Social media portfolios: building the digital toolbox using social media

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Social Media Portfolios discusses building digital toolboxes using social media to develop professional profiles. It recommends LinkedIn as the place for professionals and developing professional profiles on social media for aspiring and practicing professionals. It introduces Connected U, a toolkit and resources for developing an online professional identity through cases studies, guides, profiles and recommendations on social media platforms like LinkedIn. The document focuses on helping students and academics develop lifelong professional habits and presence through curating content for their social media profiles.

Formation

Social Media Portfolios
Building the Digital Toolbox using social media
Andrew Middleton, Sue Beckingham & Kelly Snape
@andrewmid
#MELSIGNTU, 8th January 2016
@suebecks @kelsnape

LinkedIn - de facto place for professionals
The shared need to develop
Professional profiles using social media
• Aspiring professionals - PPDP for
students
• Practicing professionals - professional
recognition for staff

Lifelong professional habits
• Fostering effective
lifewide professional
habits and presence
• Demonstrating your
professional self is a
lifelong capability

What is Connected U?
https://blogs.shu.ac.uk/profiles

What is Connected U?
• ‘How to’ guides
• Exemplars
• Profiles
• Recommendations, skills
and endorsements
A Toolkit
• Cases studies
• Written
• Video
with
• Alumni
• Employers
• Academics
• Advisers

Beyond the presentation layer...
Focusing on the aspiring professional and the
developing academic
The Portfolio Layer
How do we make, curate, and prepare content
for presentation in LinkedIn?
How do social media habits relate to this?

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Modes of Learning in Higher Education

Sue Beckingham

Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond. A summary of our fireside chat at #SocMedHE21 Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.

Building social learning communities

Sue Beckingham

Presentation at the Practical Pedagogy Conference. The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches. Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.

Recognising the value of interdependence through cooperative active learning

Sue Beckingham

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