Categories PGCE

Teaching & Learning Conference

 

 

Ian has noticed a gap between staffs and students using these tools, either as a new skill or failing to engage and see beyond the “social” ideology use of it.

The project is looking in the research stages currently and is supported by the DMLL.

I wanted to blog about this because I understand this challenge that Ian is trying overcome, both on the ethical and participation gap of skills and knowledge.

I am successfully and actively engaging with students with social media platforms within the subject area of media. It has been a very organic experience, with very little few challenges, so what I’m I doing right and how can I do it better?
At the teaching and learning conference (TLC), there were tons of sessions going on, but I specifically wanted to see my colleague’s sessions Ian Uptons on “ Social Media Circuit training”

It was to be a training session that was ran like a circuit with set out time on each social media group. I imagine for some colleagues it was more like doing a cross training WOD session, with some of the social media challenges they may have experienced.

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The setting that Ian had created was fun, fast paced, awkward and positive. With Ian on the stop-watch and the token bell for time keeping the session began.
Some staff initially were out of their comfort zones, with people stating the usual fears of;

“I am too old, I missed the digital boat.”
“students don’t engage with social media in this way.”
“It started off well, but then participation dropped off.”

I think by the end of the session some of these concerns changed and here is why.
The ’social work out stations’ as I will nickname them, consisted of Reddit, Twitter and Facebook. The trainers were recent graduates ranging from engineering to photography and people ranging from different cultures and countries.

The students on the Facebook station were really positive about how their lecturer had successfully engaged them on a group page for their course. Content, learning materials and communication were active. What the students had also successfully navigated with their own pedagogy was networking, with people who they may not have mixed if this platform was not being used. And that’s the beauty of using Facebook as a teaching tool, due to our students being socially networked already with Facebook, conforming to it as an educator actually helps them in their own pedagogy with professional social networking and flipped learning.
Their lecturer had privatised the group and administrated the group alongside with students, so that no one who was not on the course could have access to content. In a way the students were actively shaping their learning community and own experience.

The setting that Ian had created was fun, fast paced, awkward and positive. With Ian on the stop watch and the token bell for time keeping the session began.
Some staff initially were out of their comfort zones, with people stating the usual fears of;

“I am too old, I missed the digital boat.”
“students don’t engage with social media in this way.”
“It started off well, but then participation dropped off.”

I think by the end of the session some of these concerns changed and here is why.
The ’social work out stations’ as I will nickname them, consisted of Reddit, Twitter and Facebook. The trainers were recent graduates ranging from engineering to photography and people ranging from different cultures and countries.

The students on the Facebook station were really positive about how their lecturer had successfully engaged them on a group page for their course. Content, learning materials and communication were active. What the students had also successfully navigated with their own pedagogy was networking, with people who they may not have mixed if this platform was not being used. And that’s the beauty of using Facebook as a teaching tool, due to our students being socially networked already with Facebook, conforming to it as an educator actually helps them in their own pedagogy with professional social networking and flipped learning.
Their lecturer had privatised the group and administrated the group alongside with students, so that no one who was not on the course could have access to content. In a way the students were actively shaping their learning community and own experience.

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