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Published by Sarah Wright, 2019-12-16 06:10:02

SocMedHE Programme

SocMedHE Programme

Welcome to

The conference is being held in our
Business School. If you need any
help throughout the day, please
see Jane and Lizy on our dedicated
welcome desk or ask a Digital
Leader - you can’t miss their bright

Session one

Mike Ewen, Lee Fallin, Dr Jane Mike Ewen works within the academic development unit of the University of Hull
Wray with a focus on the use of learning technology within teaching. As former chair
of the University’s Social Media Group, Mike has played an active role in the
development of how social and digital channels are used within learning and
teaching. Mike can be found on twitter at @mike_ewen.

Lee Fallin is a learning developer based at the University of Hull’s Brynmor Jones
Library. His role involves the support of students in their academic, digital and
research skills. Lee is the creator of the University’s Digital Student platform and
is a Microsoft Innovative Education Expert. He can be found on @LeeFallin on
Twitter or via his blog Lee’s research expertise includes
learning spaces, geographies of place and qualitative methodologies. He is
currently a Doctor of Education Candidate at the University of Hull.

Dr Jane Wray is Director of Research and Senior Lecturer in Nursing and

has an established track record of accomplishments in research,
scholarship, teaching and learning. Her research interests are focused on
nurse education and practice with a focus on supportive and inclusive

environments. Jane is a member of the International Advisory Board for
the peer reviewed Journal of Intellectual Disabilities (Sage Publications,
London) and has recently coedited a special edition of Nurse Education

in Practice on Learning Diversity. She has published and presented her
work nationally and internationally and currently provides research
leadership across the FHS and supervises students in nursing, social work

and healthcare at undergraduate and post- graduate levels.

Professor David Webster With a background in Buddhist studies, philosophy and new religions, I have

mostly now moved into thinking about pedagogy, learning technology and
social media. This occurred through a mix of enthusiasm, accident and horror.
Flipping the script 30 mins to save the internet (from itself)

30 minute interactive workshop (for physical and virtual participants):
This session asks participants to use technology and structured cooperation to
crowdsource the draft of a blog post. In 30 minutes. The title will be agreed in

the first 3 minutes, but will concern how to avoid intensifying/contributing to
structural inequality while using social media. The session will be flipped, with an
explanatory video available the week before event- allowing attendees to bring

elements of content with them to the session.

Professor Peter Hartley & Dr What can social media do for our students? An exploration through visual
Dawne Irving Belle thinking.

Interactive Workshop
A growing body of research suggests that the use of visual imagery and/or
diagrams are effective tools to aid conceptual understanding and memory recall
(Boggs et al., 2010; Fernandes et al., 2018; Wammes et al., 2018; Meade et al.,
2019, Novak Kinchin).
Evidence suggests that taking visual notes, as opposed to just written
‘traditional’ notes, helps many learners to manage unfamiliar ideas and
concepts, to assimilate information and to build bridges between concepts,
helping to internally process information and recall it more easily (Andrade,
2009; Rhode, 2012). And yet students (and staff) may not be introduced to such
techniques or even be aware of them.
Building upon current work with staff and students this fun, interactive
workshop session will invite you to come and try out some of the techniques for
yourselves and help us to compile shareable visual resources which address the
fundamental question “What can social media do for our students?”.

Professor Peter Hartley & Dr We will begin with a brief introduction to a selection of visual notetaking
Dawne Irving Belle techniques, focusing on sketchnoting and concept mapping. We also welcome

delegates with specific interests/expertise in mind mapping.
During the session, you will have the opportunity to ‘have a go’, either on pencil
and paper or on computer/online. We will encourage you to use new skills to

take and make notes on sessions you attend throughout the day, tweeting
outcomes if you are comfortable to do so.
Our overall long-term aim is to create and share a bank of visual notes which

address the theme of “What can Social Media do for our Students?” Over the
day, we will encourage face-to-face verbal and social-media-generated
feedback which we can feed forward and share after the conference (with your

permission, of course). We would also like to share some of the brilliant ideas
from the other conference sessions which you may have recorded visual notes

Michael Haslam & Emma Grady Michael is a Senior Lecturer in Nurse Education and SOLSTICE Fellow Edge Hill
University. Registered Nurse in Mental Health. Fellow of the Higher Education
Academy. MSc in Personality Disorder (Research).
Interested in Online Communities of Practice and their role in the development
of professional identities.

Emma is a Year two mental health MNSW student, studying at Edge Hill
University. Student Rep. President of the Integrated Health and Social Care
Society. BASW England Committee member. Working for LSCFT.

Michael Haslam & Emma Grady Crossing boundaries: Twitter as an Online Community of Practice for Nursing

Research Paper Presentation
Nurse education in the United Kingdom is undergoing its biggest transformation
in decades. Widening participation has presented challenges for Higher
Education Institutions, increasing numbers of Nursing Students from a diverse
range of backgrounds. Changes also to the new NMC standards mean that
those nurses qualifying from 2020, will need to be better prepared to deliver
care to people with increasingly complex needs, thus requiring a wider range of
skills, proficiency in those skills and a breadth of knowledge to support their

Michael Haslam & Emma Grady Social media (SocMe) has the potential to enhance the delivery of Nurse

education, providing increasing opportunities to engage Nursing Students
whilst also contributing to the development of student knowledge and skills.
Online Communities of Practice (OCoPs), via platforms such as Twitter, support

the creation and exchange of knowledge through an active engagement and a
shared discourse with expert clinicians and Academics in the field. This paper
considers the benefits of OCoPs in the education of Nursing Students. Whilst

formal practices of engaging Students using SocMe currently vary from
institution to institution, increasingly undergraduate Nursing Students are
engaging with OCoPs, contributing both to the development of their online

professional identities and to their socialisation into the nursing role. A recent
student-led conference at a University in the north of England is used to
illustrate how Twitter as an OCoP, has the potential to benefit Nursing Students,

contributing to an increase in their social capital and the development of
professional identities.

Michael Haslam & Emma Grady Despite potential reservations around the use of SocMed, such as the blurring of
social boundaries, this paper argues that both Students and Academics, alike
may benefit from its innovative use and that further research is needed to
establish how SocMed may be incorporated into new pre-registration Nursing


Dr Sharon Mallon & Beccy Sharon Mallon PhD is a lecturer in Mental Health working at the Open
Dresden University. She is interested in developing innovative ways to engage in online
communication, including social media, with distance education students.

“Formalising the Informal”: Results from the use of an Evaluation of an Official
Facebook Page in Online Distance Education
Social media platforms such as Facebook are widely used by University students
to build a sense of student community. These are usually specific to a particular
module or year group and are often private/closed groups whose content is
hidden from University staff. Recent estimates from The Open University
suggested that over 50% of students engage in these groups. Anecdotal
evidence from students suggests that the information shared on these groups
can be unreliable, misguided and at times potentially bullying or aggressive in

Dr Sharon Mallon & Beccy In response to these concerns, we set up an ‘official’ module Facebook page run
by the module team leader. Around one third of the cohort engaged in this page
across the academic year. This presentation will use the results from a mixed
methods evaluation of the project to explore the challenges and benefits of this

type of engagement with students. Data presented will include Facebook
Analytics data that demonstrates the most popular type of post and overall
levels of engagement, as well as Survey and Qualitative Interview data collected

from students by an independent educational consultant.
The results of this evaluation demonstrated that the use and engagement with
the Facebook page far exceeded engagement by students in the traditional

asynchronous forum. The most popular posts were those related to
assessments, with polls being particularly highly valued by students as being
easy way to reach out for motivational support. Students also reported that the

official group operated and performed distinct functions from the unofficial
groups demonstrating that there was potential value in having both types of

We will conclude by reflecting on our experiences of moderating this group and
discuss what our findings suggest for future engagement beyond online

Session Two

Kiu Sum, Suzanne Faulkner, Kiu is a Doctoral Researcher with a research interest in workplace nutrition,
Sue Beckingham, Deb Baff physical activity and behavioural and psychological health focusing on NHS
doctors. Away from her academic study, Kiu is heavily involved in a number of
student engagement and pedagogy research projects (e.g. Students as Co-
Creators), with topics focusing on assessment and feedbacks as well as use of
mobile technologies. She is also the Student Officer at RAISE Network.

Suzanne is a Teaching Fellow in Prosthetics and Orthotics, within the
department of Biomedical Engineering at the University of Strathclyde in
Glasgow, she is also a facilitator trained in the LEGO® Serious Play® (LSP)
methodology. Suzanne is passionate about enhancing the student experience
by focusing on improving student engagement, utilising social media in learning
and teaching and incorporating playful learning. She has been nominated and
shortlisted for several teaching excellence awards and is currently undertaking
an MSc in Advanced Academic Studies, evaluating the use of LSP to enhance
participation of non-native speakers of English in group work activities.

Kiu Sum, Suzanne Faulkner, Sue is a Principal Lecturer in Business Information Systems and Technology with
Sue Beckingham, Deb Baff a lead role in LTA. She's also a Senior Fellow of the Higher Education Academy,
a Fellow of the Staff and Educational Development Association, Certified
Member of ALT and a Certified Management and Business Educator. Her
research interests include social media and she writes a blog called Social Media
for Learning. An advocate of informal learning, she is a co- founder of the
international #LTHEchat 'Learning and Teaching in Higher Education Twitter

Debbie is Membership Manager for the Association for Learning Technology
and in her third year as a PhD Student in E Research and Technology Enhanced
Learning at Lancaster University. Debbie is a Fellow of the Higher Education
Academy and a Certified Online Learning Facilitator. Her research interests
include online and social learning, open educational practice and community
engagement. Debbie is a proud member of the Global OER Graduate Network
(GO-GN) and Secretary and Co-Chair of the ALT Open Education Special
Interest Group (#openedsig) and is an active volunteer across many social media
and education community networks including #ALTC, #OER, #LTHEchat

Kiu Sum, Suzanne Faulkner, Exploring the use of Twitter, Snapchat and LinkedIn for learning and teaching in
Sue Beckingham, Deb Baff Higher Education using Lego® Serious Play®

Mobile technologies have become embedded into our everyday life with
individuals depending on such tools to engage, communicate and complete
tasks. However, technologies have also become ingrained into the Higher
Education environment as they support and stimulate innovative ways of
learning and teaching. The use of social media such as Twitter, Snapchat,
LinkedIn are just a few examples of the possible social media tools to develop
and enhance teaching and or research experiences as well as professional skills.
The efficacy of using social media in Higher Education requires investigation to
explore the way in which staff and students communicate on these platforms.
Staff-student partnerships is evolving and becoming an effective method for
staff and students to share knowledge and practices; an example and
opportunity to develop new approaches using social media to enhance learning
and teaching.

Kiu Sum, Suzanne Faulkner, The proposed interactive workshop seeks to engage the delegates (staff and
Sue Beckingham, Deb Baff
students) to understand their professional use of different types of social media,
and how we can optimise the use of the available tools; drawing on examples to
reflect on our own learning, teaching and sharing practices in our local

institutions. Using Lego® Serious Play® , the participatory workshop aims to
actively engage with participants to explore ways in which they have used social
media for learning and teaching.

Subsequently, outputs derived from the discussions will be collated onto an
infographic poster, which will be made widely available for the Higher Education
community to share both pedagogy and practice in relation to social media for

learning. It is hoped this will also stimulate discussions around our thinking when
conducting and or participating in our own learning through staff-student

Dr Scott Turner Scott Turner works within the Subject of Computing at the University of

Northampton and has an interesting in emerging technologies, artificial
intelligence and visualising data. An achievement he is particularly proud of is
being award a LTHEchat Golden Tweeter award in 2018.

You too can analyse social media – well twitter
A quick play with a #TAGS spreadsheet that has been collecting tweets using
#socmedhe or #socmedhe19 since 27th March 2019
BaWX4MnShveTk3LY32II3p4wEZ4G4B-h1fg/edit?usp=sharing . What is in it?
What simple things can we do with it?

Dr Linda Kaye Dr Linda K. Kaye is Chair of the British Psychological Society Cyberpsychology

Section. Her research focuses on the way in which online settings can promote
well-being and social inclusion.
What is cyberpsychology and what can it contribute to understanding the role

of social media in learning?
Cyberpsychology is a scientific inter-disciplinary domain that focuses on the
psychological phenomena which emerge as a result of the human interaction

with digital technology, particularly the Internet (BPS, 2019). Although
cyberpsychology is relatively broad as a sub-discipline in psychology, there are
many ways in which it may help us understand the roles of social media in

learning. This can include applying knowledge from theories of social identity,
motivation, and collaboration. Specifically, this talk will provide an overview of
the main principles of cyberpsychology and how this may present opportunities

to pursue scientific lines of enquiry to further our understanding of how
different types of social media may be beneficial in respect of learning and
experiences in Higher Education.

Scott Farrow & Rachel O’Brien Scott is an Educational Developer within the Centre for Innovation in Education

(CIE) at University of Liverpool, working with programme teams to support them
with innovation in learning, teaching and assessment to enhance and develop
their curriculum.

Having worked as a Learning Technologist and within Technology Enhanced
Learning (TEL) roles over the past 5 years, my specialities are in supporting staff
with the pedagogical use of technology. I have a specific interest in how

distance learning is supported, building digital capabilities of both staff and
students as well as developing other graduate attributes to improve

I work as an Educational Developer at the University of Liverpool. In my role I am
responsible for working with programme teams to enhance their curriculum.

My research interests include game-based and game-informed learning, play
and playful learning, the psychology of learning, digital education, education,
learning analytics and the use of data in education, engagement, motivation and

critical pedagogy.

Scott Farrow & Rachel O’Brien Building collaborative classrooms using MS Teams

Wondering what all the fuss is about with Microsoft Teams? Is it your favourite
technology to use in class? Something you’ve never even heard of? No matter
what your experience, join us for a fun and interactive hands on BYOD 1 hour

workshop based on building collaborative classrooms using Microsoft Teams.
Your group has been locked in. The question is, can you escape? You will need
to work together to find your way out and who knows, maybe you’ll learn

something on the way! Working in groups you will experience innovative
scenarios designed to showcase some of MS Teams features relating to
collaborative classrooms. Microsoft Teams to help streamline collaboration

including document sharing, synchronous and asynchronous communication,
assignment handling, class notebooks and additional integration including
flipgrid – all in one app! But there’s a twist, your group may have some virtual

team mates too. MS Teams isn’t limited to the classroom and what better way to
learn more about this than experiencing it for yourself. Can you work
collaboratively to find your way out?

Scott Farrow & Rachel O’Brien During this workshop we will demonstrate to you how this seamless platform
can streamline your teaching workflow by creating a space for more robust
collaboration between your students. We hope that you will leave the session
with some ideas of how you can adapt such uses for your own Learning and

Teaching practices.

Sara Mursic Curious and creative PhD student passionate about Augmented Reality (AR)

and Learning Experience Design (LXD) for inclusive education environments.
Interactive workshop (30 minutes)
Keywords: augmented reality, communication, higher education, student

Augmented reality is much more than selfies filters and PokemonGo. This
interactive workshop will show you how to use trigger images (stickers,

flashcards, logos...) to communicate with students, colleagues or the whole
institution. The software we will be using is BlippAR so make sure you have it
installed on your device, and if you wish to follow the steps to create your own

AR magic, create a free educational account on the Blippar website.

Session Three

Ellie Walsh, Rachel Arland & Engaging with Campus Life: Creating a Sense of Belonging Through Social
Lizzie Craine
Since its inception in 2016, the Campus Life team at Edge Hill University has
been developing a student-led approach to its social media communications

and events. In 2018, after a restructure, a new team of student staff were
introduced – Campus Connectors and Campus Communicators. The Campus
Connectors organise events on campus, visit students in halls, and make sure

that students feel part of the Edge Hill community from Welcome Sunday (the
day when first years move into halls) onwards. The Campus Communicators,
overseen by the Student Services Communications Manager, start work on A

Level results day when they manage the on- campus and off-campus Facebook
groups that all new first years are invited to join.

Ellie Walsh, Rachel Arland & These groups play a key role in the induction process and allow new students to
Lizzie Craine
interact with current students in a friendly, peer-to-peer space. They can ask
questions, meet their future flatmates and/or coursemates, and get a flavour of
life at Edge Hill, all before they arrive on campus. The Campus Communicators

also look after the Campus Life Instagram account and are given a degree of
autonomy to create content, signpost students, and design promotional

In this interactive workshop, we will show you how we use our student staff and
social media to engage our first year students, help them with the transition to
higher education and foster a sense of belonging to the Edge Hill campus. One

of our student members of staff will give participants a hands- on
demonstration of how the Facebook groups work, show how they create eye-
catching and engaging promotional materials for social media, and delve into

what ‘student-led’ content really means. After the workshop, participants should
have an understanding of how the Campus Life team work collaboratively with
their student staff to create social media content that truly speaks to students

and helps to engage them in the social side of university.

Andrew Middleton Andrew leads academic innovation and research to promote the active

curriculum, media-enhanced teaching and learning, learning spaces for student
success, and employability in the curriculum. He has a long track record of
taking a principle- based approach to evaluating new and emerging

technologies and media and their implications for learning.
Social media as diverse space for promoting co-operative pedagogy and

In this 1 hour workshop we will work co-operatively as a group of co-creators.
We will draw upon and combine our individual interests, knowledge and
experiences of social media to address the following opportunity statement:

‘social media for learning recognises how the diversity within our learning
community can be given voice to enhance the learning experience for all.’ We
will work together to create and publish examples, not only of how technologies

and social media can be used to engage learners effectively, but of how
connected attitudes can be fostered to promote diverse, rich, peer-led, active
learning communities. Each participant will be encouraged to publish the

outcomes of their workshop activity in an appropriate form to support their
professional role.

Sue Beckingham, Matty Trueman, SMASH and grab: A student led open educational resource
Kai Ackroyd, Curtis Alexsis-Jones
SMASH and grab: A student led open educational resource SMASH (Social
Media for Academic Studies at Hallam) is a student-led group formed in January
2017. Having attended inspiring sessions at the inaugural 2016 Social Media for

Learning in Higher Education Conference at Sheffield Hallam University, four
students were motivated to look for ways to enhance learning and teaching in
their own course. Mentored by their tutor they formed a special interest group

and went on to recruit other students in subsequent years.
The group identified three key areas where social media is utilised: within
learning activities, as a means of organising learning, and as a way of

showcasing learning.

Sue Beckingham, Matty Trueman, 1. Helping staff to identify and use social media tools for communication and
Kai Ackroyd, Curtis Alexsis-Jones
collaboration within and beyond the classroom (Learning Activities).
2. Helping students and staff to identify and use relevant social media tools to
curate and organise information relating to learning (Organising Learning).

3. Helping students to prepare digital portfolios to openly share outcomes and
projects to develop a professional online presence (Showcasing Learning).
This workshop will begin by sharing some of the resources the SMASH team

have created (which have all been given a Creative Commons licence), followed
by an interactive activity to demonstrate the '7 things you can do with...' and the
'Reverse social media' cue cards. A walk through the developing website

containing the resources they have developed will be given and feedback
welcomed from participants.

Peg Murphy, Daniel Branch, Rose Peg is a National Teaching Fellow with an interest in partnership working with
James, Tom Owen, Joanne Coathupe students. Peg has worked in Nursing and Nurse education since 1984 nd has an
extensive practice based knowledge to draw from. She established a Student
Empowerment group to meet the Nursing and Midwifery Council's New
educational standards for nursing and midwifery.
Daniel is a Student Experience Representative and Co-Chair of the Student
Empowerment group. He is involved in co-writing the new curriculum with staff
at the university of Chester.

Rose is a second year adult nurse who is a Student Experience Representative ,
Co-chair of the Student empowerment group and is the student representative
on the programme planning team.
Tom is a Nursing Associate and a Student Nurse. He is a newly appointed
Student empowerment Consultant. He is Co-writing the curriculum with staff

Jo is a 1st year student nurse who have a vast amount of experience in her
previous caring role and is now a newly appointed Student Empowerment

Peg Murphy, Daniel Branch, Rose Connecting & empowering pre-reg nursing and midwifery students through the
James, Tom Owen, Joanne Coathupe
use of social media
The World Health Organisation's 2018 Nursing Now campaign recognises that
empowering nurses is essential to improving global health. Weaving

empowerment into nurse education is one way to equip nurses to provide high
quality patient centred care. The student empowerment group at the University
of Chester comprises of staff and students whose remit is to ensure student

empowerment is woven into the new curriculum to meet the new 2018
educational standards from the Nursing and Midwifery Council. Aiming to
capture as much of the student voice as possible during the design of new

curriculum this group utilised facebook and twitter to create an effective
channel of communication between the programme planning team the student
empowerment group and all students on the programme. This presentation will

discuss the highlights and pitfalls of this project. This interactive workshop will
offer interactive materials to enable delegates to consider how to create similar
groups and market them.

Dr Christina Siettou I am an Assistant Professor at the University of Nottingham, School of
Biosciences. I teach modules of Agricultural Economics and Policy, and
Agricultural Business and Innovation. I enrich my teaching with active student
learning approaches such as problem-based learning practicals and digital tools
such as game-based learning platforms.

The trouble of teaching theoretical-heavy sciences is that it could lead to an
inactive and boring learning process (Kankofer, 2014). To avoid this, many have
incorporated active learning approaches such as the inclusion of case studies
which also provides a link between knowledge and application. However, this
still could lead to low student engagement as they do not have any ownership
over their learning. The proposed teaching innovation includes the adoption of a
flipped classroom in which students use social media to identify news stories
that discuss real-time real- world applications of the theory learned in class.
According to Rosengard et al (2014) social media is the students’ first source of
news stories but many have concluded that social media is the primary source
but not the most trusted (Rosengard et al, 2014; Tandoc and Johnson, 2016); it
is the link to the website of the traditional outlets that they trust (ibid).

Dr Christina Siettou Hence, within this flipped classroom students use social media to identify the

case studies that will be discussed in class. This approach may not be feasible
for all theoretical- heavy science teaching, but this presentation reveals that it
has had great impact on the teaching of Agricultural Economics and Business


Professor Samantha
Twiselton OBE

B001 1.15pm

Session Four

Kerry Edwards I am a qualified occupational therapist and have been working as a lecturer for
22 years. I am currently studying a professional doctorate in education
exploring:Do occupational therapy students perceive that using social media for
learning at university benefits their learning in the first year of professional
practice? A longitudinal study.

Does social media use in university enhance learning as a graduate?

This collaborative workshop will begin by sharing examples from both staff and
students about social media within teaching and learning and illustrate how this
has transformed the student experience beyond the classroom for both staff
and students. The workshop will invite participants to consider: 1. how can
students (and staff) be empowered to use social media in a professional and
socially responsible manner.
2. How can social media use enhance employability for students?

5 minute snapshot

Paul Fenn

I am the ICT Manager at the Information School, University of
Sheffield and am undertaking a P/T PhD titled "Social Media as a tool
to enhance Higher Education learning and teaching experiences

Social Media as a tool to enhance Higher Education learning and
teaching experiences from a student perspective

This presentation will report preliminary findings from my literature
review that forms part of my PhD. Findings look at the student
perspective of using Social Media in Higher Education.

Sarah Wright & Claire Norcott Sarah Wright is a Senior Lecturer in Primary Education and Senior SOLSTICE
Fellowship Lead at Edge Hill University. Sarah is an Apple Distinguished
Educator and has written a series of columns for the TES as well as presenting
internationally on initial teacher education. When she is not arguing with her
Google home or sketch noting, she can be found supporting pre-service
teachers with their academic and professional development.
Claire Norcott is a Senior Lecturer in Primary Education and NQT Lead at Edge
Hill University. Claire has an interest in the use of multi-modal texts in Primary

An interactive workshop- "But I cringe when I hear myself" learn how social
media can be used to promote socio-cultural and third generation assessment
with students. Take away tools and approaches to create a community of
practice around assessment, learning and teaching.

5 minute snapshot
organising team

Dr Cristina Vasillica & Neil Cristina’s research interests focus on creating digital tools, which embed
sustainable engagement strategies in healthcare and education. She explores
the expansion of digital/social media and emerging technologies across
different contexts; combining technical understanding with theoretical

constructs to impact on real-life information provision.
Neil is a qualified mental health nurse, Neil has worked in HE for over 17 years
and is passionate about the student experience. Research interests include

technology enhanced learning and social media in HE.
Hacking the future of education
There is an abundance of new technologies that support learning. In this

interactive workshop participants will be presented with an array of devices and
applications to “hack” how we communicate and engage with learners.
Participants will need to be prepared to join in and collaborate to get the most

out of the workshop.

5 minute snapshot

Dr Claire Timmins

I am currently a teaching fellow and Programme Leader for the BSc
Speech and Language Pathology at University of Strathclyde. I am
passionate about innovative, playful teaching practices and the
sharing of these techniques.
In this short presentation I'll demonstrate how instagram was used
to create descriptive flashcards for teaching purposes. This
technique was inspired by James Walkers presentation at
In the presentation I will demonstrate what I did and how it reached
beyond the intended student cohort (and share some tips to make it
less time-consuming).

Dr Gary Kerr & Suzanne Gary W. Kerr is a Lecturer in Festival & Event Management in the Business
School at Edinburgh Napier University. His research interests are around science
communication, science festivals, food fight festivals, and making festivals more
accessible for people living with dementia. Gary is a keen social media

enthusiast, and tweets at @DrGaryKerr.
Suzanne Faulkner is a Teaching Fellow in Prosthetics and Orthotics at the
University of Strathclyde in Glasgow. She is an advocate of playful learning in

the HE sector, incorporating Lego® Serious Play® and the use of social media to
enhance participation in learning and teaching. She tweets at

Dr Gary Kerr & Suzanne Academics overwhelmingly value social media as a tool for enhancing student
learning (Moran et al, 2011). Generally, academics use information technologies
and social media to engage with students in a top-down fashion i.e. it is the
norm to use whatever the learning technologists deem appropriate (Liu, 2010).

Snapchat is a social networking platform that is reserved for communicating
with close relationships and, unlike Twitter, is generally not a method for
communicating with strangers (Vaterlaus et al, 2016). Thus, any effective use of

Snapchat within a learning environment must finely balance engaging with
students on social media to facilitate their learning on one hand, and avoiding
invading their private space on the other (Woodley & Meredith, 2012). After all,

the main reason that students use social media is for social engagement, not
classroom engagement (Liu, 2010).

Dr Gary Kerr & Suzanne When Snapchat is referred to in the literature in HE, it is done so merely as a
Faulkner communication (Punyanunt-Carter et al, 2017) or marketing tool (Sashittal et al,
2016), not as a tool for learning and teaching. In this workshop, we will explore
the use of Snapchat as a learning tool, presenting our own experiences of using
this platform to engage students from two very different academic disciplines –
Festival Management and Biomedical Engineering, in both disciplines using this
platform to enhance student learning in different ways. From creating ‘stories’
that help package concepts and theories to make them more accessible; to
curating learning and observations from field trips; and creating discussion
groups; the possibilities of Snapchat usage within the learning environment is in
its infancy.

In this workshop, participants will get hands-on and create their own ‘avitar’ and
‘snaps’ and experiment with the Snapchat app. Participants will be encouraged
to think about how they can creatively use the app to make learning more
accessible, and help will be on hand to get participants started.

Dr Gary Kerr & Suzanne Ultimately, Snapchat is a playful app, and the facilitation of playful learning can
Faulkner help promote creativity, engagement and academic achievement among
students (Kangas, 2010).

Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful
learning environment. Thinking Skills and Creativity, 5 (1), p.1-15.
Liu, Youmei (2010). Social Media Tools as a Learning Resource, Journal of Educational Technology Development
and Exchange (JETDE). 3(1): 8.
Moran, M., Seaman, J., & Hester, T.-K. (2011). Teaching, Learning and Sharing: How today’s higher education
faculty use social media. Pearson.
Punyanunt-Carter NM, De La Cruz JJ, Wrench JS. (2017). Investigating the relationships among college students'
satisfaction, addiction, needs, communication apprehension, motives, and uses & gratifications with Snapchat.
Computers in Human Behavior. 75 pp. 870-875
Sashittal HC, DeMar M, Jassawalla AR. (2016). Building acquaintance brands via Snapchat for the college
student market. Business Horizons. 59(2) pp.193-204.
Vaterlaus, J.M., Barnett, K., Roche, C., Young, J.A. (2016). Snapchat is more personal: An exploratory study on
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5 minute snapshot

Jennifer Worswick Irving-Bell
How I use memes for learning: a 6th

form student’s perspective

The dynamics of relationships

Ursula Curwen

5 minute snapshot

Dr Dawne Irving Bell & @Yakademics

Dr Dawne Irving-Bell, Nattalia Godbold, Dr Jill McSweeney-Flaherty, Dr Lauren Schlesselman,
Professor Patrice Torcivia Prusko
@Yakademics: An international Scholarship of Teaching and Learning (SoTL) virtual space for
professional discourse and academic development
This innovative snapshot presentation will introduce Social Media for Learning in Higher
Education delegates to the new International Scholarship of Teaching and Learning (SoTL)
Chat space ‘@Yakademics’.
Formed by a group of International colleagues in Atlanta at ISSOTL19, @Yakademics is a space
where colleagues can meet, chat and share ideas.
Beginning with PodYaks, a series of invited talks by distinguished members of the SoTL
community, the conveners of this innovative and diverse space aim to create opportunities for
colleagues to engage in a range of SoTL focused discourse including webinars, twitter take
overs, individual and collaborative group chats.
This short presentation will signpost delegates to the @Yakademics space and having outlined
how @Yakadmics can be accessed will move to demonstrate how those with an interest can
become actively involved with the group and work to expand the conversation.

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