Innovations in assessment: social media as a professional medium Salford University Wednesday 4 th May 2016 12:00 to 16:00 Lee Dunn lee.dunn@glasgow.ac.uk Twitter @leeandrewdunn Session Hashtag #SalfordACE www.leedunn.co.uk image: pexel.com
About Me • University Teacher within the School of Education which is part of the College of Social Sciences • My portfolio includes responsibility for: • BTechEd Hons / MTechEd Degree Programmes • MSc Education Degree Programme • Technologies Curriculum across the School • Digital Learning and Teaching across the School • Secondary School teacher for 14 years • Seconded to the Scottish Government for 2 years • Married, two kids aged 7 and 9, one dog, one cat, one guinea pig
Professional Learning shared issues of professional identity and the need to protect our digital footprint through the use of social media
Workshop Outline 12:00 Welcome and Introductions Provide an overview of the @UofGlasgow digital landscape 12:30 Explore the benefits of social media for students and the opportunities to enhance the student learning experience 13:00 Discuss the initial and ongoing challenges that present to teaching staff by looking at a case study (or two!) 13:00 Break 13:30 Illustrate components of online protection for the developing professional 14:30 Explore and discuss aspects of Assessment and Feedback in relation to digital pedagogy and social media There will be a series of activities and discussions throughout the workshop!
Workshop Participation • Use the post-it notes to write down one or two thoughts for the workshop. • What are your expectations? • Do you have any questions or themes which you’d like to address? • Would you be prepared to share your experiences and ideas? • Are you for or against using social media for learning?
The Minecraft Generation What does this mean for Higher Education?
Literature Informed Siemens, G. (2005) Connectivism: Learning as Network Creation. e- Learning Space.org website. http://www.elearnspace.org/Articles/networks.htm Mishra, P., and Koehler, M.M. (2006) Technological pedagogical content knowledge: a framework for teacher knowledge. Teacher College Record, 108(6 ), pp 1017-1054. Wheeler, S. (2015) Learning with ‘e’s. Education theory and practice in a digital age. Crown House publishing. Wales. Younie, S. and Leask, M. (2013) Teaching with Technologies: The Essential Guide. United Kingdom: Open University Press.
“The world of reality has its limits; the world of imagination is boundless” - Jean-Jacques Rousseau
Digital Futures & Learning Innovation University of Glasgow
Digital Futures
Digital Futures TELT Technology Enhanced Learning and Teaching
Digital Futures TEAL Technology Enhanced Active Learning
Digital Futures BOLD Blended & Online Learning Development
Digital Futures Assessment e-Assessment and Recorded Feedback
Digital Futures Social Media Social Networks, Collaboration and Media Production
Digital Futures Technologies Emerging Technologies and Digital Pedagogy
Campus Development • Cloud Campus • Smart Campus
Learning Innovation
Learning Innovation MOOCs Massive Open Online Course
Learning Innovation Online Online Courses and Programmes
Learning Innovation Blended Located Learning via the VLE (Cloud Campus)
Online Programmes Learning Innovation SPOCs (Small Personal Online Courses) Online Programme 1 Online Programme 2 Online Programme 3 Online Programme 4 Online Programme 5
Online Programmes Learning Innovation SPOCs (Small Personal Online Courses) Courses Online Programme 1 Courses Online Programme 2 Courses Online Programme 3 Courses Online Programme 4 Courses Online Programme 5
Online Programmes Learning Innovation SPOCs (Small Personal Online Courses) Social Justice 1 Online Programme 1 with integrated SPOC Social Justice 2 Online Programme 2 with integrated SPOC Social Justice 3 Online Programme 3 with integrated SPOC Social Justice 4 Online Programme 4 with integrated SPOC Social Justice 5 Online Programme 5 with integrated SPOC
Digital Culture Conditions for Nurturing Digital Culture • Developing People Dunn, L., Dickson, B., Trinder, J., Kerr, J., and Andrews, M. (2015) Analysis of Digital Media: • Digital Leadership Supporting University-Wide Online Learning via Moodle. Project Report. University of Glasgow, Glasgow • Infrastructure • Support (Dunn, 2016) The Future Affordances of Digital Learning and Teaching
Workshop Participation • Discussion… where are you on the digital learning journey? • What has been achieved already? • What is coming next? • What would you like to do next? • Can you see any opportunities to integrate social media into your teaching? • Resources: Future Affordances of Digital Learning and Teaching and The School of Education Strategy for Digital Learning and Teaching
Case Study What’s the point of education?
The Course • 20 credit course • 11 week duration • 70 students • 1 induction lecture • 2 peer group seminars • 8 online units
Course Content Content is structured and covers a range of media types that student teachers need to be able to replicate for their own teaching purposes e.g. streaming media, narrated presentations, animations etc.
#MEduc14 #MEduc15
Digital Narratives https://storify.com/leeandrewdunn/meduc https://www.youtube.com/watch?v=oN50JLPlLm8
Course Assessment • Individual Assignment (1500 word essay) assessed at 60% of overall grade. • Group Assignment (technological product) assessed at 40% of overall grade. • Students MUST demonstrate that they have collaborated with their group and that they have used online methods of communicating e.g. Twitter or alternative. We will come back and look at assessment later on!
Twitter Examples https://www.youtube.com/watch?v=fVr6h3TUVuE&feature=youtu.be https://prezi.com/qcxrcrgw__qt/technology-in-education/
Theoretical Framework Dunn, L., Dickson, B., Trinder, J., Kerr, J., and Andrews, M. (2015) Analysis of Digital Media: Supporting University-Wide Online Learning via Moodle. Project Report. University of Glasgow, Glasgow.
Pedagogy for online learning (challenges) • Learner isolation • Not enough signposting/direction • ILOs misaligned with learning and assessment • Not enough scaffolding/support/e-moderating • Not enough opportunity for discussion & reflection • Lack of authenticity of learning & assessment • Feedback inadequate or not timely (Croft et al 2010; Duranton & Mason 2012)
Workshop Participation • Using the flipchart paper and pens, consider the opportunities and challenges that you may (or have!) face when integrating social media into your teaching. • What are your concerns? • What benefits are there to you and to your students?
Glasgow University Student Teacher Network (GUSTN) Herald Scotland Higher Education Awards (2015) Twitter @GUEducation and @Pedagoo Dunn, L., and Andrew, M. (2013) Powerful partnerships: enhancing the student experience through career long professional learning [Poster]. In: HEAAnnual Conference, Warwick, UK, 3-4 July 2013,
Concerns over using social media • Time and expectations • Managing feeds and unclear responsibilities • Privacy • Time keeping for posting and replies • Culture, disposition and attitudes • Lack of knowledge and expertise (Dunn, 2013: Dunn and Andrews, 2013)
Benefits when using social media • Increasing student motivation and engagement with course material • Increasing student-to-student collaboration • Enhanced interaction between the student and the lecturer/ teacher • Accelerated data and information sharing • Removes barriers to self-expression and contribution • Provides students with 21st Century skills which could aide their employability and increase levels of satisfaction
Social media as a professional medium
Social Media #LoveNYPD
Social Media #LoveNYPD
Social Media for Teachers
Protecting Identities All student teachers within the School of Education are required to read this document and sign a Fitness to Practice statement Those (70) students sitting the pilot course will explore the design, use and professional contexts of online social interaction The guidance is provided by The General Teaching Council Scotland
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