ENABLE e-Learning & Blended Learning:
Embedding Social Media in Academic
Curricula, Exploring Technology, Enquiry,
and Pedagogy
‘Using Social Media and Apps in Teaching
and Learning’
Presented by Phil Barter ([email protected])
Session outline
• Introduction
• Video Apps
• Conclusions & Summary
• Interactive Demos
Introduction
Pedagogy and Context
Pedagogy
• Students on the whole still value lecturer contact in higher education, (Catcheside, 2012).
• Student engagement in the interactions and process is vital as is the speed of dissemination (Paulsen, 1995) .
• Can E-learning, social media and Apps increase these factors?
• They don’t need to replace how we teach or take our role, it should be used to help further engage with the student population and help improve our teaching (MacKeogh & Fox, 2009)
Pedagogy cont..
• E-learning can be viewed as the facilitation and
support of learning through ITC, with three levels of
implementation; Replacement, Enhancement, and
Transformation (JISC, 2004)
• Blending apps into curriculum to enhance teaching
and learning to formulate a modern approach meets
the current student demands for a modern HE
environment and staff contact (Pachler & Daly,
2011).
Case
study 4 Video Apps
The use of video
• Video in Higher Education is nothing new,
Ozcakar, et al, 2009, found that video use
greatly enhanced learning
• This media format can help increase the
speed of feedback and its use to the student
• Video Apps which integrate social media can
further enhance the learning process
Video Apps
• Video Apps can be used for enhancing the learning of practical still and the application of theory to practice
• The alternative resources are books – difficult to follow and access
• The feedback on their technique is not as quick and re-accessible
Year 1 Video use
• Apps used to formatively asses students
understanding of key elements
• Student asked to prepare a short video on a
joint, describing the structure, associated
muscles, ligaments and movements
• Apps’ Use ‘Touch Cast’, ‘Anomoto’ &
‘Magisto’
Year 2 video use
• Video Apps’ used to analysis a sporting
technique and therefore gauge the students
understand of the application of theory.
• Students film and then analyze the situation
using app, with data forming part of their
summative submissions
• Apps’ used ‘video physics’ or ‘Ubersense’
Year 2 - Analysis example
Year 3 Video use
• Apps’ used to assess student technical ability
to coach techniques
• Session recorded then tutor analyses the
footage using a commentary and visual
annotations.
• App used ‘ Coaches eye’
Video student feedback
• “I thought they were great...It is a fantastic
concept, I believe it allows the student to fully
immerse themselves into the topic and can gain
more understanding when reviewing it online”
• “Can access quickly and easily on a variety of
devices and online”
• “Interpreted the feedback easier”
Conclusions & Summary
With student feedback
Conclusions & Summary
• Conclusion
– Allows for students to revise theory and feedback
– Positive feedback from students,
– Higher level of technical proficiency shown
• Progression
– Use of feedback videos as a potential technique/
lab / topic diary for summative assessments
Student feedback
• The students have been very positive about E-learning, Apps and Social media:
– They feel they are working with cutting edge technology on their
course and they feel the speed of feedback given has helped them develop further practically
– The students felt more a part of the learning process as they could engage with the assessments and feedback as they were in a format or media they could easily relate to.
• A varied approach to module integration again helps with a varied student population and increases subject engagement and interest in addition to engaging them through media they understand, twitter, facebook etc.
Click to edit Master title style
INTERACTIVE TIME
Time for you all to become budding film makers and reviewers
Task
• In Groups of 3 analyze a 1-1 interview using
‘Coach’s Eye’
– Assume one of these roles; interviewer,
interviewee, observer / assessor
– Record a mock interview discussing ‘Using
Social Media and Apps in Teaching and Learning’
(about 2 mins of footage), with the observer
noting key points
– Use the app to highlight and narrate points noted
by the observer to produce a completed
feedback video
Questions…?
?
References
• Catcheside, K. (2012). Digital technologies and the tensions between research
and teaching. Guardian Professional. http://www.theguardian.com/higher-
education-network/blog/2012/apr/18/digital-technologies-research-teaching,
Accessed 6th December 2013.
• JISC. (2004). Effective Practice and e-learning: A good practice guide in
designing for learning. JISC 2004:10.
• MacKeogh, K. and Fox, S. (2009). Strategies for embedding e-Learning in
Traditional Universities: Drivers and Barriers. Electronic Journal of e-Learning.
Vol 7. Issue 2. Pp 147-154.
• Paulsen, M, F. (1995). The Online Report on Pedagogical Technologies fro
Computer-Mediated Communication.
HTTP://www.nettskolen.com/alle/forskining/19/cmcped.html.
• Pachler, N. and Daly, C. (2011). Key Issues in e-learning. Continuum
international Publishing group. London.
• Ozcakar, N., Mevsim, V., Guldal, D., Gunvar, T., Yildirim, E., Sisli, Z. and Semin,
I. (2009). Is the use of videotape recording superior to verbal feedback alone in
the teaching of clinical skills? BMC Public Health, 9:474-479.