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Bring it on. O nline engagement exploring student behaviour (with social media). Guy Saward University of Hertfordshire g.r.saward@herts.ac.uk. Get out of my face. Agenda. The techy bit. The teachy bit. The treacly bit. The Techy bit – thinking about messaging.
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Bring it on Online engagement exploring student behaviour(with social media) Guy Saward University of Hertfordshire g.r.saward@herts.ac.uk • Get out of my face
Agenda • The techy bit • The teachybit • The treacly bit
Messaging 3.0 • Term used to refer to new crop of apps, e.g. whatsApp, snapchat, line, kakao • Beyond social networks • Facebook / Twitter /LinkedIn sooo 2.0 • Way beyond original messaging • email: old school electronic text, enclosures • sms: short, mobile, instant • instant messaging: free, internet, chat • But original messaging raises questions of what+why which are just as relevant today
Technology Classification (2010)all communication freq+sync SMS online chat RSS micro-blog email 2Life tumblelog social book mark eConference forum blog wiki content size+struct
Technology Classification (2010) communication freq+sync SMS online chat RSS micro-blog email 2Life tumblelog • features • multimedia blog • tumblr/facebook • content • video, images • low text content • comms • comments/forum • track back social book mark eConference forum blog wiki content size+struct
What’s in a 3.0 Message • New messaging has to offer some advantage • 2nd gen covered different content types • 3rd generation building on other aspects • WhatsApp : photo, video, audio, group -> cost • SnapChat: photo -> privacy • KakaoTalk: geography -> gaming • Line: API -> desktop (back to 1st gen IM!)
Message Features • Content is only part of the message “Let’s meet, no coffee” • Need to consider (some of) … • originator • audience • timing • tone • delivery (push/pull/synchronicity ) • invitation (to respond/take action) • conversation • Tech platform is really only small part of how
Why Message (your students) Three different scenarios (content+structure) • Broadcasting assessment info • via news post, or tweet or paper hand out • Generating/responding to individual requests • via online forms, email, forum • Feed back/feed forward • via simple message, or EVS, or online QMP Any scenario may prompt different issues/choices (snap chat assessment briefing, anyone?!)
The wider conversation • Online xMooc – eXtended, content focussed • Pedagogy: associative • Messaging: for pacing / expectations (C&G), feedback on performance (assessment?) • cMooc – connected, interaction focussed • Pedagogy: social constructivist / situational • Messaging: sharing, reflection, building CoP • Flipped classroom • Pedagogy: associative • Messaging: content transmission vs assimilation feedback / clarification
Encouraging Engagement • Old research for StudyNet campus based module • shows strong correlation between performance and online engagement • Correlation not causation … but data collection is way of monitoring who may be at risk
Wider Engagement • Work on wider student engagement identifies three types of engagement: • In learning • Rooted in identity • In structures and processes • For use of social media for L&T • starting from (2) • trying to harness it for (1) • and build it into (3)
Social Media Background Shamelessly borrowed … • Mark Stubbs blog post,5 top tips to enhance your students’ experience (March 2013) • Nancy White’s blog posts on online facilitation: (March 2014) • Lis Parcell’s blog post, Listen, understand, act: social media for engagement (Jan 2014) • Sally Jordan’s blog ‘e-assessment (f)or Learning’ (March 2014) • Lots of other “stuff” from JISC, HEA, TEL community
More Backgroud - What’s important • Do classifications / typologies matter? Where do you stand? ‘Guide on the side’or ‘Sage on the stage’ [pedagogy] ‘Digital native’ or ‘immigrant’ [skills] Just visitingor moving in? [attitude]
Outcomes to date • Student survey • integration attitudes, usage follow-up • focus groups • Social media (faceboook) safety • Staff survey • integration attitudes • StudyNet -> Facebook/Twitter integration • Module sites • Programme pages • Classification • 5 types, based on socMed usage + attitude
From Refuseniks to Integrationists “real people in real life!:-) all of them… or more of them?(sic) Staff Students Use of social networks Agreement on VLEintegration “just don't - facebook are data thieving monkey scum! don't help the data miners” (sic) For separatists, more use of social networks doesn’t mean more desire for VLE integration
Top 3 UH Staff Issues (from 2012) I don’t have a Facebook/Twitter account <= skills concerns I don’t want to use my account <= privacy concerns I don’t have the time <= efficiency concerns
Student focus group (2013) Key findings • diverse media range/hierarchy, e.g. FB=>anyone, text/mob=>friend, email=> close friend • mixed messages on Facebook as study aid/distraction • mobile/alerts is key benefit for study related messaging Key issues include privacy, inclusivity, focus, e-safety
Student Survey (2013) Changes from original survey (2012) • more likely to use Twitter (59% vs 44%) • more likely to use tablet (34% vs 18%) or smartphone (84% vs 73%) for socNet access • less likely to report using other networks/devices outside of the main categories explicitly surveyed Other socNec/msg apps reported (unasked) include: instagram(11), linkedIn(3), pinterest, skype & tumblr Note: socNet use is general, not specifically academic. Compare 59% to 3% for student Twitter use in Germany
UH Online CSIT BSc – Social Networks Source: M. Lilly, 2014, “Experiences of a programme tutor for an online distance learning programme in Computer Science”, UH LTI seminar
UH Online BSc – Learning Interactions • CSIT students prefer interaction with: • content > tutors (slightly) > peers => xMooc over cMooc? Source: M. Lilly, 2014, “Experiences of a programme tutor for an online distance learning programme in Computer Science”, UH LTI seminar
Future Work • Classification • machine learning validation • identification of association rules (e.g. multi-networks => separatist? fb addicts => integrationist?) • Facebook/Twitter integration • more detailed analytics • Staff survey • issues for social media (formal, online survey) • Student survey (? would be useful?) => msg 3.0 apps, focus groups, KIT
The Plus Side – New Ways to Engage • Facebook polls - Like, Share, Comment • Online assessment • Gameification • Badges • But dothey work?
The Down side – Info Overload 1 Mooc, first activity, 12 hours30 emails Mobile learning Platform fragmentation
Conclusions Messaging purpose should drive method (for me!) • Broadcast => get msgs to where the students are (StudyNet+fb+twitter) • Personal contact => set rules + audit trail (skype, email) • Supervised learning => provide accessible, safe online space (StudyNet + fb? + twitter?) • Peer (assisted) learning => find their own space (messaging 3.0?) Role for social media - but only a means, not an end
Online for good practice Constructivist, Communities of Practice, eTivities… Chickering and Gamson (1987) good practice… …encourages student-faculty contact …encourages cooperation among students …encourages active learning …gives prompt feedback …emphasises time on task …communicates high expectations …respects diverse talents /ways of learning => online? => social media?
E-Tivities • Accessing the course • Intros / messaging • Learning resources • Building discussions • Sharing / linking => Easy in our VLE (see previous) => Harder outside Google analytics Social media tools Delicious
Who’s joined/following the course? • Facebook insights / query • https://www.facebook.com/search/234897186606847/likers
Who’s accessed what resources? • Google analytics – post processes, anonymiosed
Who’s talking about it? • Twitter queries, #hashtags, @messages http://topsy.com/s?q=UniofHerts
Who’s talking to who? • Facebook graph queries - http://graph.facebook.com/220745824653347 https://developers.facebook.com/tools/explorer
Social Media Updates: Consuming RSS discuss RSS feed facebook.com/uh6com0265 student RSS Graffiti Twitterfeed publish notify twitter.com/uh6com0265 student / staff
Multiple platforms VLE discuss RSS feed facebook.com/uh6com0265 student RSS Graffiti dlvr.it Twitterfeed publish notify twitter.com/uh6com0265 student / staff