Guest Lecture for Advanced Clinical Practice and Healthcare Education Sheffield Hallam University

1. Social Media for
Learning and Teaching
Sue Beckingham | @suebecks
Guest Lecture for Advanced Clinical Practice and Healthcare Education
Sheffield Hallam University

2. Moving on from the desktop

3. Mobile vs Desktop

4. 2010-2015

5. Ofcom's Media Use and Attitudes (UK)

6. The Internet in real time - how
quickly data is generated
http://pennystocks.la/internet-in-real-time/

7. The way we communicate has changed
There are now a multiplexity of ways this can be
done, building upon strong ties and creating
new opportunities to develop weak ties

8. #Socialnomics 2015 by Erik Qualman @equalman

9. We are moving
towards.....
• Ubiquitous computing
• Ubiquitous communication
• Ubiquitous information
• At unlimited speed
• About everything
• Everywhere
• From anywhere
• On all kinds of devices
• Connect
• Organise
• Share
• Collect
• Collaborate
• Publish
Which makes it
'ridiculously
easy' to.....
(Michael Wesch 2010)

10. A shift from being
knowledgeable to
Knowledge-Able
Michael Wesch
(Michael Wesch 2010)

11. AND to continue this
dialogue face to face
CREATORS
CURATORS
CRITICS
CONVERSATIONALISTS
COLLABORATORS
COMMUNICATORS
Social Media EMPOWERS
individuals to become digital:
Beckingham 2013
http://www.slideshare.net/suebeckingham/scholarship-and-social-media

12. connections = currency
Qualman 2014

13. Digital technologies and social media
enable personal learning networks
unconstrained by time and place

14. A means of filtering
the information overload

15. Graphic literacy i.e. infographics
Navigation literacy i.e. internet geography
Context and connections literacy i.e. PLNs
Focus literacy i.e. time for solitude switch
Multitasking literacy i.e.. appliances, people
Scepticism literacy i.e. ‘crap detection’
Ethical literacy i.e. trust
RainieandWellman(2012:272-274)
New Literacies for Networked Individuals

16. receiving
responding
regurgitating
Education 1.0
communicating
contributing
collaborating
Education 2.0
connectors
creators
constructivists
Education 3.0
self-directed, interest-
based learning
where problem-solving,
innovation and creativity
drive education
Adapted from Gerstein 2014

17. connecting
networking
connecting
collaboration
interactivity
communication
mutuality
multimodality
community-
building
curation
participation
flexibility
active
learning
sharing
customisation
inquiry
responsibility
creativity
Education 3.0

18. Social Media for Learning
What would you add?
• Participation
• Collaboration
• Interactivity
• Communication
• Community-building
• Sharing
• Networking
• Creativity
• Flexibility
• Customisation
• Curation
• Connecting
• Multimodality
• Active learning
• Cooperation
• Responsibility
• Mutuality
• ???

23. Twitter Lists
https://twitter.com/suebecks/lists/health-professionals/members

24. Blogging
https://medradjclub.wordpress.com/
https://twitter.com/AmandaBoldersto
Embedded
Twitter stream

25. Communication
Social media is changing the way consumers and health
organizations interact.
How are some of the largest healthcare companies using
social media? Adopters in the health industry tell PwC that
despite concerns about integrating social media into data
analytics and measuring its effectiveness, they are
incorporating social media into their business strategy. By
doing the following:
• Tapping into social media to foster new relationships
• Expanding their roles with customers via social media
• Moving dialog from one-to-many to many-to-many
http://www.pwc.com/us/en/health-
industries/publications/health-care-social-media.html

26. Developing a Social Media for
Learning Framework
• The following key principles offer a framework
upon which the effective use of social media for
teaching and learning can be plotted;
• The ideas in the framework work in combination
or independently of each other;
• Each principle is informed by established ideas
for effective teaching and learning and therefore
help to clarify and legitimise the use of social
media, in its various forms, in good academic
practice.
Middleton and Beckingham 2014

27. • Socially inclusive
• Lifewide and lifelong
• Media neutral
• Learner-centred
• Cooperative
• Open and accessible
• Authentically situated
Social Media for Learning Framework
Middleton and Beckingham 2014

28. Supporting and validating
learning through mutually
beneficial, jointly enterprising and
communally constructive
communities of practice; fostering
a sense of belonging, being and
becoming; promoting collegiality,
feeling connected, social glue
Middleton and Beckingham 2014

29. Use a blog to tag and share
information, invite student
interaction using comments
Choose a module Twitter
hashtag for the class to
share useful links
Grab student "preview" or
"exit interviews" using Vine
Use Padlet to collate ideas
from a virtual brainstorm
Encourage Facebook groups!

30. Lifewide and Lifelong
formal
non-
formal
informal
Connecting formal, non-formal and informal learning
progression; developing online presence; developing
digital literacies for experiential, problem solving,
creative and critical learning approaches
Middleton and Beckingham 2014

31. Get students to establish a
LinkedIn presence and start
to make valued connections
Build a PLN of your own to
connect with other
educators
Gather student ideas for
discussion topics and ask
them to vote for the most
popular
Ask students to capture
and share key points learnt
at the end of a module and
revisit in the next, using
text and images.

32. Media neutral
Learning across
and through rich
multiple media;
providing
opportunities for
choices and self
expression
Middleton and Beckingham 2014

33. Post concept clips on
YouTube and invite
comments as basis for
flipped lecture using their
chosen medium e.g. video,
audio, images and 'wordles'
Student 'about me' digital
artefacts and embed in
personal blog, portfolio,
website
Choose a curation tool to
gather links and information

34. Learner-centred
Promoting self-regulation, creative self-expression, building
self-efficacy and confidence; accommodating niche interests
and activities, the ‘long tail’ of education
Middleton and Beckingham 2014

35. Introduce new approaches to
note taking and get students
to share via Twitter
Ask students to identify, join
and contribute to subject or
career relevant LinkedIn
groups
Use a problem based
approach underpinned by a
student co-production
activity using Google Docs
#sketchnotes
@hopkinsdavid

36. Co-operative
Promotes working together productively and critically as
peers (co-creation) in self-organising, robust networks that
are scalable, loosely structured, self-validating, and both
knowledge-forming and knowledge-sharing
Middleton and Beckingham 2014

37. Get students to create a
shared course/subject
newsletter
Hold Tweet Chats as
revision drop ins and Storify
Use Diigo (Educator
account) to set up a
shared course/module
social bookmarking group
which allows students to
critique resources
selected
https://www.diigo.com/education

38. Open and Accessible
Supporting spacial, temporal and social openness; promoting
open engagement in terms of access being geographically
extended, inclusive, controlled by the learner, gratis, open
market, unconstrained freedom, access to content
Middleton and Beckingham 2014

39. Use open educational
resources (OERs) e.g. Jorum
and promote open practice
Create links with other
universities and co-create an
open blog
Host a "Google Hangout
on Air" with a student or
expert panel of speakers.
Invite listeners to post
questions. This auto
records on YouTube.
Share the link via Twitter.

40. Authentically situated
Making connections
across learning, social and
professional networks;
being scholarly and
establishing a considered
professional online
presence and digital
identity
Middleton and Beckingham 2014

41. Invite experts to speak to/with
students via Skype or in a
Google Hangout
Create a Course LinkedIn
Group to connect with Alumni
Invite peers to share
working experiences at an
event. Storify the Tweets
and share presentations on
SlideShare
Hold TweetChats on
specific topics to share
good practice and
questions.

42.  Promote discussion informing curriculum design
and staff development;
 Validate and refine existing practice;
 Help identify how social media can be further
embedded in practice to enhance and transform it.
 It is work in progress
The framework and
principles are intended to:
Middleton and Beckingham 2014

43. Social Media Guidance
http://go.shu.ac.uk/socialmedia
Beckingham, Purvis and Rodger 2013

44. @DrLancaster
http://professionalonlinepresence.com/podcasts/
Openly share resources

45. Learner-centered, lifelong learning has been the cry of
knowledge society visionaries for the last decade. Yet
learning continues to be delivered with teacher-centric
tools in a twelve week format.
Society is changing. Learners needs are changing.
The course, as a model for learning, is being challenged
by communities and networks, which are better able to
attend to the varied characteristics of the learning process
by using multiple approaches, orchestrated within a
learning ecology.
George Siemens 2003

46. Can we create an open learning
ecology that enables learners to
learn with and from each other
in a supportive environment
using authentic and inquiry-
based pedagogical models?
Nerantzi and Beckingham 2013

47. New Year CPD 11-15 January
http://byod4learning.wordpress.com/

48. Sue Beckingham
Sheffield Hallam University, UK
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks