{"id":626,"date":"2015-12-11T16:44:03","date_gmt":"2015-12-11T16:44:03","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/socmedhe\/?page_id=626"},"modified":"2016-01-14T13:55:26","modified_gmt":"2016-01-14T13:55:26","slug":"short-paper-4","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/socmedhe\/short-paper-4\/","title":{"rendered":"Short Paper 4"},"content":{"rendered":"<p>Click the images to view the presentation slides. Please note: links will open in a new browser window or tab.<\/p>\n<h4><strong><span style=\"color: #0094aa;font-size: 12pt\"><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\/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<\/p>\n<p><\/span><\/h4>\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<h4><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><\/h4>\n<p><span style=\"font-size: 10pt\"><br \/>\nThe 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.<\/span><\/p>\n<p><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<h4><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<\/p>\n<p><\/span><span style=\"font-size: 10pt\">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.<\/span><\/h4>\n<p><a href=\"https:\/\/blogs.shu.ac.uk\/socmedhe\/nurse-on-line-nurse-off-line-learning-to-be-a-digital-professional\/\" target=\"_blank\"><br \/>\nDetailed\u00a0description of short paper<\/a><\/p>\n<h4><strong><span style=\"font-size: 12pt;color: #0094aa\"><br \/>\nSocial media portfolios: Building a professional social media profile for presentation in LinkedIn<\/span><\/strong><\/h4>\n<p><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<\/span><\/p>\n<p>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.<\/p>\n<p><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<h4><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<\/span><\/strong><\/h4>\n<p><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.<\/p>\n<p><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<h4><strong><span style=\"color: #0094aa;font-size: 12pt\"><br \/>\nHeart and mind: Student Facebook groups emphasise that learning is emotional as well as cerebral<\/span><\/strong><\/h4>\n<p><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.<\/p>\n<p><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<h4><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<\/span><\/strong><\/h4>\n<p><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.<\/p>\n<p><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<h4><span style=\"font-size: 12pt;color: #0094aa\"><strong><br \/>\nCreating an\u00a0ethical and sustainable social media<\/strong><\/span><\/h4>\n<p><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<\/span><\/p>\n<p>\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.<\/p>\n<p><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","protected":false},"excerpt":{"rendered":"<p>Click the images to view the presentation slides. Please note: links will open in a new browser window or tab. Using a collective blog to support the transition between work and formal learning in a Master\u2019s course Florence Dujardin\u00a0@afdujardin\u00a0&#8211; University of East Anglia This paper focuses on mature learners&#8217; digital identities. To support their transition&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-626","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P6r5Qk-a6","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/626","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=626"}],"version-history":[{"count":18,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/626\/revisions"}],"predecessor-version":[{"id":1015,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/626\/revisions\/1015"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/media?parent=626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}