Using social media safely and appropriately in higher education.pptx
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The document discusses the history and evolution of guidance on social media use in higher education. It notes that in 2013 and 2015, Sheffield Hallam University created guidance on social media use in response to requests from students and faculty. By 2020, their guidance included recommendations on setting clear expectations, managing accounts, encouraging positive interactions, and sharing examples of educational uses of social media. The guidance is now being updated to reflect changes like blurred boundaries between tools, emphasis on ethics and critical thinking, and alternative spaces beyond traditional social media. The new guidance will focus on developing digital skills and critically analyzing new tools and content.
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Using social media safely and appropriately in higher education.pptx
1. 6.53
USING SOCIAL MEDIA
SAFELY AND
APPROPRIATELY IN
HIGHER EDUCATION
Sue Beckingham (@suebecks) and
Alison Purvis (@DrAlisonPurvis)
Sheffield Hallam University
2. HISTORY
2013: repeated requests for guidance about social
media use, particularly focused on online behaviours.
In response we created guidance
(https://go.shu.ac.uk/socialmedia)
2015: #SocMedHE15
2
3. 2020: in January 2020 we
published our research on
Experiences and perspectives
of social media in learning
and teaching in higher
education which includes
recommendations for HE
2022: ‘post-pandemic’ digital
communication skills
prevalent and the boundaries
that define ‘social media’ now
more blurred than ever. We
are now in the process of
revamping our guidance
3
HISTORY
4. SOCIAL MEDIA IN HE: RECOMMENDATIONS
Clear Statement
A clear statement about the support and
expectations for the use of social media
within the university community
Professional Guidance
Support and specific guidance for the use of
professional networks which develop staff
and student professional identities.
Principles
Principles for consideration in using social
media for learning and teaching.
Account Management Protocols
A protocol for guiding how social media
accounts are best administered for groups
and peer learning.
Behaviours Guidance
Guidance for dealing with online behaviours
and encouraging positive and professional
online interactions.
Purvis, Rodger & Beckingham 2020
https://doi.org/10.1016/j.ijedro.2020.100018 4
Sharing
Sharing of examples of pedagogic uses of
social media in practice.
Supported Risk-Taking
Supporting appropriate risk-taking in
exploration of emergent social media
technologies.
5. WHAT HAS
CHANGED?
• Social media does not have a shared understanding. Several
tools for digital communication could be defined as social media
and yet would not be universally recognised as such.
• The ethics and values relating to using tools is increasingly to
the forefront of decision making.
• Alternative spaces (i.e., Discord, Snapchat, Signal, TikTok,
Mastodon, Zoom, MSTeams) and new terminology (moblog,
lifestreaming, webcasting, vlogging, FOMO, splog, astroturfing)
• Misinformation and ‘fake news’, the perpetuation of false
information which is often difficult to distinguish from well
evidenced information.
• Artificial Intelligence and bot-generated content.
• The university community are still seeking guidance and
reassurance in an ever-changing digital environment.
5
“Social media are web-based and mobile services that allow
individuals, communities, and organizations to collaborate, connect,
interact, and build community by enabling them to create, co-create,
modify, share, and engage with content (user- or bot-generated)”
Quan-Hasse & Sloan, 2022
6. How to use Social Media
Responsibly
Using Social Media for
Learning
Using Social Media to
Enhance Your Employability
• Refresh and simplification.
Overall behaviours and
considerations of what is
‘responsible’ unchanged.
• Main change: ‘post’
(content) amended to
‘share’ to encompass
more digital
communication tools &
alternative spaces
GUIDANCE: NEW FEATURES
Social Media and Digital Communication Tools
• Critical thinking for safe
decision-making
• Ethical and values-based
considerations
• Data sharing and granting
permissions
• Evaluating authenticity of
content
• New benefits identified
• Digital confidence and
capability
• Ability to try new tools and
critically analyse their
value, ethics, and risk.
• How to develop an outward
facing professional profile.
7. Purvis, A.J., Rodger, H.M. and Beckingham, S. (2020). Experiences and
perspectives of social media in learning and teaching in higher education.
International Journal of Educational Research Open, 1, 100018.
https://doi.org/10.1016/j.ijedro.2020.100018
Quan-Hasse, A., and Sloan, L. (2022). The SAGE Handbook of Social Media
Research Methods. 2nd Edition, SAGE.
THANK YOU
REFERENCES
Editor's Notes
2 min
2 min (1 min each)
AP
Nursing, health, social care staff requests, professionalism
Highest priority was placed on student guidance for responsibility and safety, followed by broad-brush guidance in social media in learning and teaching, and case studies for teaching staff along with forums for discussing practice and feeding into guidance.
A cross institutional group should be established to develop staff facing guidance and to share approaches that ae specific to the different business needs of the university, so reducing duplication, encouraging openness and appreciation of the diversity of use cases.
SB
SocMedHE15
2 min (1 min each)
AP – 2020
SB – 2022
3 min
AP
3 min
SB
One definition “Social media are web-based and mobile services that allow individuals, communities, and organizations to collaborate, connect, interact, and build community by enabling them to create, co-create, modify, share, and engage with content (user- or bot-generated)” Anabel Quan-Hasse and Luke Sloan, The SAGE Handbook of Social Media Research Methods, 2022.
3 min
AP – how to use SM responsibly (1 min)
SB – SM for learning and employ (2 min)
CC license
Research and evaluation