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Welcome to The Journal of Social Media for Learning. This link provides access to the complete edition of the inaugural issue. Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing. To access individual papers please visit the journal website here: https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

This is a PDF of our collaborative session " The Importance of Online Support Networks for Educators" presented at the Social Media in HE Conference #SocMedHE20 Tweetposium on the 17th December 2020. The full adobe spark online resource can be found in the reference section below

Despite its importance, notetaking is under-researched and under-theorised. To further our work in this field and enhance our understanding of notetaking so we can develop better (up to date) guidance and support, in we invite you to participate in ‘The Great Global Notetaking Survey!”. Please use the QR Code in this poster or visit: https://edgehill.onlinesurveys.ac.uk/visual-thinking-the-great-global-note-taking-survey-cop Thank you! Citation DOI: 10.25416/NTR.20036534

Presented at the Association of National Teaching Fellows Symposium 2023 by Sue Beckingham and Professor Dawne Irving-Bell This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact. Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely. Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository. Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.

Welcome to The Journal of Social Media for Learning.This link provides access to the complete edition of our 2021 Summer Edition.Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing.To access individual papers please visit the journal website here:https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

The Jounral of Social Media for Learning: Winter Edition, The Journal of Social Media for Learning, Vol 3 No 2 (2022): The Journal of Social Media for Learning: Winter Edition

This presentation for Future Teacher 3.0 considers the importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team. https://xot.futureteacher.eu/play.php?template_id=4#socialmedia

Despite its importance, notetaking is under-researched and under-theorised. To further our work in this field and enhance our understanding of notetaking so we can develop better (up to date) guidance and support, in we invite you to participate in ‘The Great Global Notetaking Survey!”. Please use the QR Code in this poster or visit: https://edgehill.onlinesurveys.ac.uk/visual-thinking-the-great-global-note-taking-survey-cop Thank you! Citation DOI: 10.25416/NTR.20036534

The Journal of Social Media for Learning: Volume 3, Issue 2, Winter Edition. Published: 2022-12-14 To access indivdual papers within the journal please visit: https://openjournals.ljmu.ac.uk/index.php/JSML/issue/view/91 @SocMedHE @jsmljournal

The Learning Activity Smörgåsbord The Learning Activity Smörgåsbord is a collection of learning activities that can be used in different learning spaces, plus examples of cocurricular and extracurricular activities.

Despite its importance, notetaking is under-researched and under-theorised. To further our work in this field and enhance our understanding of notetaking so we can develop better (up to date) guidance and support, in we invite you to participate in ‘The Great Global Notetaking Survey!”. Please use the QR Code in this poster or visit: https://edgehill.onlinesurveys.ac.uk/visual-thinking-the-great-global-note-taking-survey-cop

The Journal of Social Media for Learning 2021 Editorial, The Journal of Social Media for Learning, Vol 2 No 1 (2021): The Journal of Social Media for Learning

Keynote presentation.Delivered by Sue Beckingham for the QED Conference, Cardiff Met University.May 2021

Editorial piece for the inaugural edition of the Journal of Social Media for Learning. (Link to Full Journal Below).

Welcome to The Journal of Social Media for Learning.This link provides access to the complete edition of our 2021 Summer Edition.Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing.To access individual papers please visit the journal website here:https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

A summary of our firesidechat at the Social Media for Learning in Higher Education Conference 2021 #SocMedHE21Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ���fireside chat��� where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.

HEIR 2021 - Conference PresentationDisseminating Best Practice for a Global Audience The work presented here brings together leading initiatives developed to debate, collaborate and disseminate the very best of learning and teaching practice in Higher Education (HE). It draws on the experience of leading practitioners who have developed avenues to facilitate and encourage those working across all areas of HE to support each other openly and freely. Operating in a digital space, it will be shown how such initiatives transcend the traditional confines of institutional boundaries to reach a global audience. In some cases, these initiatives have seen an accelerated evolution due to the impact of the pandemic, conversely others have been formed, developed, and delivered during this time. Analytical trend data will be presented to demonstrate the impact these initiatives and spaces have had during the pandemic which indicates they are likely to continue beyond the pandemic. This work draws on the experiences of a founder of the Twitter #LTHEChat discussion group, the #SOCMedHE conference community and the founder of the “National Teaching Repository” with additional representation from other key stake holders in the HE learning and teaching community. Framed in an autoethnographic narrative, we then go on to explore how the wider HE community accesses, and embraces, the effective sharing of best practice with the ultimate aim of positively impacting practice to enhance the student experience. Why not share and secure recognition for your SoTL research and resources? Sharing is simple! For more information view this video presentation: https://doi.org/10.25416/NTR.15152094.v1 Read our welcome presentation: https://doi.org/10.25416/edgehill.12673016 and meet our curators and critical friends: https://doi.org/10.25416/edgehill.12820727.v13 …and click here to share: https://figshare.edgehill.ac.uk/submit

Presentation at the Practical Pedagogy Conference.The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions.

This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years. Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).

Welcome to our inaugural edition of The Journal of Social Media for Learning. A new journal where our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing. To view the complete journal please follow this link., The Journal of Social Media for Learning, Vol 1 No 1 (2020): 2019 SocMedHE Conference Edition

How does social media affect working life in Higher Education? How are universities harnessing its power to aid student learning? This innovative collection brings together academics and those working in professional services to examine these questions and more. The diverse and expert contributors analyse the many ways social media can be used to enhance teaching and learning, research, professional practice, leadership, networking and career development. The impact of social media is evaluated critically, with an eye both to the benefits and the problems of using these new forms of digital communication. This is the first volume to give such detailed attention to this area of high interest. Its innovative approach extends to its creation, with contributors found via their presence on Twitter. The short and impactful chapters are accessible while retaining an academic focus through their application of relevant learning theories and educational context. Social Media and Higher Education is essential reading for any professional working in higher education, including lecturers teaching education courses. It is also significant for researchers looking at more recent developments in the field and what it means to work in a modern higher education environment.

This is an invited presentation with two of my students at #BETT20. The focus of our presentation is about 'Social Media for Academic Studies at Hallam' SMASH which is a ‘students as partners’ project which considers the potential of social media for learning. This student-led special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; to support learning and to showcase learning.

This is an invited talk at the TEDx Conference at the University of Bolton #TEDxUoBolton. The recording can be viewed here: https://youtu.be/FRyBrdE61fA

This is a keynote at Anglia Ruskin University which considers a range of creative uses of social media for learning and teaching.

Welcome to The Journal of Social Media for Learning. This link provides access to the complete edition of the inaugural issue. Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing. To access individual papers please visit the journal website here: https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

This was an invited talk at University of Sheffield #TELfest event. In this hands-on session we explored how Lego Serious Play can be used as a method to engage students (and staff) in a scaffolded approach to digital reflective practice. Participants contributed to an inclusive and immersive activity that stimulated shared discussions and the creation of personal digital artifacts using Padlet.

Tips on how to develop your online profile and network.

This is an invited talk for Pedagogy and Pancakes, a practice sharing webinar series. It focuses on the value of extra-curricular activities for students and presents two case studies where I have worked with students as partners.

This was an invited talk at Anglia Ruskin University on how to use blogging effectively.

This is my keynote presentation for Kingston University's Festival of Learning. The focus of my talk considered the swift pivot to online learning due to COVID19 and the associated challenges focusing on:- what my approaches were looking back in relation to the use of technology to enhance learning- more recently my reflections on using technology for teaching and learning online- then looking forward at how we need to re-plan to use technology for engaging multimodal co-learning.

This is an invited talk at the HEFCE Learning Gain Conference, which considers the role of student owned storytelling, digital multimedia narratives and reflection to demonstrate learning gain and how with scaffolded support this can be used to motivate and support student retention and progression.

This is a keynote presentation for Galway-Mayo Institute of Technology #DigtalEd Conference. This talk considers the concept of being, belonging and becoming and emphasises the importance of communities and dialogue. I reflect back on my 6Cs model (2013) and how social media has empowered individuals to become digital communicators, collaborators, conversationalists, critics, curators and creators; and the value of educators acting as role models. There are a collection of case studies that demonstrate how we can help students become confident and responsible digital citizens.

This keynote at Edge Hill University considers how technology and social media can help universities demonstrate Teaching Excellence aligned to the TEF (Teaching Excellence Framework) criteria.

This keynote explores why it is vital that we all consider the implications of our public digital interactions - from the data we share; what we say or don't say; and the significance of doing, being and becoming - and how this can impact on our sense of belonging and wellbeing.

My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning.

This is a keynote at the TEL Showcase Staffordshire University. The focus is on how social media can be used for our own CPD and development of learning and teaching.

Keynote presentation at Keele University Digital Festival where I was invited to talk about digital innovation in learning and teaching.

This chapter considers the significance and value of using social media to develop an online presence to showcase professional and academic achievements as a student or educator, and how this can demonstrate student learning gain and teaching excellence. There are a variety of different ways to present academic work; contributing to the success of this, is understanding how social media can be used in a professional context to maximise reach and engagement. It explores how an online presence can be utilised to network with others and how this can open ‘virtual doors’ to CPD and informal learning, potential scholarly collaborations, plus new job opportunities or work experience. Furthermore a framework is introduced to illustrate the important areas to focus on to develop an online presence.

There are many examples of social media being used in higher education to enhance learning and teaching. While some academics are confident in exploring multiple strands of social media and blend them instinctively for a multi-dimensional learning experience; others are more tentative, preferring to understand the nature of the tool or process thoroughly, often by learning from others before embarking on a social media based activity (Beckingham, Purvis and Rodger 2014). However there are a broad range of factors, experiences and perceptions that may influence an individual and their resulting use of, and expectations of, social media as a learning construct.\ud \ud The aim of the study was to examine current institutional practice in the use of social media in this context, to inform strategic direction and consider implications for future academic development in order to achieve a positive impact on the learning experience for students.\ud \ud Fifty individuals responded to an online survey. While the majority of these (n=35) were already using social media in some way in their teaching practice, and mostly had positive attitudes towards it, the remainder had not. Some were open to the idea, though naturally cautious, while others were clear that it had no place in their teaching practice.\ud \ud This rich picture revealed a variety of barriers and enablers: where confidence was high and support available; uptake of social media as a tool for learning was more prevalent and more successful. There was a strong connection between support (formal and informal) and individual confidence, and a subsequent willingness to try new things to enhance learning.\ud \ud Recent research advocates the development of digital capabilities including the confident use of social media for communication and collaboration (Beetham 2015); and that where embedded, its use provides essential skills for future graduates. It is therefore timely to review the skill sets and development needs of staff in order to support the learning of students.