Spotlight on Digital Capabilities #udigcap 'Who do you really think you are?'

I was invited to give the first keynote at the UCISA Spotlight on Digital Capabilities Conference at MediaCityUK.  My brief was to consider digital capabilities in the context of the participants to consider "Who do you really think you are?" 

My keynote began with asking the question "Who are you as a professional...and...What does this mean to others?" To demonstrate that communicating who we are, what we do, why we do it, where we do it, when we do it, and how we do it, is not easy, I used the analogy of bread cakes potentially outside of Sheffield know better as bread cobs, bread rolls or bread baps.  Using a who wants to be a millionaire format we had a bit of fun thinking about how we use language and then related this to job titles and skills we might include in our LinkedIn profiles. Given the stats that say over 1 billion names are searched in Google every day, coupled with the fact that social media profiles rank highly on page one; it is vital we are aware what appears when our own names are searched. 

LinkedIn as a site also has a well used and powerful search engine. Having the keywords others might use to search for you an individual must be added to your profile to increase visibility. Having a photograph is also important. Research indicated that people are more trusting of profiles with photos. Those without may be mistaken for others without a photo being there. 

I went on to talk about impact and how everyone can personally make an impact by developing and challenging ideas; aligning these to their own values and aspirations; and by inspiring and engaging others.

Becoming a central connector is someone people to whom others turn, for information and advice, They become the influencers in organisations. 

The talk continued with a selection of examples of how we can develop a professional online presence with examples of practioners who are doing this effectively through blogging and curating. My final words were to recommend that everyone present actively sought to make new connections and capture these via their chosen social networking sites. 


The full programme can be found on the UCISA website. 

Photos from the event were captured by Gaz Duncan and can be found on Flickr

Sue Beckingham #udigcap bread cobs, baps or cakes - language of technology pic.twitter.com/emSfwoy6Rn

— Moira Wright (@Moira_UCL) June 3, 2015

#udigcap Brilliant talk by Sue Beckingham on how to develop your online presence. Good tips for your students, or even yourself!

— Lost Librarian (@irene_lib) June 3, 2015

#udigcap really interesting presentation by Sue Beckingham at UCISA Manchester - makes you think about your online profile.

— Abigail Ball (@abigailball15) June 3, 2015

The tweets were storified by Fiona MacNeill

My Keynote at SOLSTICE eLearning Conference #solstice2015

The conference was a two-day event at Edge Hill University on Technology Enhanced Learning focusing on the enhancement of student learning through evidence informed practices. It took place 4-5 June 2015.

On day one Professor Keith Smyth gave a keynote on:
'Reconceptualising ‘curriculum’ for digital engagement in Higher Education'




On day two I gave a keynote on:
'Digital Connectedness'

http://www.edgehill.ac.uk/solstice/conference/conference-2015/keynotes/

You can follow SOLSTICE on Twitter at https://twitter.com/SolsticeCETL


About SOLSTICE

SOLSTICE is Edge Hill University’s HEFCE funded Centre for Excellence in Teaching and Learning (CETL).

Whilst the HEFCE funding for the 74 CETLs has ceased and many have effectively closed, in contrast Edge Hill University has retained the SOLSTICE brand as a signifier of its focus and processes for Technology Enhanced Learning (TEL).  This has been achieved by:

• Embedding TEL and SOLSTICE activities in the University’s Learning and Teaching Strategy
• Positioning leadership of TEL with the Associate Deans Learning and Teaching within the Learning and Teaching Strategy Group chaired by the Dean of Teaching and Learning Development in collaboration with the Dean of Learning Services
• Maintaining a Senior SOLSTICE Fellow in an expert advisory capacity in each Faculty with responsibility for supporting strategic development of TEL
• Continuing the SOLSTICE TEL Fellowship Scheme, with Fellows acting as champions, advisors and members of the Validation and Audit Standing Panel
• Sustaining provision of TEL professional development activities through the collaborative activities of the Learning Services Learning Technology Development Team, Fellows, Visiting Professors and other external experts
• Continuing to support and organise the annual conference
• Securing an administration base for conference and professional development activities and income generation related to SOLSTICE activities
• Progressing affiliation with the Centre for Learning and Teaching (CLT) and its research and development work through practice-based research and development of seminars and conferences
• Having SOLSTICE and hence TEL represented through designated membership of key university committees
• Maintaining the SOLSTICE brand

A key part of the legacy of the CETL at Edge Hill University is the residual knowledge and skills base of staff and a sound reputation for excellent work in the sector.

Developing disciplinary communities in STEM (HEA enhancement series)

Developing discipline partnerships through local and global networks from Sue Beckingham

I was invited to contribute to an event organised by the Higher Education Academy by Terry McAndrew. The event title 'Developing disciplinary communities in STEM' was part of the HEA enhancement series, focusing on developing pedagogy in STEM. 

The event was a great opportunity to network with other educators in the STEM fields to share and discuss how we can develop communities both with peers and also our students. My talk looked at how we can use social media to extend networks both with within and beyond our institutions. 

Thoughts on valuing informal learning

Thank you Jane Hart for tweeting a link to this infographic on Informal Learning and to Stefania Scott the creator and Lead Research Editor at GoodPractice who has given me permission to include it in this blog post. 

The infographic begins by sharing some examples of informal learning in the workplace:

• asking a colleague to show you how to do something
• watching a how to video online
• googling a solution to a problem you have

With the growth of easy to use social media tools and mobile devices that allow users to generate their own multimedia content, individuals are constantly contributing to resources that provide informal learning opportunities. Anyone can now create a how to video using a simple tool like screencast-o-matic, a few slides and a voice over. In corridor conversations may lead to a quick demo using the devices we carry in our pockets. Wifi and smart phones enable us to access information whenever and wherever we are. 

The infographic (see below) refers to three examples of informal learning models that describe how people learn at work - the work of Jay Cross, Dan Pontefract and the 70:20:10 model. Jay Cross author of Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance. Cross refers to the shift from push to pull where learning is 'just in time' rather than 'just in case'. 

The 70:20:10 model is a model created in the 80s by Morgan McCall, Michael Lombardo and Robert Eichinger which suggests that the optimum formula for work based learning is 70% experiential, 20% social and 10% formal.  

• 70% of learning happens on the job through real life assignments
• 20% of learning comes from feedback, our networks, and relationships with others
• 10% of learning comes from formal training such as courses and workshops

Dan Pontefract's author of The Flat Army introducing something he calls ‘Pervasive Learning’ and the ‘3-33 Model’. Here formal, informal and social learning are evenly split. In chapter 9 he talks about learning at the speed of need and defines informal learning as "an opportunity without conventionalism that provides guidance, inspiration, expertise or acumen typically in a non-formal environment." (Pontefract 2013:200).

• 33% of learning is formal physical or virtual classrooms, conferences, roadshows or e-learning
• 33% of learning is informal mentoring, coaching, webinars, reading books, listening to podcasts and role shadowing.
• 33% is social via user generated content, wikis, blogs, videos, discussion and instant messaging tools.

The conclusion at this point is that a learning event is not the whole story about learning. We can consider how informal learning might connect with or encourage formal learning. What is the context of the learning? Is the learning related to our job, everyday life or is it for pleasure? All are valuable and can complement each other; adding richness to our lifewide learning experiences (Jackson 2014). 

What resonated me immediately when I came upon the infographic (an informal learning experience in itself) was the recommendations to boost informal learning. I had been talking about some of these with colleagues that very same day.

Stefania captures how we might boost informal learning experiences by doing the following:

• Make coaching and mentoring part of everyone's job, not just managers. Buddy up experiences hands with new employees. set up an informal in your department or team.
• Make it easy for your team to find people wit tacit knowledge. Set up a shareable database of team members and their specific skills everyone can access.
• Encourage everyone to document and share their work. Use wikis and other collaborative tools like Google docs, Trello, Yammer and Mindmeister.
• Ban information hording. Don't let people work in silos, and end up re-inventing the wheel.
• Encourage people to generate their own content, such as blogs and videos to show people how things are done.

My conversation had been around the value of a personal learning network and how through this it was possible to openly learn both independently but also as co-learners. Sharing the process of our learning, reflections on what we have learned and engaging in digital open learning forums to discuss, question, challenge - were examples of how the informal learning process can be enhanced. In the workplace it is often difficult to find out what others have done in relation to developing innovative practice in the classroom for example. What worked well and what didn't are questions we might want to ask. Often it is not until such work is published that we get to hear about it. However where colleagues are engaging in social media, for example blogging and Twitter, there is the potential to share ongoing practice and pedagogic research to a wider audience. These forums open up opportunities for dialogues to take place, but also provide individuals to informally learn from others by simply reading the reflections of others. 

So it is clear that those engaging in informal and social learning value this activity, however what is not evident is the value organisations place on these activities - how readily are theses CPD activities recognised and acknowledged in the same way as formal learning? 

Source: http://www.goodpractice.com/blog/informal-learning-decoding-the-myths-and-mysteries-infographic-2/


References

Cross, J. (2007) Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance. 

Jackson, N. J. (2014) Lifewide Learning and Education in Universities and Colleges: Concepts and Conceptual Aids, Chapter A1  in N. J. Jackson and J. Willis (eds) Lifewide Learning and Education in Universities and Colleges. 

Pontefract, D. (2013) The Flat Army. 

Pathways: An Industry Neworking Event

Pathways is an exciting networking event, bringing like-minded individuals and businesses together to discuss current trends & employment opportunities. On the 18th March Sheffield Hallam University hosted the Pathways Creative Media Industry Day. 

Guest keynote speakers included BAFTA winning, Mark Herbert who is an ex Sheffield Hallam Film Studies Student, who has had huge successful in the British TV and Film industry. His impressive work includes producing: Four Lions, This is England, Phoenix Night etc. Alongside the keynote presentations were a selection of workshops. 

The full programme can be found here: http://www.shupathways.co.uk/

I was invited to facilitate a workshop on using social media for industry networking with Dani Millward. Dani is a an ex Hallam Journalism student and one of the first cohorts I taught social media to and has a wealth of experience already under her belt. Writing her own blog, and engaging with Twitter and LinkedIn have made a significant impact on the opportunities she has had in relation to her career. It was both a pleasure and a privilege to work together at this event.

The objectives of our workshop were to share our personal experiences and how we use social media for professional networking, and to provide the participants with key tips on how they too can utilise social media to build networks.

A key message we shared is that today it is not just who you know, but who knows you. Having a professional online presence and being findable online is vital for successful networking. We talked about the value of developing connections beyond those you immediately know. This might include other professionals and experts in your field. Participants were asked to consider the following questions:

• WHO should you connect with?
• WHAT could you gain from making new connections?
• WHERE could you make new connections?
• WHEN could you make new connections?
• WHY should you make new connections?
• HOW could you network benefit your career?

TeachMeet: Sheffield Hallam University Learning and Teaching Event

8 January 2015 – Learning and Teaching Exchange.

Theme: Using Learning Spaces to Actively Engage Students

This one day event had a very practical focus, looking at different ways of engaging students, using our physical and virtual spaces. The day incorporated sessions that shared some of the most innovative and inspirational academic practices from across the University – keynotes, workshops, debates, teachmeets and lots more.
Learning and Teaching Exchange Programme.pdf

Presenting

I presented a poster and a TeachMeet session on Bite sized CPD, the #LTHEchat

Learning & Teaching in Higher Education weekly Tweet Chat. Both attendees and presenters were eligible to claim delegate and/or presenter badges.

Presentation and Poster

Recordings of the TeachMeet

International Women's Day 2015 #IWD2015

Sunday 8 March marks International Women's Day (IWD). Observed since 1909 it is a global celebration of respect, appreciation and recognition of women, while continuing to call for greater equality.

Thousands of events are taking place to mark the economic, political and social achievements of women. These are being shared via social media and tagged as #IWD2015 #InternationalWomendsDay #MakeItHappen

Make It Happen is the 2015 theme for the international womens' day.com global hub, encouraging effective action for advancing and recognising women.

http://www.internationalwomensday.com/

Sheffield Hallam University is an active participant. In support of this year's theme of 'make it happen' staff and students who have been nominated by colleagues share their inspirational stories. 

I was humbled to be nominated by my colleague Yve Appleton as an inspirational woman. Abbreviated case studies can be found at: http://www.shu.ac.uk/ad/international-womens-day/staff.html  

There are so many inspirational women and it is important that their stories are told, captured and shared.