Sue Beckingham
I am a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies and LTA Lead for Computing at Sheffield Hallam University. Research interest in social media, technology enhanced learning and online identity. I am also a Senior Fellow of the Higher Education Academy, Fellow of SEDA, Visiting Fellow at Edge Hill University, Certified Management and Business Educator and Member of the Association of Learning Technology. Co-founder of #LTHEchat https://lthechat.com/
My presentations can be found at: http://www.slideshare.net/suebeckingham
My presentations can be found at: http://www.slideshare.net/suebeckingham
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The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and has also been used in staff development activities to clarify how social media provide academics with a powerful and dynamic context in which to foster active student engagement.
This chapter introduces the seven elements in the framework, each of which present a design principle associated with a theory for effective learner engagement. Each of these principles will be introduced and then illustrated with an example for how it informs effective and imaginative curriculum design incorporating the use of social media. The SM4L framework follows the Viewpoints approach to mediating collaborative design activities (O’Donnell, Galley & Ross, 2012).
In sum, the framework is a structured set of principles which can be used separately or in combination to inspire the design of effective social-media enhanced pedagogy.
Technology has invaded our working and recreational lives to an extent that few envisaged 20 or 30 years ago. We’d be fools to avoid the developments in personal, mobile, and wearable technology. Even if we tried we’d still have to deal with other developments and distractions in classroom and learning technology like smart boards, blogs, video, games, students-led learning, virtual learning environments, social media, etc. More than this, however, is how the advances in technology, the economic and physical miniaturisation of computing devices, have impacted education: the students, the teachers, the classrooms, the spaces, the connections, the aspirations, etc.
‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development.
In this book respected individuals from different education sectors write about many aspects of learning technology; from Higher Education (Sue Beckingham, Peter Reed, Dr David Walker, Sheila MacNeil, Sarah Horrigan, Terese Bird, Wayne Barry, Inge de Waard, and Sharon Flynn), Further Education (Rachel Challen and James Clay), to Museums (Zak Mensah), workplace learning (Jane Hart, Julian Stodd, Julie Wedgwood, and Lesley Price) and primary schools / early years education (Mike McSharry and Jo Badge). With a foreword written by Catherine Cronin, from the National University Ireland, Galway, the breadth and depth of the experiences here are second to none.
The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development.
Contributory authors:
Catherine Cronin: Foreword
David Hopkins: Introduction
Wayne Barry: “…and what do you do?”: Can we explain the unexplainable?
Zak Mensah: “Why do we do what we do?”
Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions”
Rachel Challen: “Learning Technologists as magicians? Balancing policy and creativity”
Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist”
Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue”
Lesley Price: “Times they are a changing …or not?”
Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?”
Julian Stodd: “How gadgets help us learn in the Social Age”
Terese Bird: “Students Leading the Way in Mobile Learning Innovation”
Inge de Waard: “Tech Dandy, or the Art of Leisure Learning”
Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?”
Mike McSharry: “This is your five-minute warning!”
Papers
The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and has also been used in staff development activities to clarify how social media provide academics with a powerful and dynamic context in which to foster active student engagement.
This chapter introduces the seven elements in the framework, each of which present a design principle associated with a theory for effective learner engagement. Each of these principles will be introduced and then illustrated with an example for how it informs effective and imaginative curriculum design incorporating the use of social media. The SM4L framework follows the Viewpoints approach to mediating collaborative design activities (O’Donnell, Galley & Ross, 2012).
In sum, the framework is a structured set of principles which can be used separately or in combination to inspire the design of effective social-media enhanced pedagogy.
Technology has invaded our working and recreational lives to an extent that few envisaged 20 or 30 years ago. We’d be fools to avoid the developments in personal, mobile, and wearable technology. Even if we tried we’d still have to deal with other developments and distractions in classroom and learning technology like smart boards, blogs, video, games, students-led learning, virtual learning environments, social media, etc. More than this, however, is how the advances in technology, the economic and physical miniaturisation of computing devices, have impacted education: the students, the teachers, the classrooms, the spaces, the connections, the aspirations, etc.
‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development.
In this book respected individuals from different education sectors write about many aspects of learning technology; from Higher Education (Sue Beckingham, Peter Reed, Dr David Walker, Sheila MacNeil, Sarah Horrigan, Terese Bird, Wayne Barry, Inge de Waard, and Sharon Flynn), Further Education (Rachel Challen and James Clay), to Museums (Zak Mensah), workplace learning (Jane Hart, Julian Stodd, Julie Wedgwood, and Lesley Price) and primary schools / early years education (Mike McSharry and Jo Badge). With a foreword written by Catherine Cronin, from the National University Ireland, Galway, the breadth and depth of the experiences here are second to none.
The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development.
Contributory authors:
Catherine Cronin: Foreword
David Hopkins: Introduction
Wayne Barry: “…and what do you do?”: Can we explain the unexplainable?
Zak Mensah: “Why do we do what we do?”
Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions”
Rachel Challen: “Learning Technologists as magicians? Balancing policy and creativity”
Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist”
Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue”
Lesley Price: “Times they are a changing …or not?”
Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?”
Julian Stodd: “How gadgets help us learn in the Social Age”
Terese Bird: “Students Leading the Way in Mobile Learning Innovation”
Inge de Waard: “Tech Dandy, or the Art of Leisure Learning”
Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?”
Mike McSharry: “This is your five-minute warning!”
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
http://www.futureofeducation.com/page/minicon-april
My talk will look at how through social media you can develop a professional network that will not only help to separate the signal from the noise for yourselves, it will also provide the mechanism for others to find you and your work as a professional in your field. By developing a professional online presence and network of connections, you will have the potential to open many new channels of communication, opportunities for collaboration and creativity BUT you will also find the means to filter only what is important to you. ""
This is an essential resource for all students who are expected to produce a group project as part of their course, regardless of their level or discipline.
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
The edited book features 28 contributors - research, case studies and scenarios