1. SOCIAL MEDIA IN TEACHING NEW SOLITUDES? Dr. Simon Stevenson Dr. Michelle Denby University Centre Doncaster

2. CONTEXT – CHANGE (EMPLOYABILITY) Graduates have to be able to adapt. We need to embed within their curriculum entrepreneurial opportunities so they can be inventive & creative in the future. (West, University Alliance: The Guardian Univ. Forum (26.02.14 ), live blog

3. CONTEXT – CHANGE (ICT, ECONOMICS & STUDENT EXPERIENCE) Shifts in technology, funding ​ models & the global economy are undeniably changing how universities think about, interact with & recruit students. Rigidity is now very passé. Gill (6.3.14), ‘Songs of experience showcased’, THE Is university teaching & learning ‘rigid & uninspiring’? (Steve McQeen’s Oscars Speech (02.03.14)

6. CircleSurvey s Team Messages Supervisor Memos CircleSurvey s Main Social Feed Zing Playlist s PartiRan k Customer Queries

7. N.KATHERINE HAYLES - ‘HYPER AND DEEP ATTENTION: THE GENERATIONAL DIVIDE IN COGNITIVE MODES’ (2007) “we are in the midst of a generational shift in cognitive styles that poses challenges to education at all levels, including colleges and universities”

8. Hippocampus Early memory storage Formation of long-term memory Prefrontal Cortex Decision-making Social Skills

9. COMMUNICATIVE CAPITALISM JODI DEAN The commodification of communication Social media captures users in “networks of enjoyment, production and surveillance” (p.4) The enjoyment of ‘drive’ as opposed to ‘desire’

10. DIGITAL LABOUR The capital accumulation model of social media is based on the unpaid content creation of its users Attention itself becomes a commodity within the digital economy

11. “IN INTIMACY, NEW SOLITUDES” SHERRY TURKLE Only focussing on those parts of our immediate situation that interests us Increasingly connected but oddly more alone “Loneliness is failed solitude”

12. ‘HYPER ATTENTION’ (HAYLES 2007)

13. THE CHALLENGE (Re)create educational environments conducive to deep attention. T&L tasks that synthesise deep attention & hyper attention. Re-mediate ‘traditional’ assessment tasks (essay to website). Re-mediated texts and textbooks (novel to app); ‘reading differently’? Critical digital & social media literacy

14. DESIGN “The trick is to design teaching & learning tasks that demand deep, considered engagement with a topic, as opposed to surface occupation with a technology or tool. [T]asks that require not just compression but higher-order cognitive activity (such as creativity, synthesis, & evaluation) should be developed if you want to intelligently integrate social media into your classroom.” Megan Poore Social Media (2013)

15. REMEDIATION AND MULTIMODALITY ‘Remediation occurs when aspects of one medium or technology are utilised or are visible in a different medium or technology’ (Langmia et al. 2014) ‘Multimodality constitutes the capacity to make sense across modes & media’ (Beetham et al. 2009: 11)

16. REMEDIATION - A RATIONALE Availability of appropriate & reliable communication technologies (tested) Clear benefits of remediation (student learning/experience; entrepreneurship) Capacity for/appropriateness of ‘remediation’ (essay to blog) Ability of new media & medium to test the ILOs Levelled integration of ICT/social media across degree (Levels 4 to 6)

17. Timelines Concept Maps Maps Wikis and Blogs

18. IMPLEMENTING SOCIAL MEDIA Provide a historical foundation Understand students’ connections to technology Respect the learning environment Select appropriate social media tools for assignments Content relevant to students Tutor ‘expertise’ [competence] in selected social media (scaffolding) Stimulate learners – contexts productive of ‘autonomy, competence, relatedness’ (Hayles 2007: 195) (Tyree (2014), ‘Using Social Media & Creating Social Media Courses’, in Langmia et al. (2014), Pedagogy & Practice)

19. INFORMATION FLOW

20. ATTENTION AND DIGITAL LITERACY Fundamental in thinking / learning Multitasking & attention-splitting ‘continual partial attention’ (Stone in Rheingold 2010’) ‘deliberate media mindfulness’ (in/beyond class) (Rheingold 2010) Foster & monitor online interaction Extend online interaction discussion within classroom Self-reflection re. their media practices

21. GEERT LOVINK - NETWORKS WITHOUT A CAUSE (2011) “You will master the tools not only once you know how to use them, but also once you know when to put them aside”

22. Twitter - I’m eating a #donut Facebook - I like donuts Instagram - Here’s a vintage photo of my donut YouTube - Here I am eating a donut LinkedIn - My skills include donut eating Blogger - Here’s a list of my top 10 donuts