Sue Beckingham
Sheffield Hallam University, Computing, Faculty Member
Research Interests:
Research Interests:
Research Interests:
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.
Research Interests:
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.
Research Interests:
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.
Research Interests:
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.
Research Interests:
Research Interests:
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.
Research Interests:
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
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 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!”
Research Interests:
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.