#SocMedHE15 is the inaugural Social Media for Learning in Higher Education Conference, a one day conference, hosted by Sheffield Hallam University. The conference will debate and examine our use of social media and its impact on the higher education learning landscape. Together, we will develop our understanding of good, sustainable practice by sharing accounts of emerging innovation in the pedagogic use of social media. Further details here can be found on the conference website.
I am delighted to present a paper (due Feb, 2016) titled: Social Media as a Professional Medium: an equilibrium of enthusiasm and protection for student teachers.
This paper explores the use of social media within a blended mode of study. Specifically, it aims to consider the professional use of online social contexts to support teaching and encourage collaboration between learners. It will illustrate some factors intended to protect their digital identities, confidence and online well-being.
The University of Glasgow School of Education recently established a blended learning course at undergraduate level (initial teacher education). It was the overall aim of the course to expose 70 students to an eclectic mix of exciting ideas within education. This was designed to challenge them. Delivered through the virtual learning environment (VLE), students and teaching staff were expected to engage in professional dialogue by blogging and participating in discussion through social networking platforms such as Twitter (see: Hashtag #MEduc14 #MEduc15). The course aims to enable students to demonstrate understanding of the foundational content and values of education and to be able to articulate a personal stance towards the discipline. It aims to enable them to engage with conventional and new modes of communication as well as facilitating personal confidence and collaborative styles of working. As part of their assessment, students must evidence their online collaboration through the production of both verbal and visual media e.g. YouTube, WordPress, Instagram etc.
In creating this culture of online discussion and in encouraging students to use Twitter and to write blogs, the course takes a pragmatic look on the use of social media as a professional medium and seeks to protect the newly created digital identities of the students as they begin their career as school teachers.
The paper draws from an evidence-based approach and presents data captured through the wider evaluation of the course to describe the use of social media in this context from the perspective of both the course tutors and the students. Crucially, it makes a series of suggestions which other educators may wish to consider when encouraging students to create virtual learning networks and digital media for teaching, learning and collaboration.
My conference presentation can be downloaded here: Presentation.
Please see the post below for details. This was sent via the UNESCO-UNEVOC TVET Experts Forum. I decided to share as it may be of interest to some of you.
It is my pleasure to share with you the launch of the Global Collaboration Day. Over the next couple of days, students, classrooms, teachers, administrators, parents and organizations will be either attending and/or hosting events online that are designed to showcase and promote global collaboration. Over 100 groups have designed and planned their own events which we have then organized into a directory and in special calendars to allow these events to be seen in any time zone in the world.
This is a huge worldwide experiment to demonstrate the power of globally-connected learning.
You are encouraged to browse the event directory or the calendar and choose a compelling event to attend!
Here are some important links for you to keep handy:
- How to Join an Event: http://www.globalcollaborationday.org/join-an-event.html
- How to Host an Event: http://www.globalcollaborationday.org/host-an-event.html
- FAQ: http://www.globalcollaborationday.org/faq.html
- Event Calendars: http://www.globalcollaborationday.org/join-an-event.html
- Event Directory: http://www.globalcollaborationday.org/event-directory1
- List of Participating Schools and Organizations: http://www.globalcollaborationday.org/participating-schools–orgs.html
- Forum: http://www.globalcollaborationday.org/forum.html#/
- Social Media: https://tagboard.com/globaled15/231186
- Video Tutorials: http://www.globalcollaborationday.org/video-tutorials.html
We have scheduled an event to contribute to this effort:
Warmest regards to All!
Chris Chinien, Ph.D.
Compétences/Skills R&D Inc.
Education stands at a historic point in time where the best of what we know about effective teaching is merging with exciting potentials offered by new technologies, tools, and learning designs. The result is a revolutionary new direction for educational practice.
Choose from more than 140 sessions and spend two and a half days exploring how educators around the world are revolutionising learning. Whether your role is in the classroom or systemwide, this is your chance to learn about effective new programs and practices and join with colleagues in advancing a positive agenda for the future.
The Association for Supervision and Curriculum Development (ASCD) will hold a summer conference in St. Louis, United States, from July 1-3, 2012, on Revolutionising the Way We Teach and Learn. Drawing from 150,000 members and an international network of schools, the leading experts on research-based, classroom-proven approaches will lead the conference. They will provide in-depth analyses on 11 topics, including: achieving equity in education, effective teacher supervision and professional development, teaching and technology, and bullying prevention. For more information or to register for the conference, please see the ASCD website link below.
This year’s Scottish Learning Festival (Twitter #SLF11) is likely to be one to remember – either for better or worse. To be held on 21st and 22nd September, the theme is Curriculum for Excellence: Learning, Teaching and Assessment, Making the Connections.
The conference will also see the highly anticipated ‘launch’ of Scotland’s new executive agency – Education Scotland; a marriage between Learning and Teaching Scotland (LTS) and Her Majestie’s Inspectorate of Education (HMIe). The perpetual role and responsibilities of the ‘support’ and ‘challenge’ aspects of the agency are yet to be communicated in any great detail, though these traditional terms are likely to be ones that The Scottish Government would like to banish into the void; they do not convey the contemporary message which will realise the desired ties between Education Scotland and the learning and teaching profession.
Back in 2008, having attended and presented at a number of consecutive festivals, LTS asked me to produce a short paper which measured the impact of SLF. Given that the next event is almost upon us, I thought that I’d take the time to reflect on my previous thoughts, though I admit that I struggle to conclude whether the event is dead in the water or alive and kicking.
The Scottish Learning Festival is the largest education conference and exhibition of its kind in Scotland. Throughout its twelve year history, the event has been extensively evaluated by Learning and Teaching Scotland to ensure that delegates are benefiting from attendance. However, the real success of whether or not attendance is beneficial is in the long term impact that it has on the delegate and their classroom, school and professional practice. This ensures that the event is continuous throughout the year and not simply a two day event which promotes innovative ideas and an opportunity to network.
I believe that some teachers can have very narrow perspectives when their view is restricted to only one school or classroom and that SLF provides the ideal opportunity to have a fresh and unique overview of education. We have all seen significant change to the curriculum over the last few years and the future promises to bring ever more intensive and stringent reform to the qualification and assessment system. Improving the life chances of our young people and raising self-esteem, self-belief and self-determination, what I call responsible confidence, must be promoted amongst children and young people through a diverse range of creative and innovative pedagogy. By sharing ideas, resources and knowledge we can facilitate the growth and development of such practice to an extent where we provide infrastructure which will firmly support further implementation of Curriculum For Excellence.
I normally feel very excited following attendance at SLF. There aren’t many opportunities to meet with teachers from early years and secondary, colleges and other areas of education all in the same day and this type of perspective gives that broader picture. The conference programme arrives on my desk at exactly the right time. Based on current themes related to the curriculum and teaching practice, I always use it as a starting point to identify my own professional development for the year ahead, and it is an opportunity to see what other people are doing up and down the country. Increasingly, I have met with colleagues from other parts of the United Kingdom and from as far as the United States and Australia – indeed, if they make the effort to attend then so should we.
I do feel however, that in the current economic climate, some teachers may have difficulty achieving time away from the classroom – decreasing staff cover budgets and increasing workloads make attendance challenging – and I don’t know many teachers who attend both days.
I would really like to see the attendance figures from this year’s conference and compare them to those of the past. There could well be some serious questions to be asked. It may well be, despite all the advantages and good points to the event, that it has lived its course and a new approach is now needed. Perhaps, a controversial shift in time is needed, with an opportunity for teachers to attend at the weekend instead; are we given the chance to tune into a live seminar via video conferencing? This would be appealing to those who need to travel from afar and stay overnight – and of course it would provide a valuable record of the discussion. This is especially important, I feel. A record is needed if the conference is to continue impacting on learning and teaching throughout the year.
If you are attending this year, I may well see you there – please do give me a shout and say hello. I’d be interested in your after thoughts – either message me via Twitter (@leeandrewdunn) or send me an email. I’ll let you draw your own conclusions around the future of the event and its impact on your practice. At this moment in time, I’ll sit on the fence.
The Association for Supervision and Curriculum Development (ASCD) will hold its fall conference on teaching and learning entitled “Enhancing Teacher Effectiveness = Improving Student Learning” from October 28-30, 2011, in Las Vegas, United States.
The conference aims to explain how schools can support teacher effectiveness in a balanced way that addresses the factors that improve student learning. It is open to professionals aiming to increase their instructional effectiveness by discussing topics such as researched-based teaching and evaluating practices.
For more information, visit www.ascd.org
In January 2011, the International Bureau of Education participated in an international workshop that was entitled “Curriculum innovation and reform: an inclusive view to curriculum change” organized by the European Centre for the Development of Vocational Training (Cedefop). In the recently published Briefing Note, Cedefop presents the conclusions of the workshop, outlining the main conditions to design and deliver outcome-oriented curricula in various European countries as well as the potential benefits to learners.
Outcome-based curricula found to benefit learners
Recent evidence suggests that curricula based on learning outcomes can increase learner motivation, forge stronger links between theoretical and practical learning, raise participation rates and improve learners’ prospects on the labour market. But to ensure success, these curricula need to be carefully designed, delivered and assessed – a process which requires the involvement of key stakeholders and well-trained teachers.
Outcome-based curricula are currently being introduced across Europe – not just in vocational education and training, but also in higher education and, increasingly, in general education. Cedefop is currently carrying out a comparative research study to identify and analyse current curriculum policies and practices in 32 countries.
The requirements for success in developing outcome-based curricula were discussed at Cedefop’s 2nd international workshop, Curriculum innovation and reform: an inclusive view to curriculum change, held on 20-21 January 2011 in Thessaloniki with the participation of 45 senior experts from 20 European countries.
In February and March of 2010, Learning and Teaching Scotland hosted a series of conferences with the Scottish Government to support the implementation of 16+ Learning Choices for every young person in the Senior Phase curriculum. Conferences were held in Perth, Edinburgh and Glasgow and attracted over 700 delegates from local authorities, schools, colleges, third sector organisations, voluntary organisations, and other organisations from across Scotland.
As a former practitioner in a secondary school, I presented at one of these conferences and I have attached my presentation for you. These are my own slides and they have no Government or School branding so feel free to use as you wish.
You can read more about the events by following this link: http://tinyurl.com/46a7j7b
November 15-19 2010
I’m supporting the Global Education Conference; please do participate, either to present (not too late!) or to listen to what our international colleagues have to say on education in their respective countries.
The 2010 Global Education Conference will be held November 15 – 19, 2010, online and free. Sessions will be held in multiple time zones and multiple languages over the five days.
This is an excellent opportunity to learn and reflect. It is free (always a bonus!) and as it can be difficult getting away from the day job to attend conferences in a time of economic contraint, the webinar sessions are a selling factor. I really believe in sharing experiences and effective practice as part of our continuing professional development.
The conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities and initiatives.
For more information, check out http://www.globaleducationconference.com and yes, please DO TWEET THIS POST!