Views Technology Enhanced Learning (TEL) tools from the perspective of student engagement and uses the structure of the ABC model (Absorb, Blend and Co-create) to explain the component parts of engagement. Tools covered include Facebook, Twitter, Hootsuite, Periscope, Padlet, Mentimeter, Peerwise, Talis Aspire, Mahara, Panopto, Blackboard Collaborate and uGrade.

1. https://microsites.bournemouth.ac.uk/cel/
Student Engagement through
Technology: As easy as ABC
David Biggins dbiggins@bournemouth.ac.uk @cel_bu
PAL Conference 2016

2. https://microsites.bournemouth.ac.uk/cel/ 2
Contents
TEL
Engagement? Blend
Absorb
Toolkit
Co-create
Engagement CELIntroduction
Disruption
Links
CELAim

3. https://microsites.bournemouth.ac.uk/cel/ 3
Aim
• To explore how TEL tools can promote student
engagement
• Use the structure of the A-B-C model to give you
suggestions and hands-on practice of a few
selected tools
• Provide links to further reading and information
• All in 50 minutes!

4. https://microsites.bournemouth.ac.uk/cel/ 4
Engagement?
• Student engagement in learning and teaching
refers to students as active participants in the
academic environment
• Occurs when "students make a psychological
investment in learning… They take pride not
simply in earning the formal indicators of
success (grades), but in understanding the
material and incorporating or internalizing it in
their lives". Newmann (1992)

5. https://microsites.bournemouth.ac.uk/cel/ 5
Engagement?

6. https://microsites.bournemouth.ac.uk/cel/ 6
Engagement?
Bates 2015

7. https://microsites.bournemouth.ac.uk/cel/ 7
Engagement?
Engagement leads to:
Enhanced learning experiences
Increased satisfaction
Improved student journey

8. https://microsites.bournemouth.ac.uk/cel/ 8
What is TEL?
• Can help to deliver
inspirational teaching
• Developing staff
• Developing students
• Responding to change
• Making the most of
what we have
• Student experience

9. https://microsites.bournemouth.ac.uk/cel/ 9
TEL suggestions
Pedagogy Suggestions
Blended learning Lecture capture, Audio capture in PowerPoint using iSpring,
Follow-me video using Camtasia
Feedback BOS now open to students, Turning Point clickers,
Feedforward using Turnitin, Revised generic assessment
criteria
Flipped
classroom
Lecture capture, Pinterest boards, YouTube videos, TED
talks, Open education resources
Assessment No more 5,000 word essays  Online feedback using
Turnitin, Mark on your iPad, Multiple choice questions,
Portfolios
Collaboration &
co-creation
Storify, Mahara, myBU - discipline specific communities &
academic societies, Students’ reading suggestions
Engagement MyBU, Lecture Capture, Prezi, Oculus Rift, Social Media
(Facebook & Twitter), Virtual classroom, Virtual reality

10. https://microsites.bournemouth.ac.uk/cel/ 10
Disruption
• New technology promotes:
• Creativity
• Innovation
• But it disrupts
• Personal identity
• Established practice
• Individual tipping points
• Pushing too far can lead to
resistance
• Too little may allow regression
Hutchings et al 2010

11. https://microsites.bournemouth.ac.uk/cel/ 11
Absorb

12. https://microsites.bournemouth.ac.uk/cel/ 12
Absorb
• Facilitate and entice participation
• Promote curiosity
• Examples
• VLE
• Virtual reality
• Augmented reality
• Audience response
• Participation aids

13. https://microsites.bournemouth.ac.uk/cel/ 13
Absorb
• Tools
• Blackboard, Moodle …
• Oculus Rift
• Aurasma, Zappar …
• Padlet
• Turning Point
• Mentimeter
• Throwable mic

14. https://microsites.bournemouth.ac.uk/cel/ 14
Blend

15. https://microsites.bournemouth.ac.uk/cel/ 15
Blend
• Why do we need a blended approach?

16. https://microsites.bournemouth.ac.uk/cel/ 16
Blend

17. https://microsites.bournemouth.ac.uk/cel/ 17
Attention span

18. https://microsites.bournemouth.ac.uk/cel/ 18
Attention span
0
2
4
6
8
10
12
14
1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
Minutes
Year
Attention span

19. https://microsites.bournemouth.ac.uk/cel/ 19
Attention span
-2
0
2
4
6
8
10
12
14
1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
Minutes
Year
Attention span

20. https://microsites.bournemouth.ac.uk/cel/ 20
Attention span
0
2
4
6
8
10
12
14
1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
Minutes
Year
Attention span

21. https://microsites.bournemouth.ac.uk/cel/ 21
Attention span

22. https://microsites.bournemouth.ac.uk/cel/ 22
Blend
• Presenting material in varied formats and times
• Examples
• Recorded lecture
• Virtual seminar
• Flip the classroom

23. https://microsites.bournemouth.ac.uk/cel/ 23
Blend
• Self-made
• Panopto
• Blackboard Collaborate
• Camtasia
• iSpring
• Prezi
• Third party
• Box of broadcasts
• TED Talks
• YouTube

24. https://microsites.bournemouth.ac.uk/cel/ 24
Blend

25. https://microsites.bournemouth.ac.uk/cel/ 25
Co-creation

26. https://microsites.bournemouth.ac.uk/cel/ 26
Co-creation
• Co-creation is
the development
of student-led,
collaborative
initiatives
leading to co-
created outputs

27. https://microsites.bournemouth.ac.uk/cel/ 27
Co-creation
• Examples
• BournemouthUni Storify channel
• ePortfolios
• Discipline specific communities
• Academic societies
• Student suggestions for reading
• Twitter chaps
• Facebook groups

28. https://microsites.bournemouth.ac.uk/cel/ 28
Co-creation tools
• Tools #1
• Peerwise
• Talis Aspire reading lists
• Mahara
• Storify
• Self and peer assessment

29. https://microsites.bournemouth.ac.uk/cel/ 29
Co-creation tools
• Tools #2
• Twitter
• Facebook
• Snapchat
• Periscope
• Hootsuite

30. https://microsites.bournemouth.ac.uk/cel/ 30
Twitter
Twitter is an online social networking service that enables users to send
and read short (140 character) messages called "tweets". Twitter is one
of the most popular social media platforms with over 550 million users.
The main BU twitter profile has over 30 thousand followers and is an
essential tool for interacting with various stakeholders across the
university.

31. https://microsites.bournemouth.ac.uk/cel/ 31
Pros and cons
Pro
• Ease of use, interactivity
• Accessible
• Ideal for micro learning
• Real-time discussion
• Connects with younger
audience (<29)
• Professional networking
• Instant feedback
• Builds community
Con
• 140 characters
• Keeping track
• Single direct message
• Not ideal for visual content
• Distracting
• No archive
• BU / personal account?
Elearningindustry.com

32. https://microsites.bournemouth.ac.uk/cel/ 32
Facebook
• Free social networking website
• Allows registered users to create profiles, upload
photos and video, send messages and keep in
touch with other users
• Pages allow businesses, brands and
organisations to share their stories and connect
with people
• Groups provide a space for people to
communicate about shared interest

33. https://microsites.bournemouth.ac.uk/cel/ 33
Pros and cons
Pro
• Accessibility
• Pushes information to
students, encourages fast
communication
• Students generate and own
the content
• Adds academic interests to
student online identity
• Supports fast formation of
communities, thus aiding
student engagement and
retention
Con
• Little evidence for any
successful higher level
learning activities

34. https://microsites.bournemouth.ac.uk/cel/ 34
Snapchat
What is Snapchat? A photo
and video-messaging app
launched in 2011.
Snapchat is unique in that all
photos and videos only last a
brief amount of time before
they disappear forever, though
you can take a screenshot of
snaps to save them in picture
form. As of May 2014, the
app's users were sending 700
million snaps a day.

35. https://microsites.bournemouth.ac.uk/cel/ 35
What is Periscope?
Periscope is an application that allows you to
share and watch live videos from a mobile device.
It is connected to twitter, so that’s where the
content will be primarily promoted.
The videos are sent out live, then saved on your
account to be viewed for up to 24 hours.

36. https://microsites.bournemouth.ac.uk/cel/ 36
Hootsuite

37. https://microsites.bournemouth.ac.uk/cel/ 37
Hootsuite
• Listening – can monitor key words and hashtags.
• Scheduling – can schedule messages to go out,
very useful if you have followers around the
world.
• Works with Facebook, Twitter, Linkedin and
Instagram.
• Also provides analytics.

38. https://microsites.bournemouth.ac.uk/cel/ 38
What is CEL?
• A focal point where pedagogic practice can be
generated, piloted, evaluated and shared
• Focused on staff development
• Combines energy, enthusiasm and talent in
pedagogy to enhance the student learning
experience
• Links with: GrowBU, SUBU, Service Excellence,
PAL, PG Cert, Fusion1 …
• CEL website/blog collates and enhances
learning practices across BU

39. https://microsites.bournemouth.ac.uk/cel/ 39
TEL Toolkit
The TEL Toolkit is an online, easy-to-use and
stimulating resource that can provide you
with knowledge and skills to innovate in your
teaching
Promotional video
Video walk-through for the
toolkit explaining its
structure and component
parts. Ideal for BU academic
staff as an introduction.

40. https://microsites.bournemouth.ac.uk/cel/ 40
Links
• Bates, T. 2016. Available at: http://www.tonybates.ca/2015/01/20/seeking-the-unique-pedagogical-characteristics-of-social-
media/
• Beetham, H and Sharpe, R (eds) 2013 Rethinking Pedagogy for a Digital Age (2nd Edition) London: Routledge Appendix 1
• Cao, Y., Ajjan, H. and Hong, P., 2013. Using social media applications for educational outcomes in college teaching: A
structural equation analysis. British Journal of Educational Technology, 44(4), pp.581-593.
• Dabbagh, N. and Kitsantas, A., 2012. Personal Learning Environments, social media, and self-regulated learning: A natural
formula for connecting formal and informal learning. The Internet and higher education, 15(1), pp.3-8.
• Elearning Industry. http://elearningindustry.com/using-twitter-for-elearning-8-pros-and-6-cons-to-consider
• Handley, F. 2014. The pedagogy of social media.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwi0jrTqgIHLAhWBThQKHa1LDnkQFg
giMAA&url=http%3A%2F%2Fblogs.brighton.ac.uk%2Fcltresources%2Ffiles%2F2014%2F11%2FBL-The-pedagogy-of-
Social-media-OER-tww7fr.pptx&usg=AFQjCNEs0ZTsTlQFB_CDCOqqJh3CL-
uKaA&sig2=PbyP3fbyfw1b2DUeiSK_SA&cad=rja
• HEA. 2014. Social media for increasing the networking and engagement opportunities for academics. Online. Available at
https://www.heacademy.ac.uk/resource/social-media-increasing-networking-and-engagement-opportunities-academics
• HEA. 2014. Engagement through partnership: students as partners in learning and teaching in higher education.
• Hutchings, M, Quinney, A, and Scammell, J 2010 "The Utility of Disruptive Technologies in Interprofessional Education:
Negotiating the Substance and Spaces of Blended Learning In Bromage A et al (eds) " Inter-professional E-Learning and
Collaborative Work: Practices and Technologies: p190-203. Hershey PA; IGI
• JISC. 2014. Listen, understand, act: social media for engagement. Online. Available at: https://www.jisc.ac.uk/blog/listen-
understand-act-social-media-for-engagement-28-jan-2014
• Facer, J and Selwyn, N. 2010. Social Networking: Key messages from research in Rethinking Learning for a Digital Age:
How learners are shaping their own experiences ed. by Rhona Sharpe et al (London: Routledge, 2010), pps. 31-42.

41. https://microsites.bournemouth.ac.uk/cel/ 41
Links
• Friesen, N. & Lowe, S. 2012. The questionable promise of social media for education: connective learning and the
commercial imperative. Journal of Computer Assisted Learning, 28 (3), 183-194
• Guardian.com. 2013. http://www.theguardian.com/higher-education-network/blog/2013/mar/13/twitter-transform-learning-
higher-education
• Gray, R, Vitak, J, Easton, E. W. and Ellison, N. B. 2013. Examining social adjustment to college in the age of social media:
Factors influencing successful transitions and persistence. Computers & Education, 67 (0), 193-207.
• Kahu, E R. 2013. Framing student engagement in higher education. Studies in Higher Education, 38:5, 758-773.
• Laurillard, D. 2012. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology London:
Routledge
• Laurillard, D. 1993. Rethinking University Teaching: a framework for the effective use of educational technology. London:
Routledge
• Madge, C., Meek, J., Wellens, J. & Hooley, T. 2009. Facebook, social integration and informal learning at university: ‘It is
more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34 (2),
141-155.
• Manca S and Ranieri, M. 2013. 'Is it a tool suitable for learning? A critical review of the literature on Facebook as a
technology-enhanced learning environment', Journal of Computer Assisted Learning, 29 (6) pps 487-504.
• QAA. Student engagement.
• Selwyn, N. 2009. Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34
(2), 157-174.
• Teachbub.com. 2016. http://www.teachhub.com/50-ways-use-twitter-classroom
• Vygotsky, L. 1978. Mind in society: the development of the higher psychological processes. Cambridge, MA: Harvard
University Press.