Journal of Social Media for Learning (LJMU)
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SocMedHE: More than a conference?
No full textUsing SocMedHE as a case study, in this paper we provide some examples of extracting and analysing information from tweets and we introduce some example tools for doing this. We also use these tools in order to explore some different ways in which we can play with this type of data. This paper is an extension of a conference presentation to SocMedHE21 (Turner 2021a)
The Journal of Social Media for Learning : Full Journal: Volume 4, Issue 1, Conference Edition. ISSN2633-7843
No full textThe Journal of Social Media for Learning Conference 2023
Guest Editors for Conference EditionDr Sarah Honeychurch University of GlasgowDeb Baff JISCMark Breslin University of GlasgowSarah Hallam Edgehill UniversityProfessor Glenn Hurst University of YorkLaura Riella Edgehill UniversityDr Gabriella Rodolico University of GlasgowNina Walker University of Hertfordshire.
Editoral TeamProfessor Dawne Irving-Bell BPP University (Editor in Chief)
Sue Beckingham Sheffield Hallam UniversityDr Matt McLain Liverpool John Moores UniversityProfessor David Wooff BPP Universit
The co-creation of a digital escape room designed to develop students’ digital confidence
No full textIn this paper we set out the design and delivery of a digital, text-based escape room designed to provide a virtual induction and help to build students’ digital confidence. We begin by briefly explaining the reasoning behind our choice of game and platform and describing the staff-student partnership that delivered the project. We then describe the game itself, providing examples of some of the tasks, and showing how we embedded this in a large undergraduate class. We talk through our experiences of the process and present the results of the student evaluation and feedback. We end by reflecting on our experience and giving some practical suggestions for practitioners wishing to adapt this game for use in their own teaching. 
Using qualitative content analysis of social presence indicators within the Community of Inquiry model
No full textIn 2000, Garrison et al. developed the Community of Inquiry (CoI) framework with the aim of structuring the process of learning in an online environment which consists of social, cognitive and teaching presence. Two approaches have been developed and applied to analyse data for the CoI framework: content analysis of Computer Mediated Communication (CMC) and the more regularly used CoI survey. However, these were developed just as social media was in its infancy. The CoI framework has been used regularly for Twitter analysis, but this paper argues that more qualitative content analysis is required and presents an updated coding table for qualitative content analysis of social presence in tweets
Using Learning Management Systems to Scaffold Collaborative and Interactive Teaching and Learning
Full text linkThe Sustainable Development Goal 4 of the United Nations advocates for inclusive and equitable quality education for all despite the unique circumstances faced by the learners and the teachers. Such circumstances could be economic, social or natural such as the COVID-19 Pandemic, which led to disruptions on the school calendar. Although several institutions of Higher Learning transited to online teaching using Learning Management Systems (LMS), the use of technology in ensuring interactivity and collaboration, which are crucial aspects of learning, needs to be examined more closely to establish its effectiveness. Given the fact that COVID -19 will be with us in the unforeseeable future, online teaching is here to stay. It is thus imperative to improve it so that the quality of education is not compromised. Previous research has shown the importance of Technology, Pedagogy and Content knowledge in effective delivery. LMS and related tools have been used to change the view of technology in the classroom, and the facilitator’s role is being re-evaluated. Successful facilitators look for innovative ways to scaffold the learning process. Instructional scaffolding is the process of supporting students in order to enhance learning and aid in the mastery of tasks. The aim of this study was to establish how LMS tools are used to improve collaboration and interaction in online teaching. The objectives were to establish which LMS tools are used to aid in interactivity and collaboration, how these tools are used to scaffold the teaching and learning process and how different elements interact to complete the scaffolding process. This study used a qualitative methodology where two virtual focus groups consisting of faculty and students in online graduate courses were used to review the scaffolding process. The findings were analyzed qualitatively and the results indicate that synchronous and asynchronous tools found in LMS and their plugins are used to scaffold collaboration and interaction. LMS tools were found to improve learning outcomes and to build a sense of community. The need for flexibility and the ability for LMS to be integrated with other tools and plugins was identified as crucial. The study established the need for both learners and faculty to be trained on the use of the tools was proposed as an additional requirement for the success of the scaffolding process.
 
From tweeting to tweetposium. So what? A reflection.
No full textIn this reflection, a learner shares their experience of engaging with other like-minded individuals in the online higher education community, @SocMedHE. Furthermore, how engaging the community has enabled their development from observing from a distance to active participation (e.g. #SocMedHE20 tweeposium) and subsequently using that knowledge and experience for other online activities
Social Media as a Pedagogical Tool in Class: Tiktok Case Study
Full text linkSocial media has been an ever-growing medium with the expansion of multiple platforms and user adoption around the globe. According to Hootsuite’s Annual Digital Data Report for the year 2022, there are 4.62 billion users of social media across the globe, with a 10.1% increase from the subsequent year. This paper aims to explore Tiktok platform as a pedagogical tool for learning in the classroom for University Students in an "Online Behavior Class" at the American University in Cairo.
Results show that Gen-Z University students indeed prefer integrating social media to their educational experience, and even prefer expressing through short video content over other assessment alternatives.
Beyond that, short video content creation allowed them to express more creatively, and also reflecting on the class curriculum through using short video content production, was a more effective method of material reflection than other reflective methods
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