evolving-your-community-of-practice-over-time-learning-from-the-new-social-media-new-social-science-network-nsmnss\/\" target=\"_blank\">Detailed description of workshop<\/a><\/p>\n<p><span style=\"color: #0094aa;font-size: 12pt\"><strong><br \/>\nFrom High Noon to Midnight: social media in HE: should universities provide advice or allow open evolution of social media in teaching?<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Hilary Cunliffe-Charlesworth <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/hilary_cunliffe\">@<span class=\"u-linkComplex-target\">hilary_cunliffe<\/span><\/a>\u00a0and Chris Hall <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/goldblach\">@<span class=\"u-linkComplex-target\">goldblach<\/span><\/a>\u00a0\u2013 Sheffield Hallam University<\/span><\/p>\n<p>While the use of social media in the HE is encouraged to what extent does a university communications strategy constrain or a signpost the continuum of change and ethical considerations?<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/from-high-noon-to-midnight-social-media-in-he-should-universities-provide-advice-or-allow-open-evolution-of-social-media-in-teaching\/\" target=\"_blank\">Detailed description of workshop<\/a><\/p>\n<h3><strong>Short Papers<\/strong><\/h3>\n<p><span style=\"color: #0094aa;font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-943 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/fainal-300x225.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/fainal-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/fainal-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/fainal.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>The pattern of social media use and the impact of medical students&#8217; learning<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Sairaa Saeed\u00a0AlQeas Alqahtani <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/SairaaO_o\">@<span class=\"u-linkComplex-target\">SairaaO_o<\/span><\/a>\u00a0and Mashael ALRowaished <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Mashail_R\">@<span class=\"u-linkComplex-target\">Mashail_R<\/span><\/a>\u00a0&#8211;\u00a0King Saud University, College of Medicine, Riyadh<br \/>\n<\/span><br \/>\nSocial media (SM) is everywhere in the society and its usage is expanding at a fast pace all around the world, especially among the students. However, little is known about how much, why and how medical students use SM and the way it affects their learning.<\/p>\n<p>This study aimed to determine whether there is an association between SM use and academic grades and to assess the\u00a0pattern,\u00a0extent and reasons\u00a0of its\u00a0use\u00a0among medical students.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/the-pattern-of-social-media-use-and-the-impact-of-medical-students-learning\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><br \/>\n<span style=\"color: #0094aa;font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/_-j5Rl8UEBk?version=3&#038;rel=0&#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><\/span>Experiences of social media in higher education: Barriers, enablers and next steps<\/strong><br \/>\n<\/span><span style=\"font-size: 12pt\">Alison Purvis <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/DrAlisonPurvis\">@<span class=\"u-linkComplex-target\">DrAlisonPurvis<\/span><\/a>,\u00a0Helen Rodger <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/HelenRodgerSHU\">@<span class=\"u-linkComplex-target\">HelenRodgerSHU<\/span><\/a>\u00a0and Sue Beckingham <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/suebecks\">@<span class=\"u-linkComplex-target\">suebecks<\/span><\/a>\u00a0&#8211;\u00a0Sheffield Hallam University<\/span><\/p>\n<p>The focus of this study investigates current institutional practice of the use of social media to support and enhance learning.<\/p>\n<p>Our short paper shares survey findings; highlighting both enablers and barriers for what is for many, still considered innovative practice where peers are calling for guided support.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/experiences-of-social-media-in-higher-education-barriers-enablers-and-next-steps\/\" target=\"_blank\">Detailed description of short paper<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\"><br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-939 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/An-exploration-into-the-evolution-of-a-student-led-300x225.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/An-exploration-into-the-evolution-of-a-student-led-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/An-exploration-into-the-evolution-of-a-student-led-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/An-exploration-into-the-evolution-of-a-student-led.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>Can social media foster our learning? We are doing it anyway, even without your help! An exploration into the evolution of a student-led social networking group to support collaborative learning<br \/>\n<\/span><\/strong><\/span><span style=\"font-size: 12pt\">Alison Hartley\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/AlisonSHartley\">@<span class=\"u-linkComplex-target\">AlisonSHartley<\/span><\/a> &#8211; University of Bradford<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/AlisonSHartley\"><span style=\"color: #0084b4\"><span class=\"u-linkComplex-target\"><br \/>\n<\/span><\/span><\/a><\/span><br \/>\nHear what learners themselves are saying about the pedagogic possibilities of social media from a bottom-up, student-led approach to collaborative learning.<\/p>\n<p>How and why does such a community evolve?\u00a0 Is it influenced by their classroom experiences?\u00a0 How can this impact on our own educational practices within these shifting pedagogies?<br \/>\n<span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/can-social-media-foster-our-learning-we-are-doing-it-anyway-even-without-your-help-an-exploration-into-the-evolution-of-a-student-led-social-networking-group-to-support-collaborative-learning\/\" target=\"_blank\">Detailed description of short paper<\/a><\/span><\/p>\n<p><span style=\"color: #0094aa\"><strong><span style=\"font-size: 12pt\"><br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-938 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-conference-Dec-15-300x225.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-conference-Dec-15-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-conference-Dec-15-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Social-Media-conference-Dec-15.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>The role of social media in undergraduate pharmacy education<br \/>\n<\/span><\/strong><\/span><span style=\"font-size: 12pt\">Alyson Brown\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/alyjbrown\">@<span class=\"u-linkComplex-target\">alyjbrown<\/span><\/a>\u00a0and Brian Addison <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/BrianAddison75\">@<span class=\"u-linkComplex-target\">BrianAddison75<\/span><\/a>\u00a0&#8211; Robert Gordon University<\/span><\/p>\n<p>Aim: to explore how undergraduate pharmacy students define and use social media to support their education<\/p>\n<p>Outcome: potential for using social media to support learning was recognised; concerns raised about the implications as future pharmacy professionals<\/p>\n<p>Key focus: widespread use of social media amongst undergraduate pharmacy students but awareness of the potential implications of their online behaviour shaped its use<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/the-role-of-social-media-in-undergraduate-pharmacy-education\/\" target=\"_blank\">Detailed description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/aly_brown_SP1.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<p><span style=\"color: #0094aa\"><strong><span style=\"font-size: 12pt\"><br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-942 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-Morality-300x225.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-Morality-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-Morality-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-Morality.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>Morality, social media and the educational researcher<br \/>\n<\/span><\/strong><\/span><span style=\"font-size: 12pt\">Leigh-Anne Perryman\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/laperryman\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">laperryman<\/span><\/span><\/a> and Tony Coughlan <u><span style=\"color: #0084b4\">@<\/span><span class=\"u-linkComplex-target\"><span style=\"color: #0084b4\">tjcoughlan<\/span><\/span><\/u>\u00a0&#8211; The Open University<br \/>\n<\/span><br \/>\nEducational research in social media spaces involves moral dilemmas often absent from traditional ethical guidelines. For example, the public\/private distinction can be blurred, individuals can be prone to confessional activity, and informed consent can be difficult to obtain. Here, we discuss how the responsible researcher might manage such challenges.<br \/>\n<span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/morality-social-media-and-the-educational-researcher\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/perryman_couglan_edit.mp3\" target=\"_blank\">Audio recording of session<\/a><\/span><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-940 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SA-SH-Glasgow_Page_01-300x225.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SA-SH-Glasgow_Page_01-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SA-SH-Glasgow_Page_01-1024x768.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SA-SH-Glasgow_Page_01-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SA-SH-Glasgow_Page_01.jpg 2000w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>Using Facebook groups to promote deep learning and increase student engagement in the College of Science &amp; Engineering<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Sarah Honeychurch and Shazia Ahmed\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/ShaziaAhmed\">@<span class=\"u-linkComplex-target\">ShaziaAhmed<\/span><\/a>\u00a0&#8211; University of Glasgow<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/ShaziaAhmed\"><span class=\"u-linkComplex-target\"><br \/>\n<\/span><\/a><\/span><br \/>\nFive years ago Facebook groups were set up for Level 1 Mathematics and Computing students as an alternative to Peer Assisted Learning sessions. Due to their success more have been introduced and we now have subject groups for the whole College of Science and Engineering.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/using-facebook-to-promote-deep-learning-and-increase-student-engagement-in-the-college-of-science-engineering\/\" target=\"_blank\">Detailed description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/sarah_honeychurch.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<h4><\/h4>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><a href=\"http:\/\/www.slideshare.net\/socmedhe\/interaction-models-for-social-media-in-teaching-56994367\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-941 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching-300x169.jpg\" alt=\"Presentation slides\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Interaction-models-for-social-media-in-teaching.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Interaction models for social media in teaching<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Babak Esmaeili\u00a0&#8211; University of Edinburgh<\/span><\/p>\n<p>Effective pedagogic use of social media often requires the ability to locate tools which support a particular type of interaction. We discuss our attempts to identify and formalise these types of interaction, and show how this can be used to aid (and perhaps automate) the selection of appropriate tools.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/interaction-models-for-social-media-in-teaching\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/babak_esmaeili.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><a href=\"http:\/\/www.slideshare.net\/socmedhe\/twitter-and-student-engagement-what-is-the-value-added-56961805\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-956 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Dawn-Alderson-Twitter-Value-Added2-300x225.jpg\" alt=\"Dawn Alderson Twitter &amp; Value Added\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Dawn-Alderson-Twitter-Value-Added2-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Dawn-Alderson-Twitter-Value-Added2-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Dawn-Alderson-Twitter-Value-Added2.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Twitter and student engagement: What is the value added?<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Dawn Alderson &#8211; Swansea University<\/span><\/p>\n<p>This session refers to qualitative research about third year undergraduates\u2019 use of Twitter during lectures; with a focus on student engagement, specifically the cognitive dimension (HEA).<\/p>\n<p>Reference will be made to the methodology adopted for small-data analysis in order to consider findings that show the value-added of Twitter\u2019s feedback loop for student reflective activity.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/twitter-and-student-engagement-what-is-the-value-added\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<h4><\/h4>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/iYo4pHfwPII?version=3&#038;rel=0&#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><\/span>Social media use in teaching: Results from a questionnaire on use in higher education<\/span><\/strong><\/p>\n<p><span style=\"font-size: 12pt\">Caroline Haythornthwaite\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/hthwaite\" target=\"_blank\">@<span class=\"u-linkComplex-target\">hthwaite<\/span><\/a>\u00a0&#8211; University of British Columbia<\/span><\/p>\n<p>This paper reports on results of a questionnaire completed by 333 respondents on the use of social media in teaching that explored how extensively SM were being used in teaching, educators\u2019 intentions in integrating these tools into their teaching, and their successes and\/or difficulties in using the tools.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/social-media-use-in-teaching-results-from-a-questionnaire-on-use-in-higher-education\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/socmedhe\/student-identities-in-transition-social-media-experiences-curation-and-implications-for-higher-education\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-970 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Student-identities-in-transition-OsborneConnellyv31-300x169.jpg\" alt=\"Student-identities-in-transition-OsborneConnellyv3\" width=\"300\" height=\"169\" \/><\/a>Student identities in transition: social media experiences, curation, and implications for higher education<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Nicola Osborne\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/suchprettyeyes\" target=\"_blank\">@<span class=\"u-linkComplex-target\">suchprettyeyes<\/span><\/a> and Louise Connolly <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/lconnelly09\" target=\"_blank\">@<span class=\"u-linkComplex-target\">lconnelly09<\/span><\/a>\u00a0&#8211; University of Edinburgh<\/span><\/p>\n<p>Students increasingly arrive at university with a range of existing social media presences.<\/p>\n<p>In this paper we will explore how students conceptualise and manage their online presence, and how this aligns with professional social media best practices.\u00a0We will then discuss implications for teaching and learning in practice in HE organisations.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/student-identities-in-transition-social-media-experiences-curation-and-implications-for-higher-education\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/nicola_osborne_SP2.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/socmedhe\/findesicletwitterludic-learning-and-roleplay-with-undeaddemina-crazyfordorian-helpmehyde\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-959 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMediaHE_RM-300x225.jpg\" alt=\"Rosie Miles\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMediaHE_RM-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMediaHE_RM-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMediaHE_RM.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>#FinDeSi\u00e8cleTwitter: Ludic learning and role\/play with @UndeadDeMina, @CrazyForDorian and @Help_Me_Hyde<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Rosie Miles <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/MsEmentor\" target=\"_blank\">@<span class=\"u-linkComplex-target\">MsEmentor<\/span><\/a>\u00a0&#8211; University of Wolverhampton<\/span><\/p>\n<p>This paper presents an innovative use of role-play using twitter as an example of what Kolb and Kolb term \u201cludic learning\u201d (2010). The potentially changed and challenged tutor\u2019s role, students teaching each other, issues of privacy and the encouragement of the carnivalesque are all discussed.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/findesiecletwitter-ludic-learning-and-role-play-with-undeaddemina-crazyfordorian-and-help_me_hyde\/\" target=\"_blank\">Detailed description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/rosie_miles_SP2.mp3\" target=\"_blank\">Audio recording of session<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/socmedhe\/periscope-into-the-world-of-social-media-education-for-cisco-network-engineers\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-960 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/PeriscopeSocialMediaHE15-ASmith-300x225.jpg\" alt=\"Andrew Smith\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/PeriscopeSocialMediaHE15-ASmith-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/PeriscopeSocialMediaHE15-ASmith-1024x768.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/PeriscopeSocialMediaHE15-ASmith-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/PeriscopeSocialMediaHE15-ASmith.jpg 1365w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Periscope into the world of social media education for Cisco network engineers<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Andrew Smith <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/OUCisco\" target=\"_blank\">@<span class=\"u-linkComplex-target\">OUCisco<\/span><\/a>\u00a0&#8211; The Open University<\/span><\/p>\n<p>Over the summer of 2015, the Open University Cisco Networking Academy conducted experimental teaching sessions with social media live streaming (via Periscope). Focussing on microteaching a practical skill in approximately ten minutes, these sessions have been recommenced from Oct 2015 as a weekly event. This short paper will share the outcomes of this approach.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/periscope-into-the-world-of-social-media-education-for-cisco-network-engineers\/\" target=\"_blank\">Detailed description of short paper<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/socmedhe\/social-media-as-a-professional-medium-an-equilibrium-of-enthusiasm-and-protection-for-student-teachers\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-961 size-medium alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Presentation2-300x225.jpg\" alt=\"Lee Dunn\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Presentation2-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Presentation2-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Presentation2.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Social media as a professional medium: Achieving an equilibrium of enthusiasm and protection for new teachers<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Lee Dunn\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/leeandrewdunn\" target=\"_blank\">@<span class=\"u-linkComplex-target\">leeandrewdunn<\/span><\/a>\u00a0&#8211; University of Glasgow<\/span><\/p>\n<p>This paper explores the use of social media within a blended mode of study. Specifically, it aims to consider the professional use of online social contexts to support teaching and encourage collaboration between learners. It will illustrate some factors intended to protect their digital identities, confidence and online well-being.<br \/>\n<span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/social-media-as-a-professional-medium-achieving-an-equilibrium-of-enthusiasm-and-protection-for-new-teachers\/\" target=\"_blank\">Detailed description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/07\/lee_dunn.mp3\" target=\"_blank\">Audio recording of session<\/a><\/span><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><a href=\"https:\/\/www.haikudeck.com\/lisa-harris--mike-molesworth-socmedhe15-education-presentation-7ee8358cd1\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-963 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/lisa_harris1-300x225.jpg\" alt=\"lisa harris\" width=\"300\" height=\"225\" \/><\/a><br \/>\nBuilding networks of campus-based students and MOOC learners<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Lisa Harris\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/lisaharris\" target=\"_blank\">@<span class=\"u-linkComplex-target\">lisaharris<\/span><\/a>\u00a0and Mike Molesworth &#8211; University of Southampton<br \/>\n<\/span><br \/>\nWe will report on our experience with integrating an introductory campus-based module for MSc students with our MOOC in real time. The objective was to encourage our students to develop their online networks for learning and professional purposes, by sharing experiences and building relationships with a global community of MOOC learners.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/building-networks-of-campus-based-students-and-mooc-learners\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/lisa_harris.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\nThe role of technology as mediating tools in developing professional identity and\u00a0competency of trainee accountants<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Iwi Ugiagbe-Green\u00a0&#8211; Leeds Beckett University<\/span><\/p>\n<p>The aim of the paper is to present findings from an empirical study which explores the mediating roles of technology during the initial professional development of trainee accountants.\u00a0 During this process, the trainee accountant has to demonstrate development of their professional identity and competency for assessment purposes.<br \/>\n<span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/the-role-of-technology-as-mediating-tools-in-developing-professional-identity-competency-of-trainee-accountants\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/iwi_ugiagbe_green.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt;color: #0094aa\"><strong><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/uU9-63s4ZKk?version=3&#038;rel=0&#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><\/span>We are what we tweet: developing a digital identity in 140 characters or less; a journey from silent spectator to confident tweeter<br \/>\n<\/strong><\/span><\/p>\n<p><span style=\"font-size: 12pt\">Gillian Dawson\u00a0&#8211; The Library of the University of the West of Scotland <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/uwslib\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">uwslib<\/span><\/span><\/a><\/span><\/p>\n<p>I aim to show the process of developing an online identity using Twitter whilst growing in digital confidence and capability. I will share my experiences as part of the @uwslib team and illustrate lessons learned along the way from this continually evolving account.<\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/we-are-what-we-tweet-developing-a-digital-identity-in-140-characters-or-less-a-journey-from-silent-spectator-to-confident-tweeter\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/span><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\nTwitter as a curator of academic resources in the field of social sciences and humanities<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Fernando Christian Hernandez Perez <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/bourdieu\">@<span class=\"u-linkComplex-target\">bourdieu<\/span><\/a>\u00a0\u2013 Metropolitan Autonomous University, Azcapotzalco, Mexico City<\/span><\/p>\n<p>This short paper presents a study which used a fictional identity on Twitter to reinforce traditional channels of learning and teaching by disseminating resources via this identity\u2019s Twitter feed.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/twitter-as-a-curator-of-academic-resources-in-the-field-of-social-sciences-and-humanities\/\" target=\"_blank\">Detailed description of short paper<\/a><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #0094aa\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/3EhMee3vJrMFyA\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-986 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Michelle-Bond-and-Kelly-Snape-SocMedHE-slides-300x225.jpg\" alt=\"Michelle Bond and Kelly Snape SocMedHE slides\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Michelle-Bond-and-Kelly-Snape-SocMedHE-slides-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Michelle-Bond-and-Kelly-Snape-SocMedHE-slides-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Michelle-Bond-and-Kelly-Snape-SocMedHE-slides.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Developing the digital literacy and professional social identities of staff in Higher Education through engagement with online training<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Kelly Snape\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/kelsnape\">@<span class=\"u-linkComplex-target\">kelsnape<\/span><\/a>\u00a0&#8211;\u00a0Sheffield Hallam University\u00a0and\u00a0Michelle Bond\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/libmichelle\">@<span class=\"u-linkComplex-target\">libmichelle<\/span><\/a><br \/>\n&#8211;\u00a0Liverpool Hope University<\/span><\/p>\n<p>Developing digitally literate HE staff:\u00a0 an exploration of the challenges of encouraging staff to develop their own digital\/social identity to equip them with the confidence to contribute to the development of the digital literacy and professional identities of students. A case study through the lens of working with careers practitioners.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/developing-the-digital-literacy-and-professional-social-identities-of-staff-in-higher-education-through-engagement-with-online-training\/\" target=\"_blank\"><span style=\"font-family: arial,helvetica,sans-serif\">Detailed\u00a0description of short paper<\/span><\/a><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt;color: #0094aa\"><br \/>\nBridging the gap between student learning and professional identity: Using Twitter to promote engagement in education policy<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Damien Fitzgerald\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/teacheruni\">@<span class=\"u-linkComplex-target\">teacheruni<\/span><\/a>\u00a0and Ester Ehiyazaryan-White &#8211; Sheffield Hallam University<\/span><\/p>\n<p>This paper reports on using Twitter as part of a undergraduate module focused on child and family policy. The paper presents an overview of the results and an evaluation of the potential uses of Twitter to promote learning and engage students in real world contexts to develop their professional identities.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/bridging-the-gap-between-student-learning-and-professional-identity-using-twitter-to-promote-engagement-in-education-policy\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt;color: #0094aa\"><strong><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/w9rZdvbVecIlsQ\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-988 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools-300x169.jpg\" alt=\"mike ewan\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/ME-Cake-and-other-tools.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Cake and other tools \u2013 How to develop SM through co-operation<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Mike Ewen\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/mike_ewen\">@<span class=\"u-linkComplex-target\">mike_ewen<\/span><\/a>\u00a0&#8211; University of Hull<\/span><\/p>\n<p>The talk aims to provide practical advice on developing relationships at local, regional and national levels to develop a networked approach to social media.<\/p>\n<p><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/cake-and-other-tools-how-to-develop-sm-through-co-operation\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/mike_ewen.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\nAre you Facebooking for the future or still watching Breaking bad? \u2013 Experiencing the theory and the visual to comprehend history of the media<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Hilary Cunliffe-Charlesworth\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/hilary_cunliffe\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">hilary_cunliffe<\/span><\/span><\/a>\u00a0and Joan Ramon Rodriguez-Amat &#8211;\u00a0<span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Sheffield Hallam University<\/span><\/span><\/p>\n<p>Most academic subjects include topics that staff find fascinating but students do not want to learn. This paper considers how the use of social media (Facebook and Twitter) has been used to engage reluctant students and evaluates the challenges, questions and successes of using a wider range of learning tools.<br \/>\n<span style=\"font-family: arial,helvetica,sans-serif\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/are-you-facebooking-for-the-future-or-still-watching-breaking-bad-experiencing-the-theory-and-the-visual-to-comprehend-history-of-the-media\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/hilary_cunclifee_SSP3.mp3\" target=\"_blank\">Audio recording of presentation<\/a><\/span><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/bIYFnPIDMrAR0s\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-987 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet-300x169.jpg\" alt=\"Frederic Fovet\" width=\"300\" height=\"169\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet-300x169.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet-1024x576.jpg 1024w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet-460x260.jpg 460w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet-900x506.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/Soc-Med-HE-Frederic-Fovet.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Social media and the widening of accessibility in Higher Education: Exploring social media use and Universal Design for Learning<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Frederic Fovet <a href=\"https:\/\/twitter.com\/FFovet\">@FFovet<\/a> &#8211;\u00a0La Trobe University Australia<\/span><\/p>\n<p>The session will explore the possible uses and impact of social media in the widening of accessibility in Higher Education, for Students with Disabilities. It will analyse and present data collected on a large Canadian campus over a four year drive to implement Universal Design for Learning.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/social-media-and-the-widening-of-accessibility-in-higher-ed-exploring-social-media-use-and-universal-design-for-learning-udl\/\">Detailed description of short paper<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\nUsing Twitter to support the development of a learning community with postgraduate distance learning students<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Simon Horrocks\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/horrocks_simon\">@<span class=\"u-linkComplex-target\">horrocks_simon<\/span><\/a>\u00a0and Sheila Curran <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/sheilacurran1\">@<span class=\"u-linkComplex-target\">sheilacurran1<\/span><\/a> \u2013 The Open University<\/span><\/p>\n<p>This paper will explore the opportunities and challenges of introducing social media channels to support a distributed learning community. In particular, it will focus on the use of Twitter to support a global cohort of postgraduate education students at The Open University.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/using-twitter-to-support-the-development-of-a-learning-community-with-postgraduate-distance-learning-students\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/eJnCeI5KvLo?version=3&#038;rel=0&#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><\/span>Using a collective blog to support the transition between work and formal learning in a Master\u2019s course<\/span><br \/>\n<\/strong><span style=\"font-size: 12pt\">Florence Dujardin\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/afdujardin\">@<span class=\"u-linkComplex-target\">afdujardin<\/span><\/a>\u00a0&#8211; University of East Anglia<\/span><\/p>\n<p><span style=\"font-size: 10pt\">This paper focuses on mature learners&#8217; digital identities. To support their transition into a learning community, a Master&#8217;s module required these students to share a reflective blog. The study examines how their writing reflects increasing abilities and highlights the role of a peer audience in emerging digital confidence.<\/span><\/p>\n<p><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/using-a-collective-blog-to-support-the-transition-between-work-and-formal-learning-in-a-masters-course\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"font-size: 12pt;color: #0094aa\"><br \/>\nShaping &#8216;e&#8217; professional identities &#8211; towards an understanding the impact of social media experiences on the professional development of social work students<\/span><\/strong><br \/>\n<span style=\"font-size: 12pt\">Sam Miller\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Samhudmiller\">@<span class=\"u-linkComplex-target\">Samhudmiller<\/span><\/a>\u00a0&#8211; University of Huddersfield<\/span><\/p>\n<p><span style=\"font-size: 10pt\">The presentation draws on a small, phenomenological research project involving first year\u00a0social work students at the University of Huddersfield, taking part in a focus group study and completing an on-line questionnaire. The results highlight the increasing complexity of social media experiences and its impact upon professional development.<br \/>\n<\/span><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/shaping-e-professional-identities-towards-an-understanding-the-impact-of-social-media-experiences-on-the-professional-development-of-social-work-students\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"font-size: 12pt;color: #0094aa\"><br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-mmc-WS1.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-997 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-mmc-WS1-300x225.jpg\" alt=\"SocMedHE15 mmc WS\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-mmc-WS1-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-mmc-WS1-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SocMedHE15-mmc-WS1.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Nurse online, nurse offline \u2013 learning to be a digital professional<\/span><br \/>\n<\/strong><span style=\"font-size: 12pt\">Wendy Sinclair\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/wlasinclair\">@<span class=\"u-linkComplex-target\">wlasinclair<\/span><\/a> and Moira McLoughlin\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/levylass\">@<span class=\"u-linkComplex-target\">levylass<\/span><\/a> &#8211; University of Salford<\/span><\/p>\n<p>This paper will explore how embedding social media in higher education programmes that are bound by regulatory bodies. It will explore how to ensure students can learn to use social media responsibly through role modelling and co-curation.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/nurse-on-line-nurse-off-line-learning-to-be-a-digital-professional\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"font-size: 12pt;color: #0094aa\"><br \/>\nSocial media portfolios: Building a professional social media profile for presentation in LinkedIn<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Andrew Middleton\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/andrewmid\">@<span class=\"u-linkComplex-target\">andrewmid<\/span><\/a>,\u00a0Sue Beckingham\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/suebecks\">@<span class=\"u-linkComplex-target\">suebecks<\/span><\/a>\u00a0and Kelly Snape\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/kelsnape\">@<span class=\"u-linkComplex-target\">kelsnape<\/span><\/a><br \/>\n&#8211;\u00a0Sheffield Hallam University<br \/>\n<\/span>Reflecting on recent work this paper considers how social media is being used to generate evidence of learning and professional practice by students and academic staff to populate their online professional profile.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/social-media-portfolios-building-a-professional-social-media-profile-for-presentation-in-linkedin\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/middleton_beckingham_SP4.mp3\" target=\"_blank\">Audio recording of session<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/EGL3kjYD6X2jhv\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-998 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SOCMEDHE_Talk_EdeQ_v1_Page_01-300x225.jpg\" alt=\"SOCMEDHE_Talk_EdeQ_v1_Page_01\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SOCMEDHE_Talk_EdeQ_v1_Page_01-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/SOCMEDHE_Talk_EdeQ_v1_Page_01.jpg 850w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>An investigation into the potential uses of Twitter within learning and teaching and the implications for university social media policies and guidelines<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Ed\u00a0de Quincey\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/eddequincey\">@<span class=\"u-linkComplex-target\">eddequincey<\/span><\/a>\u00a0&#8211; Keele University<\/span><\/p>\n<p>This presentation describes a study that has analysed the tweeting activity of lecturers and students. The potential benefits are discussed along with the surprise difficulty in getting students to engage with twitter. Issues regarding digital identity are considered and how they have contributed to a University social media policy.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/an-investigation-into-the-potential-uses-of-twitter-within-learning-and-teaching-and-the-implications-for-university-social-media-policies-and-guidelines\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\">Heart and mind: Student Facebook groups emphasise that learning is emotional as well as cerebral<br \/>\n<\/span><\/strong><span style=\"font-size: 12pt\">Tony Coughlan\u00a0<a href=\"https:\/\/twitter.com\/tjcoughlan?lang=en-gb\"><u>@<span class=\"u-linkComplex-target\">tjcoughlan<\/span><\/u><\/a>\u00a0and Leigh-Anne Perryman\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/laperryman\">@<span class=\"u-linkComplex-target\">laperryman<\/span><\/a> &#8211; The Open University<\/span><\/p>\n<p>An analysis of student-led public Facebook groups with a combined membership of 2600 students revealed widespread emotional and cerebral support plus evidence that thriving groups can assist student retention. This research helps institutions to understand the valuable role performed by Facebook groups alongside formal provision.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/heart-and-mind-student-facebook-groups-emphasise-that-learning-is-emotional-as-well-as-cerebral\/\" target=\"_blank\">Detailed\u00a0description of short paper<br \/>\n<\/a><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/tony_coughlan_leigh_anne_perryman.mp3\" target=\"_blank\">Audio recording of session<\/a><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<a href=\"http:\/\/www.slideshare.net\/secret\/amMeE8OvxdjhDn\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-999 size-medium\" src=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/When-Actual-Met-Virtual-2015-300x225.jpg\" alt=\"amanda taylor\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/When-Actual-Met-Virtual-2015-300x225.jpg 300w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/When-Actual-Met-Virtual-2015-900x675.jpg 900w, https:\/\/blogs.shu.ac.uk\/socmedhe\/files\/2015\/12\/When-Actual-Met-Virtual-2015.jpg 960w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>When actual met virtual \u2013 A teaching and learning methodology\u00a0in social work education that through the use of technologies has grown into a national community of learning<br \/>\n<\/span><\/strong><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Amanda Taylor\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/AMLTaylor66\">@<span class=\"u-linkComplex-target\">AMLTaylor66<\/span><\/a>\u00a0&#8211; University of Central Lancashire<\/span><\/p>\n<p>The book groups in social work education methodology was originally designed to supplement traditional teaching methods in traditional spaces.\u00a0 However, embedding technologies within the approach has broken down the geographic boundaries that once reduced social work education into silos.\u00a0 This session outlines what can occur \u201cwhen actual meets virtual\u2019\u2019.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/when-actual-met-virtual-a-teaching-and-learning-methodology-in-social-work-education-that-through-the-use-of-technologies-has-grown-into-a-national-community-of-learning\/\" target=\"_blank\"><span style=\"font-family: arial,helvetica,sans-serif\">Detailed\u00a0description of short paper<\/span><\/a><\/p>\n<p><span style=\"font-size: 12pt;color: #0094aa\"><strong><br \/>\nCreating an\u00a0ethical and sustainable social media<br \/>\n<\/strong><\/span><span style=\"font-size: 12pt\">Christopher Hall <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/goldblach\">@<span class=\"u-linkComplex-target\">goldblach<\/span><\/a>\u00a0&#8211; Sheffield Hallam University<br \/>\n<\/span>\u2018You affect the world by what you browse.\u2019 Tim Berners-Lee &#8211; Aiming to initiate the development of a policy for the ethical and sustainable use of Social Media in Higher Education by outlining the key issues such as our role as educators and our relationship with the Social Media. The key focus is how we can engender change through action.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/creating-an-ethical-and-sustainable-social-media\/\" target=\"_blank\">Detailed\u00a0description of short paper<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\">Third year students as social media consultants<\/span><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/3ZoH-h4OiRE?version=3&#038;rel=0&#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><\/span><br \/>\n<\/strong>Luke Regan\u00a0and Chris Hall <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/goldblach\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">goldblach<\/span><\/span><\/a> \u00a0&#8211; Sheffield Hallam University<br \/>\n<\/span><br \/>\n<span style=\"font-size: 10pt\">This thunderstorm session will give an overview of an assessment task we designed to help students understand the value of their informal knowledge of social media within the job market.<\/span><\/p>\n<p><span style=\"font-size: 10pt\">Working as consultants on live briefs with real world clients, students&#8217; engagement, standards and employability comprehension have all increased.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/third-year-students-as-social-media-consultants\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/span><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/aOxxLGuHCDQ?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Learn hacks \u2013 Using Adobe Voice to make short animated videos about social media tools that support student learning and research skills<\/span><\/span><br \/>\n<\/strong>Andrew Tattersall\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Andy_Tattersall\">@<span class=\"u-linkComplex-target\">Andy_Tattersall<\/span><\/a> &#8211; The University of Sheffield<\/span><\/p>\n<p>The focus of this Thunderstorm session is to showcase the collection of short animated videos that have been created by Andy Tattersall using Adobe Voice.<\/p>\n<p>They focus on several themes including discoverability, curation, impact, collaboration and productivity. The collection of videos are hosted on iTunes U, YouTube and Vimeo.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/learn-hacks-using-adobe-voice-to-make-short-animated-videos-about-social-media-tools-that-support-student-learning-and-research-skills\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/lZasg1VrJUn4XO\" target=\"_blank\">Presentation slides<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/O5q78RRWDKI?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Research Flashmobs: An online journal club using social media<\/span><\/span><br \/>\n<\/strong>Anne-Marie Borneuf <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/MMUPreRegNurse1\">@<span class=\"u-linkComplex-target\">MMUPreRegNurse1<\/span><\/a> &#8211; Manchester Metropolitan University<\/span><\/p>\n<p>A 10-minute opportunity to interact in a Flashmob online in a research journal club. Including setting up an online journal club and deliberating the advantages and challenges of this innovate activity.<\/p>\n<p>The focus being to enhance tutors own creative teaching, learning and digital literacy skills.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/research-flashmobs-an-online-journal-club-using-social-media\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/6BqPwjlonwI?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Moons, Toasters and MOOCs: Going\u00a0live with Google Hangouts<\/span><\/span><br \/>\n<\/strong>Catherine Chambers <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Catherine_C\">@<span class=\"u-linkComplex-target\">Catherine_C<\/span><\/a>\u00a0&#8211; The Open University<br \/>\n<\/span><br \/>\nThe popularity of social learning signals the potential to transform learning into a lifestyle. This presentation looks back on a series of Google Hangouts broadcast in 2014 during the Open University Moons MOOC and explores how presentation styles and formats can enhance engagement with informal learners.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/moons-toasters-and-moocs-going-live-with-google-hangouts\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/p>\n<p><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/g9lck1hu_3E?version=3&#038;rel=0&#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><br \/>\n<\/span><span style=\"color: #0094aa\">Using blogs to engage students in their subject outside of formal teaching spaces<br \/>\n<\/span><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Tom Bassindale\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/WeAreForensic\">@<span class=\"u-linkComplex-target\">WeAreForensic<\/span><\/a>\u00a0&#8211; Sheffield Hallam University<\/span><\/p>\n<p>Over the past three years I have been writing short (~500 words) blogs to supplement lecture material. I will explain how these blogs link to the lecture or to professional development through wider exposure to the subject matter. I will also show how these have expanded my learning network.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/using-blogs-to-engage-students-in-their-subject-outside-of-formal-teaching-spaces\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/3d5YW3kGJjWKV5\" target=\"_blank\">Presentation slides<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/3ZRNCCJqscc?version=3&#038;rel=0&#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><\/span><\/span><\/strong><\/span><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><span style=\"color: #0094aa\">Bringing Snapchat into the lecture theatre to engage students<\/span><\/span><br \/>\n<\/strong>Dr Beryl Jones\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/boltew\">@<span class=\"u-linkComplex-target\">boltew<\/span><\/a> &#8211; Kingston University<\/span><\/p>\n<p>The aim of the study is to demonstrate how the use of Snapchat can be used in the lecture theatre to increase engagement in the classroom between lecturer and student. The objective is an attempt to increase student retention and improve performance.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/bringing-snapchat-into-the-lecture-theatre-to-engage-students\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/fdRTDyuVJVQa42\" target=\"_blank\">Presentation slides<\/a><\/p>\n<h3><strong>Thunderstorms<\/strong><\/h3>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #0094aa\">Third year students as social media consultants<\/span><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/3ZoH-h4OiRE?version=3&#038;rel=0&#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><\/span><br \/>\n<\/strong>Luke Regan\u00a0and Chris Hall <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/goldblach\"><span style=\"color: #0084b4\">@<span class=\"u-linkComplex-target\">goldblach<\/span><\/span><\/a> \u00a0&#8211; Sheffield Hallam University<br \/>\n<\/span><br \/>\n<span style=\"font-size: 10pt\">This thunderstorm session will give an overview of an assessment task we designed to help students understand the value of their informal knowledge of social media within the job market.<\/span><\/p>\n<p><span style=\"font-size: 10pt\">Working as consultants on live briefs with real world clients, students&#8217; engagement, standards and employability comprehension have all increased.<br \/>\n<\/span><span style=\"font-size: 10pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/third-year-students-as-social-media-consultants\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/span><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/aOxxLGuHCDQ?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Learn hacks \u2013 Using Adobe Voice to make short animated videos about social media tools that support student learning and research skills<\/span><\/span><br \/>\n<\/strong>Andrew Tattersall\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Andy_Tattersall\">@<span class=\"u-linkComplex-target\">Andy_Tattersall<\/span><\/a> &#8211; The University of Sheffield<\/span><\/p>\n<p>The focus of this Thunderstorm session is to showcase the collection of short animated videos that have been created by Andy Tattersall using Adobe Voice.<\/p>\n<p>They focus on several themes including discoverability, curation, impact, collaboration and productivity. The collection of videos are hosted on iTunes U, YouTube and Vimeo.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/learn-hacks-using-adobe-voice-to-make-short-animated-videos-about-social-media-tools-that-support-student-learning-and-research-skills\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/lZasg1VrJUn4XO\" target=\"_blank\">Presentation slides<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/O5q78RRWDKI?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Research Flashmobs: An online journal club using social media<\/span><\/span><br \/>\n<\/strong>Anne-Marie Borneuf <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/MMUPreRegNurse1\">@<span class=\"u-linkComplex-target\">MMUPreRegNurse1<\/span><\/a> &#8211; Manchester Metropolitan University<\/span><\/p>\n<p>A 10-minute opportunity to interact in a Flashmob online in a research journal club. Including setting up an online journal club and deliberating the advantages and challenges of this innovate activity.<\/p>\n<p>The focus being to enhance tutors own creative teaching, learning and digital literacy skills.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/research-flashmobs-an-online-journal-club-using-social-media\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><br \/>\n<span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/6BqPwjlonwI?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Moons, Toasters and MOOCs: Going\u00a0live with Google Hangouts<\/span><\/span><br \/>\n<\/strong>Catherine Chambers <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/Catherine_C\">@<span class=\"u-linkComplex-target\">Catherine_C<\/span><\/a>\u00a0&#8211; The Open University<br \/>\n<\/span><br \/>\nThe popularity of social learning signals the potential to transform learning into a lifestyle. This presentation looks back on a series of Google Hangouts broadcast in 2014 during the Open University Moons MOOC and explores how presentation styles and formats can enhance engagement with informal learners.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/moons-toasters-and-moocs-going-live-with-google-hangouts\/\" target=\"_blank\">Detailed description of thunderstorm<\/a><\/p>\n<p><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/g9lck1hu_3E?version=3&#038;rel=0&#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><\/span><\/p>\n<p><strong><span style=\"color: #0094aa;font-size: 12pt\">Using blogs to engage students in their subject outside of formal teaching spaces<\/span><\/strong><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\">Tom Bassindale\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/WeAreForensic\">@<span class=\"u-linkComplex-target\">WeAreForensic<\/span><\/a>\u00a0&#8211; Sheffield Hallam University<\/span><\/p>\n<p>Over the past three years I have been writing short (~500 words) blogs to supplement lecture material. I will explain how these blogs link to the lecture or to professional development through wider exposure to the subject matter. I will also show how these have expanded my learning network.<\/p>\n<p><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/using-blogs-to-engage-students-in-their-subject-outside-of-formal-teaching-spaces\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/3d5YW3kGJjWKV5\" target=\"_blank\">Presentation slides<\/a><\/p>\n<p><span style=\"font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><span style=\"color: #33828a\"><span style=\"float: left;margin-right: 20px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"300\" height=\"169\" src=\"https:\/\/www.youtube.com\/embed\/3ZRNCCJqscc?version=3&#038;rel=0&#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><\/span><span style=\"color: #0094aa\">Bringing Snapchat into the lecture theatre to engage students<\/span><\/span><br \/>\n<\/strong>Dr Beryl Jones\u00a0<a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/boltew\">@<span class=\"u-linkComplex-target\">boltew<\/span><\/a> &#8211; Kingston University<\/span><\/p>\n<p>The aim of the study is to demonstrate how the use of Snapchat can be used in the lecture theatre to increase engagement in the classroom between lecturer and student. The objective is an attempt to increase student retention and improve performance.<br \/>\n<a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/bringing-snapchat-into-the-lecture-theatre-to-engage-students\/\" target=\"_blank\">Detailed description of thunderstorm<br \/>\n<\/a><a href=\"http:\/\/www.slideshare.net\/secret\/fdRTDyuVJVQa42\" target=\"_blank\">Presentaion slides<\/a><\/p>\n<p>[bg_faq_end]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[bg_faq_start] Publication information: ISBN\u00a0978-1-84387-394-5 Social Media for Learning in Higher Education\u00a0 2015 Conference proceedings (#SocMedHE15) Publication date: 25 November 2016 These are the proceedings from the first Social Media for Learning in Higher Education (#SocMedHE15), they include: Ten\u00a0full, peer reviewed papers, Abstracts for all presented short papers, workshops and short thunderstorm sessions. Where we have&hellip;<\/p>\n","protected":false},"author":150,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1480","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P6r5Qk-nS","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1480","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/comments?post=1480"}],"version-history":[{"count":33,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1480\/revisions"}],"predecessor-version":[{"id":1592,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1480\/revisions\/1592"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/media?parent=1480"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}