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 (P.Barter@mdx.ac.uk)

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.