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Transcript of PGCAP
Learning and Teaching Online module, 7th January 2015
Social Networking in Education
Social Media Officer
What are reasonable expectations?
What are our responsibilities towards our students when we use social media sites?
How well do we, and they, understand the impact of tracks and traces that may be left behind?
See also: UoE Managing your digital footprint campaign and PTAS-funded research project
Group Task: Tracks and Traces
Explore the tracks and traces left behind online by searching for each other, and the information you can find online.
Use any search engines of your choice (Google, Bing, DuckDuckGo, etc.), you may want to try social media search engines like:
Social Mention: http://www.socialmention.com/
Twitter Search: https://twitter.com/search-home/
Social Searcher: http://www.social-searcher.com/
Whos Talkin: http://www.whostalkin.com/
Google Blog Search: http://www.google.co.uk/blogsearch/
Bing Social Search: http://www.bing.com/social/
Group Task: Tracks and Traces
Whether anything you are finding about yourself or others is surprising? Is anything concerning?
How do you feel about doing this as a group, in a public way?
How do you feel about doing this in a group of people you are learning with and working with?
Search for your own online tracks and traces, discuss, and note your comments for feeding back to the room.
Either save/share your notes on the Learn Discussion board today or ensure someone from the group will upload/share them there after this workshop.
Group Task: Tracks and Traces
How was that?
Did you find anything surprising?
How did it feel to do this in a group, in public.
As a learner did you feel compromised by others having access to personal or professional information about you?
Would you feel confident learning in some of the social media spaces searched/encountered?
How could you make these safe/appropriate spaces for teaching your students?
Did anything you found make you want to change how you manage your online presence in the future?
Are there safer spaces that can be used/created? Can your group/page/discussion be closed only to course members?
Think about whether social media is core to what you want to do, or whether it is opt in/out. How will you support students to use the tools/spaces you have selected?
If social media spaces are optional, how will you support students and ensure they are not excluded from fellow learners? Is that your responsibility?
How will accessibility or safety concerns will be addressed.
Consider speaking to the IS Social and Cloud Based Tools for Teaching and Learning Advisory Service and/or the IAD's Online Education experts who can advise on UoE tools, approaches, support.
UoE Royal (Dick) School of Veterinary Studies on Facebook
Digital Education (MOOC) hashtag and Twitter Bots
English Literature Student-led Online Magazine
On Learn area for this week:
Social Media sites, tools, privacy setting links, etc.
Relevant readings and case studies.
Add your own examples and contributions on the discussion boards.
And look out for key events and local resources such as:
IS, IAD, and Beltane Network events, training, etc.
eLearning@ed events / elearningforum.ed.ac.uk
DiCE Group events
IT Futures events
What are Social Media
Social media are any websites that allow you to contribute, to engage, to connect with others and are "Web 2.0" tools (O'Reilly 2005).
Social Media include:
Facebook, Google+ and other social networking sites
Flickr, Instagram, Snapchat and other image sharing sites
YouTube, Vimeo, Vine and other video sharing sites.
LinkedIn, Academia.edu, and other professional networking sites.
Mendeley, Delicous, Diigo, and other bookmarking tools
StackOverflow, Jelly and other Q&A sites
How are you using Social Media?
Opportunities for Using Social Media in Learning and Teaching
Social media can be fun creative spaces for learning and teaching!
Enabling/building peer communities of students in spaces they already use (for benefits see Hallam Goodman et al, 2011).
Reflective practices such as blogging, peer feedback on texts, artefacts, video, etc.
Co-creation and/or collaborative activities including wikis, collaborative curation of references or materials, enabling group work even at distance or asynchronously (for benefits see Delahunty 2013).
Professional skills development around presentation of self, developing portfolio of work, networking with others beyond the institution, etc.
Opportunities to contextualise learning with wider resources, communities, conversations e.g. through use of hashtags, contribution to communities etc.
Promotion and profile raising for you and your program through building a vibrant presence around your course and your research, e.g. articles for The Conversation, blogging, videos.
Innovative Learning Week Blog - Reflections on learning and teaching practices
Social Media Guidelines & Guidance
University of Edinburgh Social Media Guidelines - published in 2012, currently undergoing update: http://www.ed.ac.uk/polopoly_fs/1.78322!/fileManager/111201%20UoE-Social-Media-Guidelines.pdf
IS Social & Cloud Based Learning and Teaching advisory service: http://www.ed.ac.uk/schools-departments/information-services/learning-technology/social-cloud
IAD offers advice and training on using social media in learning and teaching in blended, online, and MOOC contexts. They can also provide advice on writing social media guidance for course handbooks.
PTAS-funded UoE Managing your digital footprint research strand will also be providing recommendations and best practice guidance. Look out for updates over the next 6-12 months.
Professional bodies have their own professional social media guidance and advice, e.g. GMC Social Media Guidance, NASUWT guidance on social media conduct for members, etc.
Do you have any good practice (or bad practice) examples from your own or your colleagues' teaching and learning?