In this presentation, and built on the documented rise of social media as an educational tool (Tess, 2013) especially in the health sector (Grajales III et al., 2014), the authors describe how teaching strategies were utilised to facilitate and integrate innovative, engaging and inclusive learning. Reflecting the change in pedagogy, a Community of Practice (Wenger, 1998) was established, using the physical classroom, and virtual spaces including Google Community, Twitter, Flipboard, Survey Monkey, WordPress and various Video Apps. The combination of physical and digital (phygital) learning spaces were designed to help meet the learning needs of technologically, multi culturally, and socioeconomically diverse student communities. Students’ learning experiences were underpinned by an ethos of collaborative, egalitarian, transparent learning with open access to student blogs coupled with continual cycles of peer feedback. Collaborative research practices were modelled through the use of mobile social media to curate shared project resources. The curriculum redesign process was informed by practice based research through embedding design-based research methodology within the scholarship of technology enhanced learning (SOTEL) (Haynes, 2016), reflecting a series of iterative design phases, focusing on a shift toward student-determined learning (Hase and Kenyon, 2007).
Who will gain most benefit from attending?
This session will be of interest to learning technologists and educators with interests in the affordances offered by mobile social media as well as those involved in the education of diverse student communities.
What will participants gain?
Insights into a model of curriculum design, informed by SOTEL.
Inspiration for work with others: transdisciplinary collaboration.
Aspiration for redesign of own programme.
Grajales III, F. J., Sheps, S., Ho, K., Novak-Lauscher, H. & Eysenbach, G. 2014. Social media: a review and tutorial of applications in medicine and health care. Journal of Medical Internet Research, [e-journal] 16 (2), e13. http://dx.doi.org/10.2196/jmir.2912.
Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, pp.111-118.
Haynes, D. 2016. Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1, pp.1-2.
Tess, P. A. 2013. The role of social media in higher education classes (real and virtual) –A literature review. Computers in Human Behavior, 29 (5), pp.A60-A68.
Wenger, E. 1998. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.