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• W3036138856 abstract "Effectively managing change within the curriculum usually manifests itself as a series of iterative changes to learning modules based on student and teacher feedback, implementation of new research, and when recommended, through an external review process. How are the challenges of this change process managed and how can learning technologies enhance educative experiences when undertaking a significant module redesign? This session maps technological and pedagogical changes undertaken through a collaboration between learning technologists and educators as they redesigned a prior curriculum (a module not offered for a period of seven years), to a twelve week, media and communication in health promotion module, within a three year bachelor degree programme in health science. In this presentation, and built on the documented rise of social media as an educational tool (Tess, 2013) especially in the health sector (Grajales III et al., 2014), the authors describe how teaching strategies were utilised to facilitate and integrate innovative, engaging and inclusive learning. Reflecting the change in pedagogy, a Community of Practice (Wenger, 1998) was established, using the physical classroom, and virtual spaces including Google Community, Twitter, Flipboard, Survey Monkey, Wordpress and various Video Apps. The combination of physical and digital (phygital) learning spaces were designed to help meet the learning needs of technologically, multi culturally, and socioeconomically diverse student communities. Students’ learning experiences were underpinned by an ethos of collaborative, egalitarian, transparent learning with open access to student blogs coupled with continual cycles of peer feedback. Collaborative research practices were modelled through the use of mobile social media to curate shared project resources. The curriculum redesign process was informed by practice based research through embedding design-based research methodology within the scholarship of technology enhanced learning (SOTEL) (Haynes, 2016), reflecting a series of iterative design phases, focusing on a shift toward student-determined learning (Hase and Kenyon, 2007). Who would gain most benefit from attending? This session will be of interest to learning technologists and educators, especially those interested in the affordances offered by mobile social media, and those involved in the education of diverse student communities. What will participants gain? Insights into a model of curriculum design, informed by SOTEL. Inspiration for work with others: transdisciplinary collaboration. Aspiration for redesign of own programme. References Grajales III, F. J., Sheps, S., Ho, K., Novak-Lauscher, H. & Eysenbach, G. 2014. Social media: a review and tutorial of applications in medicine and health care. Journal of Medical Internet Research, 16, e13. Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, 111-118. Haynes, D. 2016. Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1, 1-2. Tess, P. A. 2013. The role of social media in higher education classes (real and virtual) –A literature review. Computers in Human Behavior 29, A60-A68. Wenger, E. 1998. Communities of practice: Learning, meaning, and identity, Cambridge, Cambridge University Press." @default.
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• W3036138856 date "2017-01-01" @default.
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• W3036138856 title "Designing ‘phygital’ spaces: Integrating mobile social media in health education" @default.
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