{"id":1771,"date":"2017-10-20T13:42:23","date_gmt":"2017-10-20T12:42:23","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/socmedhe\/?page_id=1771"},"modified":"2017-12-15T11:08:52","modified_gmt":"2017-12-15T11:08:52","slug":"walk-this-way-reflections-on-a-twalk","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/socmedhe\/papers-at-socmedhe17\/walk-this-way-reflections-on-a-twalk\/","title":{"rendered":"Walk this way\u2026 reflections on a #Twalk"},"content":{"rendered":"

Andrew Middleton, Chris Rowell, Alex Spiers, Santanu Vasant,
\nClaire Moscop and Jeff Waldock <\/strong><\/span><\/h3>\n

Active workshop<\/strong><\/p>\n

By the end of the session workshop participants will,<\/p>\n

    \n
  • Understand the benefits of using a #twalk as a learning space<\/li>\n
  • Know how to design their own #twalk<\/li>\n
  • Understand how social media can integrate seamlessly with face-to-face activities to create a place for rich experiential learning<\/li>\n
  • Know how to engage others after the #twalk through the ongoing use of social media<\/li>\n
  • Reflect on how different spaces support a diverse preferences for learning engagement<\/li>\n
  • Identify and use at least one principle of good learning space design<\/li>\n
  • Be able to recommend qualities informing the future learning spaces<\/li>\n<\/ul>\n

    The impact of the workshop will be increased participant awareness of the application of social media in a blended learning strategy and the implications of this for learning space and curriculum design.<\/p>\n

    The workshop will begin with a round of structured stories from some of the universities who participated in the global #Twalk event on 31st May 2017.<\/p>\n

    A set of activities will show the potential of the #Twalk as a method for enhancing a higher education learning experience:<\/p>\n

    Activity 1: Using metaphor and motion<\/strong>– walking changes the learning dynamic and the readiness of a learning network to engage. We will explore the transferability of the #Twalk model and how spatial landmarks can be used to structure discussions by considering how a walk and its \u2018pause point\u2019s can stimulate engagement in face-to-face and tweetchat learning conversations in any disciplinary area.<\/p>\n

    Activity 2 – <\/strong>\u00a0Participants will do a micro-Twalk, with a Christmas theme, to try the method and explore different types of learning spaces (formal\/informal, \u2018real\u2019\/\u2019virtual\u2019) by taking a 10 minute route through one floor of the conference building.<\/p>\n

    Activity 3<\/strong>– Using our #Twalk planning template, participants will draft a \u2018Twalk\u2019 for their own institution and discipline with the support of peers in the room.<\/p>\n

    Concluding discussion and whiteboard activity<\/strong><\/p>\n

    Participants will select from the following topics to generate ideas and guidance:<\/p>\n

      \n
    • Connected future space #1 –<\/strong> learning space beyond the binaries of informal-formal, digital-physical, study-work<\/li>\n
    • Connected future space #2<\/strong> – learning to be agile, networked and nomadic using social media for uncertain futures<\/li>\n
    • Reasons to twalk <\/strong>– exploring the benefits of #twalking<\/li>\n<\/ul>\n

      Pre and post activities<\/strong><\/p>\n

      The organisers will be \u2018flipping the twalk\u2019 by running a pre-conference virtual twalk in which \u2018walkers\u2019 will follow an online route, interacting with, grabbing, making, photographing and sharing what they find using social media.<\/p>\n

      Participants will feedback on their activities using social media and will be encouraged to join a collaborative online space to record their future Twalks.<\/p>\n

      References<\/strong><\/span><\/h3>\n

      Ellis, R.A. & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), June 2016.<\/p>\n

      Long, P.D. (2005). Learning space design in action. EDUCAUSE Review, July\/Aug., p.60.<\/p>\n

      Megele, C. (2014). Theorising Twitter chat. Journal of Perspectives in Applied Academic Practice, 2(2), 46-51.<\/p>\n

      Mulcahy, D.. (2015). Re\/Assembling Spaces of Learning in Victorian Government Schools: Policy Enactments, Pedagogic Encounters and Micropolitics. Discourse: Studies in the Cultural Politics of Education,<\/em> 36<\/em>(4), 500-514.<\/p>\n

      Keywords<\/strong><\/span><\/h3>\n

      Twitter, Walk, Collaborative, Tweetchat, Learning Spaces, Digital, Placemaking<\/p>\n

      Relation to the theme<\/strong><\/span><\/h3>\n
        \n
      • engaging, stimulating and challenging learners<\/strong><\/b><\/li>\n
      • reaching and engaging different groups of learners<\/strong><\/li>\n
      • innovative ways of meeting learning outcomes and enabling learning gain<\/li>\n
      • enhancing employability outcomes<\/li>\n
      • building staff and student digital capability and confidence<\/strong><\/b><\/li>\n
      • scaling up excellence for broader impact<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

        Andrew Middleton, Chris Rowell, Alex Spiers, Santanu Vasant, Claire Moscop and Jeff Waldock Active workshop By the end of the session workshop participants will, Understand the benefits of using a #twalk as a learning space Know how to design their own #twalk Understand how social media can integrate seamlessly with face-to-face activities to create a…<\/p>\n","protected":false},"author":1333,"featured_media":0,"parent":1712,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1771","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P6r5Qk-sz","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1771","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=1771"}],"version-history":[{"count":2,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1771\/revisions"}],"predecessor-version":[{"id":1882,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1771\/revisions\/1882"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/1712"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/media?parent=1771"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}