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Innovations in assessment: social media as a professional medium - - PowerPoint PPT Presentation

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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:

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Lee Dunn

lee.dunn@glasgow.ac.uk Twitter @leeandrewdunn Session Hashtag #SalfordACE www.leedunn.co.uk

Innovations in assessment: social media as a professional medium

Salford University Wednesday 4th May 2016 12:00 to 16:00

image: pexel.com

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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
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shared issues of professional identity and the need to protect our digital footprint through the use of social media

Professional Learning

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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

  • pportunities 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 Outline

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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?
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The Minecraft Generation

What does this mean for Higher Education?

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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.

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“The world of reality has its limits; the world of imagination is boundless”

  • Jean-Jacques Rousseau
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Digital Futures & Learning Innovation

University of Glasgow

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Digital Futures

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TELT

Technology Enhanced Learning and Teaching

Digital Futures

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TEAL

Technology Enhanced Active Learning

Digital Futures

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BOLD

Blended & Online Learning Development

Digital Futures

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Assessment

e-Assessment and Recorded Feedback

Digital Futures

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Social Media

Social Networks, Collaboration and Media Production

Digital Futures

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Technologies

Emerging Technologies and Digital Pedagogy

Digital Futures

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  • Cloud Campus
  • Smart Campus

Campus Development

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Learning Innovation

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MOOCs

Massive Open Online Course

Learning Innovation

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Online

Online Courses and Programmes

Learning Innovation

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Blended

Located Learning via the VLE (Cloud Campus)

Learning Innovation

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Learning Innovation SPOCs (Small Personal Online Courses)

Online Programme 1 Online Programme 2 Online Programme 3 Online Programme 4 Online Programme 5

Online Programmes

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Learning Innovation SPOCs (Small Personal Online Courses)

Online Programme 1 Online Programme 2 Online Programme 3 Online Programme 4 Online Programme 5 Courses Courses Courses Courses Courses

Online Programmes

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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

Online Programmes

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Conditions for Nurturing Digital Culture

  • Developing People
  • Digital Leadership
  • Infrastructure
  • Support

(Dunn, 2016) The Future Affordances of Digital Learning and Teaching

Digital Culture

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

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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

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Case Study

What’s the point of education?

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The Course

  • 20 credit course
  • 11 week duration
  • 70 students
  • 1 induction lecture
  • 2 peer group seminars
  • 8 online units
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Course Content

Content is structured and covers a range

  • f media types that student teachers need

to be able to replicate for their own teaching purposes e.g. streaming media, narrated presentations, animations etc.

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#MEduc14 #MEduc15

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Digital Narratives

https://storify.com/leeandrewdunn/meduc https://www.youtube.com/watch?v=oN50JLPlLm8

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Course Assessment

  • Individual Assignment (1500 word essay) assessed at 60% of
  • verall grade.
  • Group Assignment (technological product) assessed at 40%
  • f 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!

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Twitter Examples

https://www.youtube.com/watch?v=fVr6h3TUVuE&feature=youtu.be https://prezi.com/qcxrcrgw__qt/technology-in-education/

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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.
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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)

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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?
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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,

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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)

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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

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Social media as a professional medium

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Social Media #LoveNYPD

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Social Media #LoveNYPD

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Social Media for Teachers

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Protecting Identities

All student teachers within the School

  • f 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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Protecting Identities

Royal College of Nursing. (2014) Use of digital technology: Guidance for nursing staff working with children and young people https://www.rcn.org.uk/professional-development/publications/pub-004534

Publication produced for nurses working with children and young people to raise awareness about the complex issues around use

  • f

technology, including confidentiality and record keeping. It provides guidance for nurses regarding the use

  • f social media including their own

appropriate use, how to protect children and young people from the dangers of social media, and how to use social media to improve patient care.

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Workshop Participation

  • Discussion on professional guidelines for using social media.
  • Do you have personal accounts?
  • Do you have professional accounts?
  • What could be done to maintain the ‘line in the sand?’
  • What advice would you give to your students?
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Social media as a component of assessment and feedback

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Case Study

  • Individual Assignment (1500 word essay) assessed at 60% of
  • verall grade.
  • Group Assignment (technological product) assessed at 40%
  • f 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!

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Assessment Rubric

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Assessment Rubric

E-Scape and Adaptive Comparative Judgement Professor Richard Kimbell, Technology Education Research Unit, Goldsmiths, University of London

http://ojs.lboro.ac.uk/ojs/index.php/DATE/article/view/Journal_12.2_0707_RES6 https://www.youtube.com/watch?v=-uh5vnMjELk https://www.youtube.com/watch?v=Em4MKWl7tA4

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Social Feedback

https://www.youtube.com/watch?v=fVr6h3TUVuE&feature=youtu.be

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Workshop Participation

  • Explore all the modes of assessment that you currently use.
  • How many of these are digital? Online?
  • Are there innovative ways that we can assess this type of content?
  • How do you provide feedback to your students?
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Additional References

GTCS Professional Guidelines on the Use of Electronic Communication and Social Media (last accessed 14.12.2015) http://www.gtcs.org.uk/web/FILES/teacher-regulation/professional-guidance- ecomms-social-media.pdf Teaching Scotland’s Future (last accessed 14.12.2015) http://www.gov.scot/resource/doc/337626/0110852.pdf Scottish Government Consultation on a National Strategy for Digital Learning and Teaching (last accessed 14.12.2015) http://www.gov.scot/Resource/0048/00485856.pdf Dunn, L. (2013) Using social media to enhance learning and teaching. In: Social Media 2013: 18th International Conference on Education and Technology, Hong Kong, China, 1-3 Aug 2013. 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.