Sue Beckingham
Sheffield Hallam University, Computing, Faculty Member
- Sheffield Hallam University, ACES, Faculty Memberadd
- I am a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies and LTA Lead for Computing ... moreI am a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies and LTA Lead for Computing at Sheffield Hallam University. Research interest in social media, technology enhanced learning and online identity. I am also a Senior Fellow of the Higher Education Academy, Fellow of SEDA, Visiting Fellow at Edge Hill University, Certified Management and Business Educator and Member of the Association of Learning Technology. Co-founder of #LTHEchat https://lthechat.com/
My presentations can be found at: http://www.slideshare.net/suebeckinghamedit
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This chapter considers the importance of a mentor in third spaces: overcoming the “Jack of All Trades, Master of None” syndrome that is common to many integrated practitioners. The chapter recognises how prior career experience before... more
This chapter considers the importance of a mentor in third spaces: overcoming the “Jack of All Trades, Master of None” syndrome that is common to many integrated practitioners. The chapter recognises how prior career experience before higher education (HE) is of value to the academy but may not be straightforwardly aligned. The author takes a narrative case study approach to reflect on how her blended role emerged though job shadowing, networking, and engaging with continuous professional development, culminating in an invitation to give guest lectures and support teaching as an Associate Lecturer. The key message from this chapter is to inspire readers that, no matter what your role in higher education, there is the potential to transcend perceived boundaries through both prior experience and professional development. The author illustrates this by telling her story, starting with redundancy from a role where she led a large team supporting the escalated customer service for a well-known company and subsequently entering higher education as an admin temp. Hard work and a passion for learning and self-development have been rewarded; and the author shares the steps taken.
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Building and maintaining networks is a crucial part of being a professional, and increasingly this is taking place online as well as in person. Understanding how to behave in these different spaces is vital, as the implications of an... more
Building and maintaining networks is a crucial part of being a professional, and increasingly this is taking place online as well as in person. Understanding how to behave in these different spaces is vital, as the implications of an unprofessional online presence can have a detrimental effect for anyone. Changes in the way employers recruit include the ease of searching and identifying suitable candidates via their LinkedIn or Handshake profiles. Having an active and visible presence is therefore important for students seeking placements and for recent graduates. This chapter provides tips on developing social media profiles to enhance employability and guidance on professional social networking, social media policy, copyright and data protection.
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To enable Computer Science students to develop employability and 'work-ready' skills it is important to consider both the technical skills aligned to their discipline and the soft skills desired by employers. Research has identified that... more
To enable Computer Science students to develop employability and 'work-ready' skills it is important to consider both the technical skills aligned to their discipline and the soft skills desired by employers. Research has identified that students in Computer Science would benefit from further support to develop the latter. This chapter considers how these skills can be developed through a variety of work experience opportunities including work-based learning and work-related learning; in class activities and alternative teaching approaches such as project, inquiry and problem-based learning; and through scaffolding both soft skills development and reflective practice, how students can become more confident in articulating these skills when applying for graduate work.
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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... more
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. 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. 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. Social Media for Learning in Higher Education-Conference Proceedings 2015 2 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. 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.
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From the introduction: The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum... more
From the introduction:
The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and has also been used in staff development activities to clarify how social media provide academics with a powerful and dynamic context in which to foster active student engagement.
This chapter introduces the seven elements in the framework, each of which present a design principle associated with a theory for effective learner engagement. Each of these principles will be introduced and then illustrated with an example for how it informs effective and imaginative curriculum design incorporating the use of social media. The SM4L framework follows the Viewpoints approach to mediating collaborative design activities (O’Donnell, Galley & Ross, 2012).
In sum, the framework is a structured set of principles which can be used separately or in combination to inspire the design of effective social-media enhanced pedagogy.
The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and has also been used in staff development activities to clarify how social media provide academics with a powerful and dynamic context in which to foster active student engagement.
This chapter introduces the seven elements in the framework, each of which present a design principle associated with a theory for effective learner engagement. Each of these principles will be introduced and then illustrated with an example for how it informs effective and imaginative curriculum design incorporating the use of social media. The SM4L framework follows the Viewpoints approach to mediating collaborative design activities (O’Donnell, Galley & Ross, 2012).
In sum, the framework is a structured set of principles which can be used separately or in combination to inspire the design of effective social-media enhanced pedagogy.
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Abstract: Technology has invaded our working and recreational lives to an extent that few envisaged 20 or 30 years ago. We’d be fools to avoid the developments in personal, mobile, and wearable technology. Even if we tried we’d still... more
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Technology has invaded our working and recreational lives to an extent that few envisaged 20 or 30 years ago. We’d be fools to avoid the developments in personal, mobile, and wearable technology. Even if we tried we’d still have to deal with other developments and distractions in classroom and learning technology like smart boards, blogs, video, games, students-led learning, virtual learning environments, social media, etc. More than this, however, is how the advances in technology, the economic and physical miniaturisation of computing devices, have impacted education: the students, the teachers, the classrooms, the spaces, the connections, the aspirations, etc.
‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development.
In this book respected individuals from different education sectors write about many aspects of learning technology; from Higher Education (Sue Beckingham, Peter Reed, Dr David Walker, Sheila MacNeil, Sarah Horrigan, Terese Bird, Wayne Barry, Inge de Waard, and Sharon Flynn), Further Education (Rachel Challen and James Clay), to Museums (Zak Mensah), workplace learning (Jane Hart, Julian Stodd, Julie Wedgwood, and Lesley Price) and primary schools / early years education (Mike McSharry and Jo Badge). With a foreword written by Catherine Cronin, from the National University Ireland, Galway, the breadth and depth of the experiences here are second to none.
The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development.
Contributory authors:
Catherine Cronin: Foreword
David Hopkins: Introduction
Wayne Barry: “…and what do you do?”: Can we explain the unexplainable?
Zak Mensah: “Why do we do what we do?”
Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions”
Rachel Challen: “Learning Technologists as magicians? Balancing policy and creativity”
Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist”
Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue”
Lesley Price: “Times they are a changing …or not?”
Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?”
Julian Stodd: “How gadgets help us learn in the Social Age”
Terese Bird: “Students Leading the Way in Mobile Learning Innovation”
Inge de Waard: “Tech Dandy, or the Art of Leisure Learning”
Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?”
Mike McSharry: “This is your five-minute warning!”
Technology has invaded our working and recreational lives to an extent that few envisaged 20 or 30 years ago. We’d be fools to avoid the developments in personal, mobile, and wearable technology. Even if we tried we’d still have to deal with other developments and distractions in classroom and learning technology like smart boards, blogs, video, games, students-led learning, virtual learning environments, social media, etc. More than this, however, is how the advances in technology, the economic and physical miniaturisation of computing devices, have impacted education: the students, the teachers, the classrooms, the spaces, the connections, the aspirations, etc.
‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development.
In this book respected individuals from different education sectors write about many aspects of learning technology; from Higher Education (Sue Beckingham, Peter Reed, Dr David Walker, Sheila MacNeil, Sarah Horrigan, Terese Bird, Wayne Barry, Inge de Waard, and Sharon Flynn), Further Education (Rachel Challen and James Clay), to Museums (Zak Mensah), workplace learning (Jane Hart, Julian Stodd, Julie Wedgwood, and Lesley Price) and primary schools / early years education (Mike McSharry and Jo Badge). With a foreword written by Catherine Cronin, from the National University Ireland, Galway, the breadth and depth of the experiences here are second to none.
The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development.
Contributory authors:
Catherine Cronin: Foreword
David Hopkins: Introduction
Wayne Barry: “…and what do you do?”: Can we explain the unexplainable?
Zak Mensah: “Why do we do what we do?”
Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions”
Rachel Challen: “Learning Technologists as magicians? Balancing policy and creativity”
Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist”
Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue”
Lesley Price: “Times they are a changing …or not?”
Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?”
Julian Stodd: “How gadgets help us learn in the Social Age”
Terese Bird: “Students Leading the Way in Mobile Learning Innovation”
Inge de Waard: “Tech Dandy, or the Art of Leisure Learning”
Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?”
Mike McSharry: “This is your five-minute warning!”
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Social bookmarking allows learners to manage reading lists and reading notes. Rather than saving bookmarks in a browser installed on a specific computer, students can save them on an online application which they can then access from any... more
Social bookmarking allows learners to manage reading lists and reading notes. Rather than saving bookmarks in a browser installed on a specific computer, students can save them on an online application which they can then access from any device with Internet access – at university, at home or at work. In addition, social book-marking allows people to attach keywords (known as ‘tags’), create annotations, and share links. Applications include Delicious, CiteULike, Zotero and Diigo. This chapter explores the benefits of using Diigo in an online Mas-ter’s program. Diigo (or ‘Digest of Internet Information, Groups and Other stuff’) was introduced to help e-learners produce an annotated bibliography, as preliminary work for writing a literature review. It made learning practices such as reference listing, note-taking, and personal opinions more transparent to tutors and other e-learners. This allowed tutors to support students’ work-in-progress, and gave students the opportunity to discuss readings informally, something more difficult to achieve online than in a campus environment. This chapter starts with an initial review of literature that charts the development of social bookmarking and identifies its benefits and limitations for learning. We then examine through a case study how social bookmarking can help students develop their academic reading skills. Task design, usage patterns, student perceptions and student work are discussed to provide a rich picture of social bookmarking use.
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Sue Beckingham is an Educational Developer, taking a Faculty lead role for technology enhanced learning (TEL) at Sheffield Hallam University. She is a Fellow of the Higher Education Academy and also a Fellow of the Staff and Educational... more
Sue Beckingham is an Educational Developer, taking a Faculty lead role for technology enhanced learning (TEL) at Sheffield Hallam University. She is a Fellow of the Higher Education Academy and also a Fellow of the Staff and Educational Development Association (where she is a member of the Executive Board). Her teaching portfolio includes Professionalism and Communication; Digital Marketing; Web 2.0 in Business; Social Media Use in Organisations; and Information Design. She is also a course designer and facilitator of the cross institution open online course 'Bring Your Own Devices for Learning' and co-lead of the weekly Learning and Teaching in Higher Education online chat #LTHEchat. Sue's research interests alongside TEL include digital identity and connectedness, and the use of social media in higher education and business. As a lifelong learner she has recently completed a second Master's degree, an MSc in Technology Enhanced Learning, Innovation and Change.
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Research Interests: Engineering and Suite
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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... more
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
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A summary of our firesidechat at the Social Media for Learning in Higher Education Conference 2021 #SocMedHE21<br><br>Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating... more
A summary of our firesidechat at the Social Media for Learning in Higher Education Conference 2021 #SocMedHE21<br><br>Undertaking 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 w...
Through a #SocMedHE19 conference workshop, the aim was to provide a supportive and open way to discuss the use of social media and to explore any concerns or barriers raised; as well as to gain insights into their professional use of... more
Through a #SocMedHE19 conference workshop, the aim was to provide a supportive and open way to discuss the use of social media and to explore any concerns or barriers raised; as well as to gain insights into their professional use of different social media in learning and teaching. A generic overview of Twitter, LinkedIn, Snapchat and Flipgrid were given, drawing on examples of our own learning, teaching and sharing practices in our local institutions. We then wanted to engage the delegates (staff and students) to explore these specific tools themselves and consider how they could be utilised in their own practice. An innovative approach was taken to facilitate and capture this discussion using Lego® Serious Play®, Padlet and Flipgrid. This paper considers how effective this interactive approach was and to what extent it encouraged open discussion about the perceived enablers and barriers to using this selection of social media tools. Key findings highlight the benefits of using so...
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Editorial piece for the summer 2021 edition of the Journal of Social Media for Learning. (Link to Full Journal Below).<br>(Volume 2, Edition 1)
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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... more
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
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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... more
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
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This chapter describes our search for a design and an appropriate conceptual vocabulary to describe an approach to encouraging, supporting and recognising individuals ’ lifewide learning gained through their engagement with an open online... more
This chapter describes our search for a design and an appropriate conceptual vocabulary to describe an approach to encouraging, supporting and recognising individuals ’ lifewide learning gained through their engagement with an open online opportunity for learning and sharing learning about the use of mobile devices and a suite of social media applications. We called this opportunity 'Bring Your Own Device for Learning ' abbreviated to BYOD4L. The chapter describes the thinking underlying the learning design, the design itself and a flavour of the dynamics of the community process of learning. It draws on theories of learning that appear to offer the most useful explanations for this type of lifewide learning. We draw attention to the potential role of Open Educational Practices (OEP) and Open Educational Resources (OER) in lifewide learning and highlight a number of theories of learning that are particularly relevant to our ecological process.
Alison Purvis (Head of Learning, Teaching and Assessment in the Faculty of Health and Wellbeing), Helen Rodger (Senior Lecturer in Academic Development) and Sue Beckingham (Senior Lecturer in Computing) have recently been working on... more
Alison Purvis (Head of Learning, Teaching and Assessment in the Faculty of Health and Wellbeing), Helen Rodger (Senior Lecturer in Academic Development) and Sue Beckingham (Senior Lecturer in Computing) have recently been working on supporting staff and students considering their use of social media at Sheffield Hallam University. In this viewpoint, they offer their thoughts on the role of social media in learning in higher education.
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Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too? Spotting and seizing... more
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too? Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before. While the digital jungle is enormous and it is easy to get lost, many...
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Opportunities to learn informally have exploded since the arrival of social media and mobile technologies. These technologies disrupt the way we learn and create new opportunities for learning (Beetham & Sharpe, 2013). Google is rapidly... more
Opportunities to learn informally have exploded since the arrival of social media and mobile technologies. These technologies disrupt the way we learn and create new opportunities for learning (Beetham & Sharpe, 2013). Google is rapidly becoming our dynamic encyclopaedia and connecting to global sources of information and learning is normal behaviour for anyone with a question or desire to learn. This chapter discusses an open approach to learning which was designed to engage educators in HE innovatively with CPD for learning and teaching called Bring Your Own Devices for Learning (BYOD4L). The design of BYOD4L harnessed social media, mobile learning and ideas about open learning to create a rich and interactive learning space mediated through personal smart technologies. It was conceptualised as an immersive open CPD event to be run mostly online over five days. Previously (Nerantzi & Beckingham, 2014, in review) we have described open CPD as professional development afforded by Op...
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espanolEste documento describe traer su propio dispositivo para el Aprendizaje (BYOD4L), una iniciativa de aprendizaje abierto a explorar el uso de dispositivos inteligentes para el aprendizaje y la ensenanza en la educacion superior.... more
espanolEste documento describe traer su propio dispositivo para el Aprendizaje (BYOD4L), una iniciativa de aprendizaje abierto a explorar el uso de dispositivos inteligentes para el aprendizaje y la ensenanza en la educacion superior. BYOD4L fue desarrollado por los desarrolladores de educacion en el Reino Unido que utilizan los medios sociales libremente disponible y apto para funcionar en dispositivos inteligentes personales. BYOD4L fue ofrecido por el Grupo de Interes Especial de aprendizaje Media-Enhanced ( MELSIG ) en colaboracion con facilitadores voluntarios. El documento se centra en la experiencia del facilitador abierta como vivio durante la primera iteracion de BYOD4 en de enero de 2014 . Un enfoque phenomenlogical se ha utilizado y se han recogido datos a traves de un instrumento de encuesta cualitativa que fue completado por todos los facilitadores. Los hallazgos se comparten y discuten que proporcionan una idea de la experiencia de facilitador que podrian ser de utilid...
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In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more... more
In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more generally. BYOD4L is a course for teachers and students in higher education which aims to help them gain both a better understanding of and develop their knowledge and skills in using their own smart devices for learning, teaching and professional development. BYOD4L has been developed by the authors and offered three times since 2014 with colleagues and students, participating Higher Education Institutions (HEIs) from the UK and Australia and further collaborators in the US and Germany. The development of the snowballing approach is shared using an action research methodology. We propose a rethink of current CPD practices. We invite course designers, academic developers and the wider academic community to explore new and emerging models of CPD that ...
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This paper describes Bring Your Own Device for Learning (BYOD4L), an open learning initiative exploring the use of smart devices for learning and teaching in higher education. BYOD4L was developed by educational developers in the UK using... more
This paper describes Bring Your Own Device for Learning (BYOD4L), an open learning initiative exploring the use of smart devices for learning and teaching in higher education. BYOD4L was developed by educational developers in the UK using freely available social media able to run on personal smart devices. BYOD4L was offered by the Media-Enhanced Learning Special Interest Group (MELSIG) in collaboration with volunteer facilitators. The paper focuses on the open facilitator experience as lived during the first iteration of BYOD4 in January 2014. A phenomenlogical approach has been used and data has been collected via a qualitative survey instrument which was completed by all facilitators. Findings are shared and discussed that provide an insight into the facilitator experience that might be of value for other similar open collaborative learning events and other open educational interventions.
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This paper shares the strategy we have developed at Sheffield Hallam University (SHU) to educate and guide staff and students in their use of social media. Students need to understand their responsibilities to themselves and the... more
This paper shares the strategy we have developed at Sheffield Hallam University (SHU) to educate and guide staff and students in their use of social media. Students need to understand their responsibilities to themselves and the institution, to develop sustainable strategies for using social media to enhance their learning and to develop their employability skills as future graduates. They need to place value in the development of a professional online presence, appreciate the difference between their personal and professional uses of social media tools, and understand the impact that one can have on the other. Staff want to feel confident in the application of authentic social media learning activities. They need to see the value of social media competence in graduates within their disciplines, and easily access shared practice and guidance. To facilitate such learning activities they also need to understand and consider aspects such as online safety, professional impact and config...
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Introduction The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and... more
Introduction The Social Media for Learning (SM4L) framework has been constructed to demonstrate how social media can be used by students and academics to promote learning. The framework supports innovation through curriculum design and has also been used in staff development activities to clarify how social media provide academics with a powerful and dynamic context in which to foster active student engagement. This chapter introduces the seven elements in the framework, each of which present a design principle associated with a theory for effective learner engagement. Each of these principles will be introduced and then illustrated with an example for how it informs effective and imaginative curriculum design incorporating the use of social media. The SM4L framework follows the Viewpoints approach to mediating collaborative design activities (O'Donnell, Galley & Ross, 2012). In sum, the framework is a structured set of principles which can be used separately or in combination t...
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SMASH is a student-led partnership which considers how social media could be used to enhance learning and teaching. Mentored by their tutor, members of the team identified three key areas where social media may be utilised: within... more
SMASH is a student-led partnership which considers how social media could be used to enhance learning and teaching. Mentored by their tutor, members of the team identified three key areas where social media may be utilised: within learning activities, as a means of organising learning and as a way of showcasing learning. The three strands of this framework have provided a focus to develop a range of resources and the foundation for a digital toolkit.
This case study reflects upon not just the outputs developed thus far, but also on the experience, the learning gained and the sense of belonging and identify as a result of being part of this community of practice.
This case study reflects upon not just the outputs developed thus far, but also on the experience, the learning gained and the sense of belonging and identify as a result of being part of this community of practice.
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This paper shares the strategy we have developed at Sheffield Hallam University (SHU) to educate and guide staff and students in their use of social media. Students need to understand their responsibilities to themselves and the... more
This paper shares the strategy we have developed at Sheffield Hallam University (SHU) to educate and guide staff and students in their use of social media. Students need to understand their responsibilities to themselves and the institution, to develop sustainable strategies for using social media to enhance their learning and to develop their employability skills as future graduates. They need to place value in the development of a professional online presence, appreciate the difference between their personal and professional uses of social media tools, and understand the impact that one can have on the other. Staff want to feel confident in the application of authentic social media learning activities. They need to see the value of social media competence in graduates within their disciplines, and easily access shared practice and guidance. To facilitate such learning activities they also need to understand and consider aspects such as online safety, professional impact and config...
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In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more... more
In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more generally. BYOD4L is a course for teachers and students in higher education which aims to help them gain both a better understanding of and develop their knowledge and skills in using their own smart devices for learning, teaching and professional development. BYOD4L has been developed by the authors and offered three times since 2014 with colleagues and students, participating Higher Education Institutions (HEIs) from the UK and Australia and further collaborators in the US and Germany. The development of the snowballing approach is shared using an action research methodology. We propose a rethink of current CPD practices. We invite course designers, academic developers and the wider academic community to explore new and emerging models of CPD that capitalise on scalable collaborative open educational practices.
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This paper describes Bring Your Own Device for Learning (BYOD4L), an open learning initiative exploring the use of smart devices for learning and teaching in higher education. BYOD4L was developed by educational developers in the UK... more
This paper describes Bring Your Own Device for Learning (BYOD4L), an open learning initiative exploring the use of smart devices for learning and teaching in higher education.
BYOD4L was developed by educational developers in the UK using freely available social media able to run on personal smart devices. BYOD4L was offered by the Media-Enhanced Learning Special Interest Group (MELSIG) in collaboration with volunteer facilitators. The paper focuses on the open facilitator experience as lived during the first iteration of BYOD4 in January 2014. A phenomenlogical approach has been used and data has been collected via a qualitative survey instrument which was completed by all facilitators. Findings are shared and discussed that provide an insight into the facilitator experience that might be of value for other similar open collaborative learning events and other open educational interventions.
BYOD4L was developed by educational developers in the UK using freely available social media able to run on personal smart devices. BYOD4L was offered by the Media-Enhanced Learning Special Interest Group (MELSIG) in collaboration with volunteer facilitators. The paper focuses on the open facilitator experience as lived during the first iteration of BYOD4 in January 2014. A phenomenlogical approach has been used and data has been collected via a qualitative survey instrument which was completed by all facilitators. Findings are shared and discussed that provide an insight into the facilitator experience that might be of value for other similar open collaborative learning events and other open educational interventions.
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The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social... more
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
Research Interests:
As we continue to embrace Web 2.0 in our social lives, how is this impacting on our digital footprint? Taking a proactive approach to self-managing your virtual identity is increasingly important. By leveraging your professional online... more
As we continue to embrace Web 2.0 in our social lives, how is this impacting on our digital footprint? Taking a proactive approach to self-managing your virtual identity is increasingly important. By leveraging your professional online presence it is possible to develop a professional network that extends beyond immediate connections and has the potential to open new doors to opportunities for scholarly activities. This talk will consider the impact of digital scholarship; the tools we may wish to consider using; and will raise awareness that we have much of value to share as professionals.
Research Interests:
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop... more
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Research Interests:
Keynote for @MELSIGUK Social Media for Learning A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social... more
Keynote for @MELSIGUK Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both... more
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both educators and students, we learnt and reflected upon how using our own portable devices we could connect, communicate, curate, collaborate and create to enhance the learning experience.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
This presentation highlights the importance of a professional online presence, what this might look like, and how to achieve it.
http://www.futureofeducation.com/page/minicon-april
http://www.futureofeducation.com/page/minicon-april
Research Interests:
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital... more
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
Research Interests:
Research Interests:
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop a... more
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop a professional online presence and help you stand out from the crowd.
Research Interests:
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop... more
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Research Interests:
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore important to consider what the implications are and the... more
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore important to consider what the implications are and the impact of the digital footprint our online interactions leave behind. This presentation will help you reflect upon what your online presence looks like when viewed by others and how you can develop your digital profile in a positive way.
Research Interests:
Research Interests:
The exponential growth of social media has changed how we communicate. Technological convergence have enabled content to flow between different platforms and online spaces enabling opportunities for anyone to become creators, curators,... more
The exponential growth of social media has changed how we communicate. Technological convergence have enabled content to flow between different platforms and online spaces enabling opportunities for anyone to become creators, curators, critics and conversationalists. The ubiquitous use of smart mobile devices making this increasingly possible to do so when we want and where we want. How we can use these spaces and places to develop new channels for communication and collaboration; whilst being ever mindful of the potential of our online presence was the focus of this presentatio
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An introduction to the concept of a professional digital footprint, the professional use of social channels and developing your own professional online presence.
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A thunderstorm presentation = 5 slides in 5 minutes looking at five key social media tools to develop course communities in higher education.
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""We are living in an age where many of us are now ‘always switched on’. The rise of the ubiquitous use of mobile technology and open access to Wi-Fi-free zones has changed the way we communicate - forever. We use mobile technology for... more
""We are living in an age where many of us are now ‘always switched on’. The rise of the ubiquitous use of mobile technology and open access to Wi-Fi-free zones has changed the way we communicate - forever. We use mobile technology for work, to organise our home life, our social life, to shop, enjoy music, films and photographs. All of these activities have the potential to make our life easier and more enjoyable. However there is a concern that we risk information overload in our quest to manage the growing amount of information, in particular through social media. How can we juggle all of this and possibly leverage social media in a professional context?
My talk will look at how through social media you can develop a professional network that will not only help to separate the signal from the noise for yourselves, it will also provide the mechanism for others to find you and your work as a professional in your field. By developing a professional online presence and network of connections, you will have the potential to open many new channels of communication, opportunities for collaboration and creativity BUT you will also find the means to filter only what is important to you. ""
My talk will look at how through social media you can develop a professional network that will not only help to separate the signal from the noise for yourselves, it will also provide the mechanism for others to find you and your work as a professional in your field. By developing a professional online presence and network of connections, you will have the potential to open many new channels of communication, opportunities for collaboration and creativity BUT you will also find the means to filter only what is important to you. ""
Research Interests:
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HEA STEM Conference
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Changing the Learning Landscape – Where are we now with digital literacies?
Further details at:
http://www.heacademy.ac.uk/events/detail/2013/14_march_cll_digital_literacies"
Further details at:
http://www.heacademy.ac.uk/events/detail/2013/14_march_cll_digital_literacies"
Research Interests:
"The digital (r)evolution and exponential growth of the social web presents new challenges in relation to online strategy. We are experiencing a shift from a broadcast to a dialogic approach to online communication. Social listening is... more
"The digital (r)evolution and exponential growth of the social web presents new challenges in relation to online strategy. We are experiencing a shift from a broadcast to a dialogic approach to online communication. Social listening is now regarded as an essential ingredient for successful engagement and the online audience no longer passive have also become producers. This has resulted in an increasing number of actors involved with a variety of roles. Strategic management of an online space does not necessarily guarantee control.
Through the opening of these communication channels, new models of social information exchange have developed and the boundaries of ownership have blurred. The resulting outputs and the digital footprint this leaves behind, has an impact that is far reaching both at a personal and corporate level. The reality is that this can be both positive but if left unmanaged could potentially be damaging.
This talk will consider the importance of developing a professional online presence through the lens of the university, the academic and the student; and why the strategic development of digital identities and a clear understanding of the impact is key to the success of our future graduates."
Through the opening of these communication channels, new models of social information exchange have developed and the boundaries of ownership have blurred. The resulting outputs and the digital footprint this leaves behind, has an impact that is far reaching both at a personal and corporate level. The reality is that this can be both positive but if left unmanaged could potentially be damaging.
This talk will consider the importance of developing a professional online presence through the lens of the university, the academic and the student; and why the strategic development of digital identities and a clear understanding of the impact is key to the success of our future graduates."
Research Interests:
Limited budgets and a shortage of innovation development funds are evident in many areas, however this does not mean that digital innovation cannot and does not continue to take place in the workplace. The affordances of Web 2.0 tools... more
Limited budgets and a shortage of innovation development funds are evident in many areas, however this does not mean that digital innovation cannot and does not continue to take place in the workplace. The affordances of Web 2.0 tools have enabled many to find new ways to communicate, collaborate and share information that are interactive and visually enhanced. Through developing new skills using their own personal devices, these new tools have enabled the users to be both creative creators and consumers of information. The use of social media has provided a powerful mechanism to learn and share new innovative technology and share examples of how they can be appropriated and used both socially and within the workplace.
This session will look at how digital technology has been used to discover and implement new ways to enhance communication and dialogue. Examples of case studies within Higher Education will be shared, however learning can be applied from these to other areas.
Such innovation however does come up against a variety of hurdles when trying to implement and roll out within the workplace. Despite the growth of accessible free Wi-Fi zones in public spaces and more affordable mobile technology which supports the use of web 2.0 tools, the appropriation of these very tools in the workplace and on work devices can be frowned upon. Interim measures to safeguard security can also inadvertently (or purposefully) block their use. Key to the success of any innovative project is working with information systems and technology colleagues to share successes, providing the basis for use cases and wider adoption of such tools. By evidencing that rather than causing disruption, these tools are actually breaking down communication barriers and enhancing collaboration; staff now value and support their use.
This session will look at how digital technology has been used to discover and implement new ways to enhance communication and dialogue. Examples of case studies within Higher Education will be shared, however learning can be applied from these to other areas.
Such innovation however does come up against a variety of hurdles when trying to implement and roll out within the workplace. Despite the growth of accessible free Wi-Fi zones in public spaces and more affordable mobile technology which supports the use of web 2.0 tools, the appropriation of these very tools in the workplace and on work devices can be frowned upon. Interim measures to safeguard security can also inadvertently (or purposefully) block their use. Key to the success of any innovative project is working with information systems and technology colleagues to share successes, providing the basis for use cases and wider adoption of such tools. By evidencing that rather than causing disruption, these tools are actually breaking down communication barriers and enhancing collaboration; staff now value and support their use.
Research Interests:
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have... more
Developing pathways to connectedness essentially commences with family and friends, but
over time new connections outside of these circles begin to form ever increasing and
interlinking circles. These informal and formal networks have the potential to help you
unlock new doors to new opportunities. Social media can without doubt provide excellent
communication channels and a space to develop your network of connections. Nonetheless
as your online presence expands it leaves behind both digital footprints and digital shadows;
and this needs to be given due consideration. This talk will look at the value of developing a
professional online presence and why as future graduates you need to take ownership of
this.
over time new connections outside of these circles begin to form ever increasing and
interlinking circles. These informal and formal networks have the potential to help you
unlock new doors to new opportunities. Social media can without doubt provide excellent
communication channels and a space to develop your network of connections. Nonetheless
as your online presence expands it leaves behind both digital footprints and digital shadows;
and this needs to be given due consideration. This talk will look at the value of developing a
professional online presence and why as future graduates you need to take ownership of
this.
Research Interests:
Research Interests:
CITE Digital Literacies Conference #sotondigilit
Research Interests:
As educational developers and trainers the focus of our work is on supporting others to learn and develop new skills. We do this in a variety of different ways from face to face to blended and distance learning. Increasingly technology is... more
As educational developers and trainers the focus of our work is on supporting others to learn and develop new skills. We do this in a variety of different ways from face to face to blended and distance learning. Increasingly technology is providing innovative ways to enhance teaching and learning and to engage learners. This may include the use of video, audio and images as well as Web 2.0 tools and social media. The potential to socially share this knowledge and to use technology to mediate this process is an important aspect of our own professional development. Shining a spotlight on how we can use social media to do this, I will share some of the key tools I have used and the impact they have had.
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Whilst the majority of our students today are relatively confident in the use of ICT, we continue to provide resources and support to ensure that where needed these skills are developed to meet their needs. However there does not appear... more
Whilst the majority of our students today are relatively confident in the use of ICT, we continue to provide resources and support to ensure that where needed these skills are developed to meet their needs. However there does not appear to be a consistent approach to the development of digital skills and in particular the use of social media. Many will have embraced Facebook as a social space to communicate, but may not have considered other mediums in a professional context. The notion of the digital native/digital immigrant (Prensky 2001) must be challenged as whilst they may be considered frequent visitors to or indeed virtual residents of online social forums (White 2011); this does not necessarily indicate that they have given consideration to the development of their own professional online presence or indeed have the skills to do this most effectively.
The exponential growth of social media; (defined by JISC as 'a collection of technologies that enable web-based interactions with a focus on collaboration, information sharing and user generated content') have been appropriated in many ways. Our graduates of tomorrow will find that the process for applying for jobs may no longer be confined to the communication channels we have traditionally used for decades. In recent years we have seen the emergence of digital alternatives; the use of Twitter and LinkedIn for example as a recruitment tool is expanding at a furious pace. What is clear therefore is that there is a vital need to ensure that our students have the opportunity to develop the necessary digital skills they will need to prepare them for their future.
In this presentation we will explore some of the innovative ways tutors are using social media in teaching, how students are embracing digital technology to give them the edge and the changing approach to the way employers are recruiting.
JISC (2011) Emerging Practice in a Digital Age: A guide to technology enhanced institutional innovation. http://www.jisc.ac.uk/digiemerge
Prensky, M. (2001) Digital Natives, Digital Immigrants Part 1, On the Horizon, Vol. 9 Iss: 5, pp.1 - 6
The exponential growth of social media; (defined by JISC as 'a collection of technologies that enable web-based interactions with a focus on collaboration, information sharing and user generated content') have been appropriated in many ways. Our graduates of tomorrow will find that the process for applying for jobs may no longer be confined to the communication channels we have traditionally used for decades. In recent years we have seen the emergence of digital alternatives; the use of Twitter and LinkedIn for example as a recruitment tool is expanding at a furious pace. What is clear therefore is that there is a vital need to ensure that our students have the opportunity to develop the necessary digital skills they will need to prepare them for their future.
In this presentation we will explore some of the innovative ways tutors are using social media in teaching, how students are embracing digital technology to give them the edge and the changing approach to the way employers are recruiting.
JISC (2011) Emerging Practice in a Digital Age: A guide to technology enhanced institutional innovation. http://www.jisc.ac.uk/digiemerge
Prensky, M. (2001) Digital Natives, Digital Immigrants Part 1, On the Horizon, Vol. 9 Iss: 5, pp.1 - 6
Research Interests:
The growth of social media has been exponential. Technological advancements have seen an unprecedented increase in the use of both smart phones and tablets and the development of user generated media has become increasingly easy to both... more
The growth of social media has been exponential. Technological advancements have seen an unprecedented increase in the use of both smart phones and tablets and the development of user generated media has become increasingly easy to both create and share. The likes of LinkedIn with over 100 million members and Twitter with over 200 million users have enabled global wide connections to engage in social dialogues.
The potential to use these tools to create a Personal Learning Network (PLN) tailored to individual needs within your own chosen online personal learning spaces are vast; as is the
bringing together of both informal and self organised learning (Wheeler 2009). The notion of connectivism, where the process of learning involves the people we are connected with, acknowledges that learning is no longer confined to the formal classroom. Our communities of practice and social networks play a large part in the way we are able to learn (Siemans 2004, Wenger 2007).
The potential to use these tools to create a Personal Learning Network (PLN) tailored to individual needs within your own chosen online personal learning spaces are vast; as is the
bringing together of both informal and self organised learning (Wheeler 2009). The notion of connectivism, where the process of learning involves the people we are connected with, acknowledges that learning is no longer confined to the formal classroom. Our communities of practice and social networks play a large part in the way we are able to learn (Siemans 2004, Wenger 2007).
Research Interests:
Our graduates of tomorrow face an increasingly competitive job market. Competing for jobs will no longer be confined to the communication channels we have traditionally used for decades and there is a growing shift to digital... more
Our graduates of tomorrow face an increasingly competitive job market. Competing for jobs will no longer be confined to the communication channels we have traditionally used for decades and there is a growing shift to digital alternatives. What is clear therefore is that there is a vital need to ensure that our students have the opportunity to develop the necessary digital skills they will need to prepare them for their future. The notion of the digital native /digital immigrant must be challenged as whilst many are visitors to online forums, this does not necessarily indicate that they have given consideration to the development of their own professional online presence or indeed have the skills to do this most effectively.
This presentation explores some of the innovative ways students are already using social media and technology to give them the edge and the changing approach to the way employers are recruiting.
This presentation explores some of the innovative ways students are already using social media and technology to give them the edge and the changing approach to the way employers are recruiting.
Research Interests:
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The aim of this project will be to research and develop a deeper awareness of the key and emerging social sites that are relevant to developing a visual and professional identity. In addition the understanding of how the use of such sites... more
The aim of this project will be to research and develop a deeper awareness of the key and emerging social sites that are relevant to developing a visual and professional identity. In addition the understanding of how the use of such sites should be interconnected. The research will also collate valuable case studies that exemplify professionalism and brand identity using digital technology to develop online presence in the Creative Sector.
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Research Interests:
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Nerantzi, C., Jackson, N. & Beckingam, S. (2014) Adapting HE to the Social Age of Learning: How can social media help?, in: Stodd, J. (ed.), Lifewide Magazine, Issue 11, September 2014, pp. 23-27
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Using examples of real students' successful group projects, this succinct and supportive guide will help students tackle group assignments with confidence. Bite-sized chapters take students from forming a group and establishing roles... more
Using examples of real students' successful group projects, this succinct and supportive guide will help students tackle group assignments with confidence. Bite-sized chapters take students from forming a group and establishing roles through to dealing with conflict and delivering a group assessment. The book contains practical advice on making decisions and active listening, alongside opportunities to reflect on progress and identify opportunities for improvement.
This is an essential resource for all students who are expected to produce a group project as part of their course, regardless of their level or discipline.
This is an essential resource for all students who are expected to produce a group project as part of their course, regardless of their level or discipline.
Research Interests:
The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics... more
The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions.
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
The edited book features 28 contributors - research, case studies and scenarios
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
The edited book features 28 contributors - research, case studies and scenarios
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In-person Student learning is predominantly in the classroom, lab, lecture theatre, workshop, studio, or other place-based learning space on campus; but may include field trips.. Distance Student learning is predominantly physically... more
In-person Student learning is predominantly in the classroom, lab, lecture theatre, workshop, studio, or other place-based learning space on campus; but may include field trips.. Distance Student learning is predominantly physically removed from a campus. Usually this is online, but can also include physical resources. Learning can be synchronous or asynchronous. Hybrid Students have some synchronous classes learning online AND also other classes they attend inperson. The online learning may take place anywhere.