{"id":620,"date":"2015-12-14T16:21:50","date_gmt":"2015-12-14T16:21:50","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/socmedhe\/?page_id=620"},"modified":"2016-01-14T15:46:28","modified_gmt":"2016-01-14T15:46:28","slug":"short-papers-1-11-35-12-05","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/socmedhe\/short-papers-1-11-35-12-05\/","title":{"rendered":"Short Papers 1"},"content":{"rendered":"<p>Click the images to view the presentation slides. Please note: links will open in a new\u00a0browser window or tab.<\/p>\n<p><span style=\"color: #0094aa;font-family: arial,helvetica,sans-serif;font-size: 12pt\"><strong><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><\/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.<\/p>\n<p><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><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\/_-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.<\/p>\n<p><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?<\/p>\n<p><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<h4><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<\/span><\/strong><\/span><\/h4>\n<p><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<\/p>\n<p><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<h4><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<\/span><\/strong><\/span><\/h4>\n<p><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.<\/p>\n<p><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<h4><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<\/span><\/strong><\/h4>\n<p><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.<\/p>\n<p><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<h4><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\n<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<\/span><\/strong><\/h4>\n<p><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.<\/p>\n<p><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 presention<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Click the images to view the presentation slides. Please note: links will open in a new\u00a0browser window or tab. The pattern of social media use and the impact of medical students&#8217; learning Sairaa Saeed\u00a0AlQeas Alqahtani @SairaaO_o\u00a0and Mashael ALRowaished @Mashail_R\u00a0&#8211;\u00a0King Saud University, College of Medicine, Riyadh Social media (SM) is everywhere in the society and its&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-620","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P6r5Qk-a0","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/620","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=620"}],"version-history":[{"count":46,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/620\/revisions"}],"predecessor-version":[{"id":1020,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/620\/revisions\/1020"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/media?parent=620"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}