Creating and using YouTube playlists for learning and teaching

YouTube playlists

A playlist is a collection of videos that anyone can put together and choose to share with others. For example you could curate a playlist of your favourite music videos to play back to back. Increasingly people are using their mobile devices to access and watch short videos on the go, providing an abundance of micro learning opportunities. Whilst videos can be embedded within PowerPoint presentations it can also be helpful to include a link to specific playlists from your class VLE, blog or website to help users locate the collections more easily. Curated playlists could also help you organise videos by topic, to refer to at a later date.

A playlist in YouTube is easy to put together (see the instructions further down) by selecting existing videos already uploaded to YouTube. However you may also want to consider creating your own videos and then making themed playlists.  Below are some suggestions on how playlists can be used with your students, for your own professional development and also for sharing your research.


Playlist suggestions

For your students

  • During induction week ask students to record ‘about me’ videos and share as a class playlist – ask students to share their favourite food, music and hobby.
  • Motivating music to use as students enter and/or during class when undertaking hands on tasks.
  • A playlist of short video clips used in a lecture.
  • A collection of ‘how to guides’ created as video screencasts.
  • Using the ‘flipped approach’ ask your students to watch video clips in their own time and and provide a number of questions. The answers can be then discussed in class.
  • Record a collection of group online discussions using Google Hangouts on Air
  • Create short revision tutorials.
  • Compile themed collections of TED talks or Khan Academy STEM tutorials.

For your own CPD

You can also seek inspiration for your own professional development from playlists created  by others:

Disseminating Research

Another option is creating your own videos to share your research. A good example of this is Research Shorts which are short research video summaries by George Veletsianos and the Digital Learning and Social Media Research Group. These videos examine issues relevant to educational technology, digital learning, networked scholarship, and student/faculty experiences with technology and education.

Make & find your playlists

  1. Start with a video you want in the playlist.
  2. Under the video, click Add to Add to playlist .
  3. Click Create new playlist.
  4. Enter a playlist name.
  5. Use the drop down box to select your playlist’s privacy setting. If it’s private, people cant’ find it when they search YouTube.
  6. Click Create.

You can find your new playlist from the Library in the Guide on the left side of the screen.

Delete a playlist

  1. Select a playlist from the Library in the Guide.
  2. Click the menu icon .
  3. Click Delete playlist.
  4. If you’re sure you want to delete the playlist, click Yes, delete it.
  5. Note that your old playlist may live on in viewers’ watch histories.
Posted in Visual Communication | Tagged | 3 Comments

Celebrating learning gain and teaching excellence through social media and digital narratives

Sharing teaching excellence and learning gain


I facilitated a workshop at the  SEDA Spring Teaching Learning and Assessment Conference in Manchester on celebrating learning gain and teaching excellence through social media and digital narratives. The theme for the event was The quest for teaching excellence and learning gain: issues, resolutions and possibilities. One of the key issues was not only defining what is meant by the terms teaching excellence and learning gain, but grappling with how the impact could be evidenced and measured.

The context for the theme of my workshop and the conference is the Teaching Excellence Framework (TEF). In short the Government is introducing the TEF and aims to recognise and reward excellent learning and teaching.

The workshop I gave intended to get participants thinking about how we can use digital narratives and social media to capture and celebrate:

  • good teaching – through sharing openly what has worked well and why
  • student learning achievements – along the learning journey


The Teaching Excellence Framework

The beginning of the presentation (see below the embedded Slideshare presentation) provides definitions of what teaching excellence and learning gain are and also some information about some of the other components. HEFCE provide the following definitions:

“Learning gain can be defined and understood in a number of ways. But broadly it is an attempt to measure the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education.”

“Teaching excellence is defined broadly to include teaching quality, the learning environment, and student outcomes and learning gain.”

HEFCE  – The Higher Education Funding Council for England

The three components of teaching excellence are:

Teaching Quality
Includes different forms of structured learning that can involve teachers and academic or specialist support staff. This includes seminars, tutorials, project supervision, laboratory sessions, studio time, placements, supervised on-line learning, workshops, fieldwork and site visits. The emphasis is on teaching that provides an appropriate level of contact, stimulation and challenge, and which encourages student engagement and effort. The effectiveness of course design, and assessment and feedback, in developing students’ knowledge, skills and understanding are also considered. The extent to which a provider recognises, encourages and rewards excellent teaching is also included within this aspect.

Learning Environment
Includes the effectiveness of resources such as libraries, laboratories and design studios, work experience, opportunities for peer-to-peer interaction and extra-curricular activities in supporting students’ learning and the development of independent study and research skills. The emphasis is on a personalised academic experience which maximises retention, progression and attainment. The extent to which beneficial linkages are made for students between teaching and learning, and scholarship, research or professional practice (one or more of these) is also considered.

Student Outcomes and Learning Gain
Focused on the achievement of positive outcomes:
• acquisition of attributes such as lifelong learning skills and others that allow a graduate to make a strong contribution to society, economy and the environment.
• progression to further study, acquisition of knowledge, skills and attributes necessary to compete for a graduate level job that requires the high level of skills arising from higher education.


Open learning through storytelling

In 2010 David Wiley spoke at TEDxNY about openness and said “If there is no sharing, there is no education.” Building a culture of sharing can help teachers develop a worldwide learning community for themselves and their students. Learners who share what they have gained through learning, can inspire others and also provide rich content for their personal development portfolios.


Whilst there is a growing community of educators and students sharing good practice and achievements, it is rarely labelled as ‘teaching excellence’ or learning gain’. I provide some examples of how learning and teaching is shared by students and academic peers by using social media and digital technology within the SlideShare below. What is evident, is that the way this is done by both teachers and learners, is very often a series of bite sized stories. This could be a few minute video or screencast, a short blog post, a Tweetchat, a SlideShare presentation embedded in a LinkedIn profile, or a Twitter or Facebook update. Social media channels are useful spaces to share these digital narratives easily and to a wide and relevant audience.

Using ‘garden’ as an analogy for learning, the presentation considers how this might be portrayed and shared visually to tell a story.

The formal garden

formal gardenTo tend a formal garden takes a team of gardeners, huge amounts of time and money. When sharing information, there is a tendency to wait until there’s a team in place who can devote time to produce a scripted video or written piece, which often then has to wait for edits and changes before it can be published publicly. Granted the outcomes are polished and professional but taking this approach can only capture a tiny segment of what is going on. What is being missed?

The production garden

production gardenEach year universities all over the world celebrate the graduation of students, capturing the long ceremonies on video as the students cross the stage. However it doesn’t capture the personal stories of the individual students and what they have achieved during their learning journey. 

Diversity of gardens

diversity of gardensUniversities are full of a rich diversity of students and teachers who all bring something different to the learning and teaching experience. Different courses will have a variety of teaching approaches but there is much to be learned from other disciplines, and this can lead to cross-disciplinary approaches.

The cooperative garden

cooperative gardenWe need to look, listen more deeply, and learn not to make judgements too quickly. The common dandelion is often seen as a garden pest and yet this feeds the bees who pollinate the fruit trees and flowers. Taking time to learn about different and innovative approaches can be enlightening, even if they do at first seem wild!

Growth and transformation

growth and transformationSharing the stories of learning journeys can help others see how an individual can grow and transform. In the initial stages growth is often not evident, and yet looking back it is possible to see the huge steps made and the hurdles that have been overcome. Reflective practice can provide learning opportunities when shared openly.


We need to move on from only celebrating and sharing the ‘polished’ versions of teaching excellence and learning gain. Encouraging both teachers and students to share their teaching and learning stories as digital narratives, and sharing these through social media can provide so many others an opportunity to learn from their achievements. Furthermore liking and commenting upon the stories of students and teachers not only acknowledges they have been read but can lead to mutually valuable cooperative and social learning. This in itself has the potential to result in shared learning gain for all.


Further reading

David Wiley TEDxNYED 2010

Higher Education Funding Council for England

Teaching Excellence Framework: year two specification (2016:8)

Posted in Social Learning | Tagged , | 1 Comment

Digital Stories – Creating Moments on Twitter


Twitter Moments enable users to curate a succinct digital story. This can be done from the web or mobile devices. Bring together Tweets, photos and videos. You can also upload your own image as a cover for your story.

Choose from Tweets you’ve liked, Tweets by account, search for Tweets or add a Tweet link. You can take your time curating your Moment story and save it as a draft. Then choose to publish when you are ready.

You also have the option to publish a Moment privately. Select ‘share moment privately’ and then simply copy and paste the Moment’s URL. Only those you share the URL with can see the Moment. It won’t be visible on your profile page.

In the event you want to remove a published Moment there are options to ‘unpublish moment’ and ‘delete moment’. There is also an edit button so you can edit a Moment in draft or published form.


How Moments could be used for Learning

  • Bring together Tweets from a specific conversation
  • Curate Tweets relating to a specific topic in the news
  • Research and gather Tweets for a project
  • Gather Tweets to highlight Fake News for later critical discussion
  • During a lecture or a conference like the Tweets you wish to later gather
  • At the end of a class ask students to Tweet a reflective post with a designated class hashtag – the Tutor can then gather and share
  • As above but ask students to answer a question.


How to create a Moment via web

There are three ways to begin creating your own Moment. You can access Moments through the Moments tab, your profile page, or through a Tweet detail. To get started all you need is a title, description, Tweets, and a selected cover image.

Twitter Moment


From the Moments tab:

  1. From the Moments tab, click the Create new Moment button.
  2. Click the Title your Moment field to give your Moment a name.
  3. Click the Add a description field to type in a description for your Moment.
  4. Choose Tweets to add to your Moment:
    1. From the Add Tweets to your Moment section at the bottom of the page, quickly access content to select Tweets from Tweets I’ve liked, Tweets by account, Tweet link, and Tweet search prompts.
    2. To add a Tweet to your Moment, click on the checkmark icon 
  5. Click Set cover to choose a cover image from one of your selected Tweets, or to upload an image from your computer. Drag your selected image to set a Mobile preview, click the Next button, then click the Save button.
    Note: To change your selected image, hover over the cover image and click on Change cover media. After you’ve set your cover media, the source will be credited below the image.
  6. Once you have Tweets in your collection, click on the up  or down arrow buttons  to the right of a Tweet to move it up or down.
  7. Click on the delete button  to remove a Tweet from your Moment.
  8. Click on the crop button  next to any of your selected Tweets to make an image selection for mobile viewing.
  9. Click the Finish later button at the top of the page to save a draft.
  10. When you are ready to make your Moment live, click on the Publish button at the top of the page.

From a Tweet:

  1. Click the more button 
  2. Select New Moment to add the Tweet to a new Moment.
    Note: Any completed Moments or drafts you have in progress will also be listed in the drop-down to choose from.
  3. Follow the directions above to complete your Moment.

From the Moments tab on your profile page:

  1. Click on the Moments tab, then click the Create new Moment button to get started.
  2. Follow the directions above to complete your Moment.

Note: Access all of your Moments (draft or published) by selecting Moments from your profile icon drop down menu.

More options while creating a Moment via web

From the More menu at the top of the page:

  1. Click on ••• More while in draft mode.
    1. Select Choose mobile theme color if you’d like to apply one.
    2. Select Mark that Moment contains sensitive material if appropriate.
    3. Select Share Moment privately to copy and paste your Moment’s URL to share privately with others.
      Note: The Moment will only be visible to people who have the URL, it will not be visible on your profile page, or published on Twitter.
    4. Select Unpublish Moment to unpublish a Moment you have previously published.
    5. Select Delete Moment to permanently remove the Moment from your profile and Twitter.
      Note: You will see a confirmation pop-up message to confirm the deletion.

After you’ve saved your Moment as a draft:

  • You can click on the Edit button under the Moment description to continue editing your Moment.
  • Click the Tweet button under the Moment description to share your Moment with your followers.
    Note: The Tweet compose box will pop up giving you an opportunity to edit or add to the auto-populated Moment title and link in the compose box.
  • Click on the more button  under the Moment description to send your Moment via Direct Message, and to view the copy and embed links to your Moment.
    Note: As you scroll through your saved or published Moment you will see a menu pop-up on the left hand side to conveniently Edit, Tweet, or Message your Moment.

For further instructions go to:

Image: Pixabay – Public Domain licence

Posted in Twitter | Tagged | Leave a comment

Tweetdeck: some useful keyboard shortcuts

Tweetdeck shortcuts

With caps on hit ?: to bring up Tweetdeck shortcuts

What is Tweetdeck?

Tweetdeck was originally created by Iain Dodsworth (a Sheffield Hallam University alumnus) as a way to filter messages from people he wanted to hear from most, but at the same time stay connected to others he might want to read occasionally. He sold the third party app to Twitter in 2011 for a reputed £25m.

Tweetdeck is a valuable dashboard that allows you to view multiple timelines in one easy to use interface.  The selected Tweets appear in columns. This might include:

  • Tweets from a specific user
  • Tweets from a list of users
  • Tweets containing a specific hashtag
  • Tweets containing a specific keyword, date, location


Tweetdeck shortcuts

Below are a useful set of keyboard shortcuts.

The following shortcuts work from anywhere within TweetDeck:

  • A: add a column
  • S: search
  • N: new Tweet
  • ESC: close pop-up/cancel search
  • ?: show full keyboard shortcut list
search shortcut

Hit S to bring up the search box

These help you navigate through Tweets:

  • 1-9: navigate through columns 1 through 9
  • 0: jump to last column on the right
  • Left arrow key: move selection left
  • Right arrow key: move selection right
  • Up arrow key: move selection up
  • Down arrow key: move selection down

When you have selected a Tweet you can perform these shortcuts:

  • Return/Enter: opens selected Tweet
  • Backspace/ Delete: takes you back to the main column
  • R: directly reply to Tweet from a column
  • T: directly retweet a Tweet from a column
  • F: like the Tweet
  • D: Direct Message the Tweet author
  • P: show user profile for Tweet author

To get started with Tweetdeck go to and read the Getting Started with Tweetdeck notes.

Posted in Twitter | Leave a comment – a digital annotation tool for collaborative and active reading


To define annotation it is when you add notes, comments or opinions about a piece of writing,  or a drawing, photo, or diagram. Often these are critical explanations to add extra insight about something. These explanations can be necessary to understanding writings in which the language might be difficult to make sense of without clarification.

The term reminds of my time at school whilst taking English Literature and trying to make sense of Shakespeare in particular. The study guides which provided annotated notes were invaluable! is an online tool that enables users to digitally annotate the open web and save these notes. This can be an individual or social learning activity where users can annotate in either public or private groups.


To get started, you will need to register an account. Then see the resources at the bottom of this post. These explain how to use in more detail, including how to create the Chrome extension you need to use this tool.

Essentially provides the user with a text box in which you can add notes. The tool bar allows users to bold or italicise text and to add “pull quotes”. These can also be hyperlinked to the source. The notes made can be structured in numbered or bullet points. To supplement the text images can be added.

Another feature is being able to add tags. This enables you to add keywords to highlight thematic elements. As a shared class or group collection of annotations you can add an agreed ‘hashtag’.

Below you can see an example of the text box to be used for capturing the annotations. On the left is the paper open on my screen – Engagement or Distraction: The use of Social Media for Learning in Higher Education. On the right is the annotation space which pops up when you click on the chrome extension at the top of your screen.

using hypothisis

If you click on the share icon you can easily share a link with others to collaborate on the annotations.  The options allow you to simply grab the link or share via Twitter, Facebook, Google+ or email. There is also a drop down menu next to Public where you can choose to share with a specific group (which you can easily create).

Share options

Uses in the classroom

Hypothesis can used in an education context to collaboratively annotate course readings and other internet resources.  Below is a list created by providing ten suggestions on how the tools could be used in the classroom:

  1. Teacher Annotations
    Pre-populate a text with questions fro students to reply to in annotations or notes elucidating important points as they read.
  2. Annotation as Gloss
    Have students look up difficult words or unknown words or unknown allusions in a text and share their research as annotations.
  3. Annotations as Question
    Have students highlight, tag and annotate words or passages that are confusing to them in their readings.
  4. Annotation as Close Reading
    Have students identify formal textual elements and broader social and historical contexts at work in specific passages.
  5. Annotation as Rhetorical Analysis
    Have students mark and explain the use of rhetorical strategies in online articles or essays.
  6. Annotation as Opinion
    Have students share their personal opinions on a controversial topic as discussed by an article.
  7. Annotation as Multimedia Writing
    Have students annotate with images or integrate images and video into other types of annotations.
  8. Annotations as Independent Study
    Have students explore the Internet on thier own with some limited direction (find an article from a respectable source on a topic important to you personally), exercising literacy skills (define difficult words, identify persuasive strategies etc.)
  9. Annotation as Annotated Bibliography
    Have students research a topic and tag and annotate relevant texts across the Internet.
  10. Annotations as Creative Act
    Have students respond creatively to their reading with their own poetry, prose or visual art as annotations.

You can read the full article here.

Help Guides

Quick support guide:

Hypothesis for educators:

Posted in Social Learning | 1 Comment

A virtual presentation at #BETT2017 in a 3D Lecture Theatre using @mirradorltd’s ALiS Online #ALiSOnline

This post shares the presentation I gave virtually at #BETT2017. The topic was ‘Using social media for learning and teaching’. Below you can view a recording of this presentation and experience the fantastic virtual space it took place in. The interactive talk takes place in a 3D  Lecture Theatre, and was followed by live conversations and networking in a 3D Gallery environment. Here the artifacts on display were individual slides from my presentation.

The sessions in this space can be very interactive, encouraging participants to ask questions using a mic or through text. There is also a feature that allows you to create polls.

A big thanks to Dr Richard Pountney who invited me to present and both Andys from ALis Online. I’d initially been quite cautious about virtual spaces having had a quite strange and uncomfortable experience in Second Life. However this was totally different. The software is very intuitive and takes you directly to the Lecture Theatre, with the added option of going into the Gallery to talk to participants. I can see this being a great space to help students build confidence presenting to others.


The slides are also available on SlideShare


ALiS Online at BETT

In association with Sheffield Institute of Education (SIoE), ALiS Online have put together a fantastic programme of immersive and interactive ‘Expert Sessions’ and ‘Ambassador Tours’. which will take place daily at 11am & 3pm respectively during the Bett Show 2017

To find out more follow ALiS Online on Twitter and visit

Posted in Collaboration tools, Communication tools, Technology | Tagged | 4 Comments

Social Media Etiquette [Infographic]

The infographic below (Credit: TollFreeForwarding) provides tips for Facebook, Twitter, Google+, Instagram, LinkedIn, Pinterest. Whilst aimed at business there are some useful pointers for everyone to take away. In short good manners are equally important online in these social spaces as they are face to face. Attributing others work should be a given. Thanking people when sharing something interesting that they have shared can be simply done using h/t (hat tip).

Note: This was produced in 2014 so daily user stats are now out of date. However the tips still stand.

social media etiquette guide

Credit: TollFreeForwarding

Posted in Social Media, Tips | 3 Comments

115 facts about social media [infographic]

Thanks to Josh Wardini, Community Manager at who contacted me to share this rich infographic.  The research highlights the continuing annual growth of internet users, unique mobile users, social media users and mobile social media users. Social media is used not only to network but as a source for news and increasingly a space to shop. The most popular platform is still Facebook, followed by Instagram, Twitter, LinkedIn and then Pinterest.

The infographic provides some useful stats on global penetration, daily logins, use by gender, as well marketing and recruitment related information. It includes a caveat that these stats are accurate as of the date they were included in the infographic, December 2016. One thing for sure is that the growth of social media shows no signs of slowing down. Whilst users may move from one site to another this form of social networking and sharing has indeed permeated the daily lives of many.


115 facts infographic


Posted in Social Media | 2 Comments

Student feedback on #SocMedHE16 Social Media for Learning in Higher Education Conference

This post is re-blogged from a post I submitted to ACES News – This is a news packed blog led by Yve Appleton containing stories about students and staff in the Faculty of Arts, Computing, Engineering, and Sciences (ACES) at Sheffield Hallam University.

SocMedHEStrat workshop

The day also coincided with Christmas Jumper Day, hence the perhaps odd outfits some are wearing in the photos!

On the 16th December 2016 the 2nd Social Media for Learning in Higher Education Conference was held at Sheffield Hallam University. The event attracted educators from across the UK and abroad. This year’s theme was ‘The Empowered Learner’. Ten places were allocated to Sheffield Hallam students. Four of the successful applicants were from the Department of Computing – Information Technology with Business Studies students. Each had personal and academic interests in social media having either taken or currently studying Digital Marketing. One student, currently in his final year, is researching how social media is being used for recruitment and communication within higher education for his dissertation.

The students took an active part in the workshops and attended a variety of short papers. They also contributed to the Twitter conversations making good use of the conference hashtag #SocMedHE16.   Below you can read about what they gained from attending their first academic conference.

Ola Mazur (2nd year)- Information Technology with Business Studies

For me the best part was getting to know other people that are as passionate about digital marketing as I am, and listening to their own experiences and how they use social media – this gave me a lot of new ideas to explore.

I learnt that the digital world is ever growing and I need to use it more to my advantage in our studies, such as having a twitter page for each of our modules and using twitter polls to enhance our learning experience.

“There were so many good ideas!”

Writing our ideas into a report based on the four pillars of making social media work in HE, inspired me to think of ideas which we could use ourselves, or that we already use. I will be looking back on the document and telling my peers about it to inform them of the new ways in which we could learn

I think social media can definitely empower learners due to having 24/7 access while on the go we can constantly keep learning, meeting new people online who have the same interests can also open new ways of getting information. In the future I think we should make a bigger use of social media for learning because all students interact online.

Corran Wood (2nd year) – Information Technology with Business Studies

For me, one highlight from the conference was the thunderstorm workshop/talk. The style of short 5-10 minute presentations from multiple people with the ability to ask questions at the end made it very interesting and was really effective in engaging my interests. It was fascinating to hear all of the different experiences that people have been through in regards to social media in higher education and all the different methods that have been applied. This has led to the discovery of techniques that can be used in social media. For example, the idea of using Twitter polls is a great idea because students have the ability to participate without needing a ‘professional’ Twitter. In combination with the use of Storify to allow students to view the results after the activity, this could be used as a powerful revision tool.

 “I had a brilliant day!”

Meeting a wide range of people from lecturers to managers of companies, I gained a huge insight on how people can use social media to network professionally and further their knowledge. This has definitely inspired me to use social media for my education, especially on the day as Tweeting was encouraged and helped me to start realising the impacts of social media to connect and learn. From this, I believe that social media can empower learners, as a student I have first hand experience of this. When used in the correct context and by teaching students how to use social media in learning, a student can open a world of knowledge and experiences. To achieve this, I do believe that a student needs to have the drive to empower their learning, as without the motivation and curiosity, the tools to become empowered will not be utilised to the full extent needed.

Jess Paddon (2nd year) – Information Technology with Business Studies

The best part of the conference, was meeting people from different educational institutions, and learning about their teaching in social media, and how social media has impacted them and the way they learn and teach. Another part of the conference which I enjoyed was working with people from different educational backgrounds in order to create and implement ideas related to social media.

I learned about how social media is used to enhance student learning experiences and different functions of social media platforms that help to implement this into modern day learning, such as Twitter polls and Facebook events. It has definitely inspired me to use different platforms to their full capacity, in order to collate a variety of opinions from different people, and to be able to use these for further analysis and to create reports and presentations.

“It has definitely inspired me to use different platforms to their full capacity”

I definitely feel that social media can empower learners, as they can constantly keep up to date with advancements in their chosen fields, and are able to express their thoughts and opinions freely amongst these networks. They are also able to connect with and share ideas with people who share the same interests as them, and make a positive contribution within different industries.

Sher Khan (Final Year)  – Information Technology with Business Studies

The best part of the conference for me was the six thunderstorms all of which were short, powerful and introduced how social media was used in a variety of different aspects of learning. Out of the six thunderstorms I particularly liked the “Full connection with the iGeneration’: WhatsApp and the student-teacher relationship”. It was a really interesting approach into how WhatsApp was used by lecturers not only in the actual lectures themselves but to support students throughout their learning.

“The social media for higher education learning event in 2016 was overall engaging, interesting and activity based”

Throughout the day I learnt many different aspects related to learning in higher education through the use of social media.  I learnt about how YouTube was used to aid students learning, how twitter was used as a question and answer function through introducing hashtags and promoting students to post on the hashtags. I also learnt about the LTHE chat and how this was growing amongst the higher education community. Also I learnt about how students in the University of Southampton were co-creating content amongst themselves on social media to aid their learning and collaboration. Finally I also learnt about one or two new social media productivity tools such as “Slack” and “Padlet” which I am actually now thinking about incorporating into future project work.

The experience has certainly inspired me to use social media for learning and also which social media tools I can adopt in addition to those tools that I am currently using. As a result of this conference I feel that social media can be more widely used by certain lecturers to actually aid the learning process as some of the examples of the use of social media by the vast array of lecturers at the conference were really good. Therefore I feel that it can be more utilised by more lecturers and staff throughout the university.

“I certainly think that social media can empower learners to better utilise the tool for their studies and to also learn more from some of the professionals within their industry”

Overall the event was well organised and fun to take part in. As well as actually learning about social media we also got to take part in some activities along-side professionals which was also a positive experience.

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Why should you attend #SocMedHE16? Read on….

SocMedHE16 banner

On December 16th the 2nd Social Media for Learning in Higher Education Conference will take place, bringing together educators from many disciplines to share how they are using social media in learning and teaching.

With social media, we have an array of simple and powerful tools that help us think creatively and critically about learner empowerment. It is time for us to better understand the potential of social media to change the learning experience of students and academics in higher education. Questions we need to address include

  • Are we empowering students by adopting and adapting social, open, mobile and networked learning and media?
  • How critically are we shaping the opportunity that is emerging?
  • How sure are we that the social, open and networked space, with all of the autonomy it suggests, is good for our students?

The HE sector needs to be able to address these questions, and others, before the place for social media in higher education learning is clear. The social media for learning landscape is vibrant and remains full of possibilities. Only together will we begin to reliably develop its potential.

The theme for the conference is ‘The Empowered Learner’ and there is a fascinating collection of short papers, workshops, thunderstorm presentations and posters in response to the call for submissions. Indicative sub themes included:

  • Autonomous development and ownership of learning experience
  • Making connections and becoming networked, communities of practice
  • Applying personal experience in a professional sphere
  • Becoming digitally capable in a social world
  • Being informed and in control of your digital identity
  • The student-teacher relationship
  • Authentic learning experiences
  • The evolution of curriculum design
  • Change agents, scaling up and moving beyond the cottage industry

Why should you attend?


  1. The event will provide a great opportunity to learn about how social media has empowered the learners of colleagues presenting.
  2. It provides you with a chance to network and share your experiences.
  3. It may even provide an opportunity for future collaborations.
  4. A guaranteed outcome will be that you can extend your professional network through meeting people and making new connections.
  5. During the pre-conference dinner and the conference day itself you will be able to discuss issues and share ideas about how these have been or could be addressed.
  6. You will be part of a growing community that is working together to better understand the potential of social media to change the learning experience of students and academics in higher education.

Key information

Key dates for your diary:

  • Early bird rate ends 21st November 2016
  • Pre-conference social event 15th December 2016 – 6pm onwards
Posted in Event, Social Media | 1 Comment