Sessions and Presentations

Session programme, 9th January 2019, Nottingham Trent University
(Clifton Campus)

Inclusive Revolution_tr

Where provided, the presentation – or link to the presentation can be found below.

Session # Title / Abstract / Presenters
1.01 Mugafesto

Andrew Middleton and the Organising Committee

The presentation

1.02 Running a course Twitter account

The starting-point is a brief presentation of my experience running the @sociologyworc course Twitter account, followed by sharing some considerations, challenges, and ideas. We can carry on the discussion on the associated padlet and exchange more contributions/tips. The padlet link is: If you haven’t already tried out padlet (or similar online bulletin board) for learning & teaching, here’s a chance to experience it.

Jenny Lewin-Jones (@JennyLewinJones)


1.03 7 years for 12 hours: setting up a twitter conference

We’ll present on how we organised the first education twitter conference in the uk, #pressEd18. We’ll discuss how we developed the idea and what we’ve learned from doing it

Natalie Lafferty (@Nlafferty) and Pat Lockley (@pgogy, @pressedconf)

The Presentation

1.04 From a tweet to a book: Social Media in Higher Education

This short presentation will trace the journey from a single tweet, to a blog post and finally to a book about social media in higher education. I will describe how the process evolved on social media, how the book was edited into a coherent manuscript and give advice to others who might be intrested in doing a similar project.

Chris Rowell (@chri5rowell)

The Presentation

1.05 The Effective use of Social Media to Enhance Personalised Learning and Build Excellent Relationships with Students within Higher Education

Otherwise known as … Bring your best gif game!!! How does having fun on social media help to build excellent relationships with students?

Dawne Irving-Bell (@belld17) and Sarah Wright (@sarah_wright1)

1.06 Empowering young professionals in the age of social media

This presentation will look at appropriate use of social media on professional courses at HE level and the potential impact this can have on graduate employability.  I will consider the growing impact social media is having in society and ask why more schools are not supporting children to use this space more positively and appropriately. To enable individuals to harness the power of social media whilst also being aware of the potential pitfalls of its use.

Colin Mitchell (@ColinJMitchell)

The Presentation

1.07 Connecting Learning

Considering the challenges of connecting social learning conversations, teaching artefacts, and activities, through facilitated classes and personal agency, with appraisal of some benefits, risks and opportunities.

Dr John Couperthwaite (@johncoup)

The Presentation

1.08 Student resistance to social media in learning: myths and misconceptions!

Social media use is popular in society and has been used extensively and successfully in education.  Action research with retail students at Harper Adams University revealed that, despite this, they found little value in social media in support of their studies. While the research highlighted ways to improve student engagement with social media, it was argued that the root cause of resistance was their lack of desire to read for their degrees.

Alastair Boot (@alastairboot)

The Presentation

1.09 Is anyone listening? An investigation of student engagement with course-related social media content

Comparing the use of Twitter and Instagram to engage students with institutional social media. The results of a week-long investigation of what students engage with and whether these platforms are suitable for sharing course-related information.

Claire Timmins (@clairemtimmins)

The Presentation

1.10 A Taxomomy of Personas

How do you act when you’re online? Does your behaviour change depending on who you are talking to and which platform you are using? Have you carefully constructed a personality especially for social media? Do you keep personal and professional identities separate? Or are you just happy to be yourself, whoever that might be?  When we started thinking about all of this, inspired by a blog post Sarah wrote, we realised it was actually a complex issue with lots of strands to tease out – and we couldn’t resist attempting to do this.  Our aim is to build a taxonomy of personas for social media. This session will introduce our preliminary list and ask the audience to help us refine the ones that we have and to help us fill in the gaps. We’ll also share our findings on social media before, during and after the event, and provide an online method of joining in.

Sarah Honeychurch (@nomadwarmachine). Virtual presenters: Lenandlar Singh (@lenandlar), Aras Bozkurt (@arasbozkurt), Apostolos Koutropoulos (@koutropoulos)

The Presentation

1.11 Exploring the benefits and barriers to using social media in higher education using Lego® Serious Play®.

This 60 min hands-on workshop is aimed equally at those who use social media in their learning and teaching and those who are considering its use, or perhaps do not know where to start. In this participatory workshop we will explore both the benefits and the barriers to using social media in higher education. Questions relating to these topics will be answered using the Lego® Serious Play® (LSP) methodology – you will build your answers in LEGO®.   LEGO® Serious Play® is a useful way to encourage creative and innovative thinking and facilitate discussions. It is a technique which improves problem solving. In LSP participants are led through a series of questions, probing deeper and deeper into the subject. The Lego® models made in response to these questions serve as a basis for group discussion, knowledge sharing, problem solving and decision making. By focussing on the creative task, learners can ‘step outside’ themselves in order to reflect, whilst ‘thinking with their hands’. Utilising visual, auditory and kinesthetic skills, the method requires participants to learn and listen, and it provides all participants with a voice. Come prepared to build and to have fun!

Suzanne Faulkner (@SFaulknerPandO)

2.12 Enabling Open: A potted history of interoperability standards

We all depend on interoperability specifications or standards, although we rarely think about them. At the simplest level, an interoperability standard can be something as simple as the Roman alphabet which those of us who speak Western European languages use written communication, and these languages are also a form of interoperability standard. For social media to work for us, as well as a common language and alphabet, we need precise interoperability specifications for our computers, not just for text, but also for images, sounds and videos. In this presentation I will discuss a few of the common standards we depend on, and a bit of the history. This will include things like how GIF was almost killed by an invalid patent, why we don’t really use JPEG, how shared video depends on weak copyright laws in Eastern Europe, and how one particular programming language specification became the most important standard of all.

Niall Barr (@niall_barr)

2.13 We have the technology!

An opportunity for #SocMedHE18 participants to link-up in real time with the Future teacher 3.0 conference #ft30uk in a virtual exchange inspired, connected, collaborative learning experience. 30 mins + backchannel, powered by Erasmus Plus! #openness

Teresa Mackinnon (@WarwickLanguage)

Blog post with all the resources

2.14 Exploring the use of the online Action Learning Sets to connect off-site doctoral students: The virtual research community case study

The rationale behind using technology in teaching is that technology should not be a replacement for our active involvement with students. I believe that technology can help in applying ‘teaching beyond the classroom’ approach and can play a key role in developing group learning.  Working with more than 60 doctoral students abroad, I found that it is important to build up an active engagement environment with the group they are working with and with other groups of students. This short presentation will explain the use of the online action learning set (ALS) with off-site doctoral students abroad. The work will present feedback from students about the ALS and the use of this tool in order to engage them in virtual research community.

Hala Mansour (@halamansour)

2.15 Exploring the impact of institutional policies on the use of social media in UK HE teaching

Presentation on what I intend to research in part my PhD which is Scoping social media guidelines to investigate policy accessibility and Social Media use in and outside the classroom

Paul Fenn (@PaulFenn16) and Paul Reilly (@PaulJReilly)

The Presentation

2.16 Let them loose!

Social media allows students to inhabit their professional field before they graduate.  Let us show you how letting your students loose on social media can lead to strong #digital_identity & #openness – a practical session with current case studies!

Dawne Irving-Bell (@belld17) and (Sarah Wright (@sarah_wright1)

2.17 Trust Yourselfie

Exploring how engagement with students on Twitter and Instagram can help develop student confidence and knowledge on a subject.

James Walker (@MemoryTheatre @TheSpaceLathe)

The Presentation

2.18 Empowering student engagement in social media to develop their learning and professional interests- perspectives from Occupational Therapy

This presentation will share the experiences from a teaching (Kerry) and learner’s (Tom) perspectives of using social media on a professional vocational programme. We will share examples of enhancing student engagement by co- creating learning opportunities and a vibrant learning community

Kerry Edwards (@kerrysorby) and Tom Groombridge – student presenter (@TomG_OT)

The Presentation

2.19 Being part of the conversation: Why analysing Twitter hashtag communities is useful and how to do it

In this #SocMedHE19 participatory workshop we will lead a discussion on benefits and challenges of hashtag communities in education. As part of this we’ll share some case studies and also teach you how you can use the free TAGS tools for your own hashtag community analysis.

Scott Turner (@scottturneruon), Sarah Honeychurch (@NomadWarMachine), and Martin Hawksey (@mhawksey)

The Presentation

3.20 Exploring student-led use of social networking tools to support collaborative learning in undergraduate education: defining the research questions we need to understand the phenomenon

We know, or we think we know, that students are driving the creation and ongoing use of groups of peer learners through social networking tools such as Facebook, or through instant messaging tools such as WhatsApp.  What is happening in these spaces?  How are they supporting students, if at all?  Are these spaces supporting learning at all, and if so how?  As a community of social media researchers, is this an area we should be learning more about ourselves?  What are the research questions we should be exploring to understand this phenomenon?

Alison Hartley (@AlisonSHartley)

3.21 Politics, emotions and intimacy: exploring the possibilities of social media to engage, connect with and motivate distance-learning students on a health and social care module

For many years students at The Open University have been using social media platforms such as Facebook to build a module specific community. Recent activity shows that over 50% of students engage in these groups, with anecdotal evidence suggesting much of the activity takes place around submission dates, with those who are concerned about assessment accessing the group to gain support from fellow students. This presentation will report on the surprisingly political nature of an innovative project in which a Facebook page managed by the module lead is used to encourage submission of assessments by promoting tutorials, directing students to useful study skill resources and by providing a way in which the module team be directly contacted with questions.

Sharon Mallon (@sharonmallonphd), Beccy Dresden (@dresdeb)

3.22 No session
3.23 Using Twitter to develop our profiles as academics, to create genuine communities of practice and meaningful connections with the wider world

Within this presentation we explore through the use of Twitter we can develop our academic profiles, create genuine communities of practice and meaningful connections

Dawne Irving-Bell (@belld17), Sarah Wright (@sarah_wright1), David Wooff (@DesTech2013) and Claire Moscrop (@tigmoscrop)

3.24 ‘MAKING the Difference’ to the modern Design and Technology curriculum.

The use of social media to establish outreach activity, nurture effective and valuable working relationships and allow innovative HE knowledge to be shared within the national Design and Technology community.

Kerry Truman, NTU Maker Club (@kerry_truman)

The Presentation

3.25 “Doing” & “Being”- HEA Fellowship as a Community

HEA fellowship is necessary and worthy but all too often the process is dull, lonely and dependent on boring word documents that no-one wants to read! Can twitter be a means of supporting fellowship conversations and building a community as part of an institutional fellowship scheme. If so, what are the rules of engagement that will help such a community grow?

Dr Kate Cuthbert (@cuthbert_kate @NtuTILT)

3.26 Lurkers: The Game Show

Do you love or loathe the term ‘lurker’? Do you think lurking is an effective strategy for learning, or do you think that lurkers are just freeloaders who are parasitic on others? This session will be an exploratory investigation into the controversational term ‘lurking’: both into the meaning of the term and into the possible value of ‘lurking’ as a learning approach. Join us as we play a game of ‘Lurkers’ and attempt to flesh out arguments for and against the term and the behaviour. Be prepared to be open-minded and to contribute to an ongoing debate. Most of all, be willing to share new approaches.  We would also like to open this discussion up to those not able to attend in person, so nearer the time we’ll be announcing a couple of related activities that everyone, whether present of not, can participate in.

Sarah Honeychurch (@nomadwarmachine), Andrew Middleton (@andrewmid), Rachelle O’Brien (@rachelleobrien), Sue Beckingham (@suebecks), Neil Withnell (@neilwithnell), Scott Turner (@scottturneruon)

The Presentation

3.27 A metasummer night’s dream

Can we get you organising a twitter conference whilst at a conference? Want to try your Puck? Hope things don’t Bottom out? Building on our experience of running PressED, we will demonstrate how we and others have organised a conference on twitter and hopefully help you avoid mistakes that we perhaps made.

Pat Lockley (@pgogy) and Natalie Lafferty (@nlafferty)

The Presentation