This is a list of the principles generated by the hack groups. We asked each group to design a set of principles that would support a particular pedagogical intention or ambition through social media.
Develop and share identity
- Freedom of choice
- Respect diversity
- Allow students & staff the freedom to have an identity (or various identities) that they do not need to disclose within the context of their learning
- Create a special learning and teaching community for collective, collaborative learning = disciplinary identity
- Facilitate entry point to professional networks/ break down barriers (virtual and physical)
- Developing or evolving identities in multiple personal and professional networks
- Valuing difference in yourself and others, being civil and inclusive
- Enabling informed choice and empowering through awareness of options
- Embedding mutual respect and trust in learning And teaching environments, online and/or offline
Build and support community
- Support people to enter the community
- Form a collective ethos (organically)
- Encourage positive but critical feedback
- Promote positive silent observation
- To enhance the communication channels between staff and students (combining instant and recorded/revisitable, frequency of interaction)
- Removing barriers and exposure to people beyond one’s immediate physical vicinity enhances communication networks
- Connecting with like-minded individuals and professionals via social media allows students to slowly (or at their own pace) enter the community of practice in their chosen discipline
- Crowdsourcing/co-creation via social media enhances a sense of belonging and gives access to a greater diversity of perspectives, facilitating critical reflection
Engaging in debate and dialogue
- Listen, reflect and then respond (if you choose to)
- Encourage debate to span multiple spaces, including out of sight of the institution
- Social media removes the “walls” of the classroom to enable wider discussion
- Rules of engagement, agreed set of behaviours
- Social media can enable the process of learning rather than assimilating content. Sage on the stage vs guide on the side vs crowd-sourced knowledge?
- Respect multiple levels of engagement
- Burst the filter bubble!!!!!
- Learn to time travel
- Learn to process (or not)
- Providing the opportunity to students to engage across disciplines, departments, continents. And across cultural backgrounds
- Providing space and time for everyone to reflect properly on what is being said and what they might want to say- to develop personal perspectives
Support and build citizenship of a discipline or society
- Self-formed virtual nations based on shared interests
- Participation comes with an understanding that their are collective rights and responsibilities
- Being aware of and embracing institutional risk in the use of social media
- Engagement and networking to enable inclusive, open and fair opportunities for learning and teaching
- Enable the transfer of knowledge to and from the classroom (between the classroom and the world beyond) to bring about opportunities for authentic lifelong learning.
Defining and understanding authenticity
- Equip students to evaluate and interrogation sources - information capabilities
- The social media you is a source, and deserving that same evaluation and interrogation
- Provide opportunities for open and honest interactions
- Understanding authenticity in different contexts
- Developing a culture of sharing stories where authenticity needs to be questioned
- Being human is super important
- Must embed digital literacy
- Student and staff generated content can define and create authenticity
Generating and sharing creativity
- Working in the open, sharing work in progress and being in perpetual beta
- Collaboration and remixing: build - break - rebuild
- Social media context is the right context for knowledge
- The Wikipedia model shows that knowledge is growing, fluid, and could be used positively in teaching and learning
- Offer learners a range of opportunities to share and collaborate with people beyond your tutor or class
- Making work (especially assessed work) open rather than hidden, ensuring that degree of openness is an informed decision