'The Atheist's Bible: Diderot's 'Elements de physiologie' by Caroline Warman is the winner (jointly) of the R. Gapper Book Prize 2021 for best book in French Studies.

Social Media in Higher Education: Case Studies, Reflections and Analysis

Social Media in Higher Education: Case Studies, Reflections and Analysis Chris Rowell (ed.)
Paperback ISBN: 978-1-78374-668-2 £21.95
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'Social Media in Higher Education: Case Studies, Reflections and Analysis' helps to scaffold different learners from #beginner to #advanced and even facilitates learning by doing through the use of podcasts and case studies. In addition, it not only provides a unique insight into the evolution of social media but also encourages readers to reflect on the increasingly blurred lines of public and private digital realms.

    —Jo Doyle, Australian Journal of Education, February 2020, https://doi.org/10.1177/0004944119900044 

Editor Rowell (London South Bank Univ.) has curated works by leading practitioners and lecturers from across top universities in the UK and Canada to present a modern and innovative look at how social media is impacting higher education. A unique success of marrying theoretical and practical science [...]  Readers would benefit from additional commentary from Rowell, or others, regarding how all of these ideas fit together and what they indicate for the future of educational social media.

    —C. R. Hebert, Louisiana State University, Choice Connect, February 2020 Vol. 57 No. 6. Reprinted with permission from CHOICE http://www.choicereviews.org, copyright by the American Library Association.

This is the first volume to give such detailed attention to this area of high interest. Its innovative approach extends to its creation, with contributors found via their presence on Twitter. The short and impactful chapters are accessible while retaining an academic focus through their application of relevant learning theories and educational context. Social Media and Higher Education is essential reading for any professional working in higher education, including lecturers teaching education courses. It is also significant for researchers looking at more recent developments in the field and what it means to work in a modern higher education environment.
    —Media & Learning Association, available online.

An experiment in form and content, its aim is to be a guide and map of some of the opportunities to develop more open and networked practices while navigating the potential downsides of social media, including perceived loss of privacy and amplification of disadvantage and abuse. It is an excellent and accessible starting point for, as well as route to, a deeper understanding and a more sophisticated use of social media.

    —Prof. Shân Wareing, Chief Operating Officer and Deputy Vice-Chancellor (Education), London South Bank University

How does social media affect working life in Higher Education? How are universities harnessing its power to aid student learning? This innovative collection brings together academics and those working in professional services to examine these questions and more. The diverse and expert contributors analyse the many ways social media can be used to enhance teaching and learning, research, professional practice, leadership, networking and career development. The impact of social media is evaluated critically, with an eye both to the benefits and the problems of using these new forms of digital communication.

This is the first volume to give such detailed attention to this area of high interest. Its innovative approach extends to its creation, with contributors found via their presence on Twitter. The short and impactful chapters are accessible while retaining an academic focus through their application of relevant learning theories and educational context.

Social Media and Higher Education is essential reading for any professional working in higher education, including lecturers teaching education courses. It is also significant for researchers looking at more recent developments in the field and what it means to work in a modern higher education environment.

Social Media in Higher Education: Case Studies, Reflections and Analysis
Edited by Chris Rowell | June 2019
302 pp. | 43 color illustrations | 6.14" x 9.21" (234 x 156 mm)
ISBN Paperback: 9781783746682
ISBN Hardback: 9781783746699
ISBN Digital (PDF): 9781783746705
ISBN Digital ebook (epub): 9781783746712
ISBN Digital ebook (mobi): 9781783746729
ISBN XML: 9781783746736
DOI: 10.11647/OBP.0162
BIC: JN (Education), JNM (Higher and further education, tertiary education), JNV (Educational equipment and technology, computer-aided learning (CAL)), UBW (Internet: general works); BISAC: EDU000000 (EDUCATION / General), EDU015000 (EDUCATION / Higher), COM060140 (COMPUTERS / Web / Social Media); OCLC Number: 1110002674.


Part One Introduction

  1. From a Tweet to a Blog, to a Podcast, to a Book
    Chris Rowell
  2. Social Media in Higher Education – The Podcast
    Chris Rowell

Part Two Professional Practice

  1. Developing a Professional Online Presence and Effective Network
    Sue Beckingham
  2. Re-Engineered CPD and Modelled Use of Cloud Tools and Social Media by Academic Developers
    Martin Compton and Timos Almpanis
  3. Ten Days of Twitter
    Mark Warnes
  4. Open and Networked Scholarship
    Suzan Koseoglu

Part Three Teaching and Learning

  1. Exploring the Use of Social Media in the Higher Education Classroom
    Alex Avramenko and Chrissi Nerantzi
  2. The Use of Social Media Tools and Their Application to Creative Students
    Serena Gossain
  3. Role of Social Media in Learning: Benefits and Drawbacks — How Social Presence Theory Explains Conflicting Findings
    Paul Kawachi
  4. Bursting Out of the Bubble: Social Media, Openness and Higher Education
    Jennie Blake, Chris Millson and Sam Aston
  5. Cambridge Analytica, Facebook, and Understanding Social Media Beyond the Screen
    Zoetanya Sujon

Part Four Leadership

  1. Leadership and Social Media
    Julie Hall
  2. Leadership and Social Media: Challenges and Opportunities
    Donna M. Lanclos and Lawrie Phipps

Part Five Building Networks

  1. Building Cohort Identity through Social Media
    David Webster
  2. Creating a Sense of Belonging and Connectedness for the Student Arrival Experience in a School of Arts and Humanities
    Rachel Challen
  3. Joint Reflection on Twitter, Phenomenography and Learning Friendships
    Margy MacMillan and Chrissi Nerantzi
  4. PressEd — Where the Conference Is the Hashtag
    Pat Lockley and Natalie Lafferty

Part Six Innovation

  1. Expertise in Your Ears; Why You Should Jump on the Podcasting Bandwagon
    Dave Musson
  2. Etiquette for the Anthropocene
    Jane Norris
  3. Learning to Twalk: An Analysis of a New Learning Environment
    Andrew Middleton and Alex Spiers
  4. Academics’ Understanding of Learning Spaces: Attitudes, Practices and Outcomes Explored through the Use of Social Media
    Santanu Vasant

Part Seven The Personal Journey

  1. Somewhere in Between: My Experience of Twitter as a Tool for Continuous Personal Development
    Andy Horton
  2. The ‘Healthy Academic’, Social Media, and a Personal and Professional Journey
    Neil Withnell

List of Illustrations

Lighter PDF edition available here.
Timos Almpanis is a Senior Lecturer in Teaching, Learning and Professional Development at the University of Greenwich, UK, with a long career in Education and a particular focus on staff development. He holds a BEd in Philosophy and Education (Aristotle University of Thessaloniki, Greece), an MSc in Computer-based Learning and Training (University of Southampton, UK) and a PhD in E-Research and Technology Enhanced Learning (Lancaster University, UK). He is a qualified teacher for the secondary and the tertiary sectors and a Senior Fellow of the Higher Education Academy (SFHEA). His research interests include academic staff development needs for blended and online learning; ways technology can be used pedagogically to enhance learning; curriculum design; learning theories; Open Educational Resources (OER); the future of online learning. Twitter: @timos75 LinkedIn: https://www.linkedin.com/in/timosalmpanis

Sam Aston is a Librarian working in learning development at The University of Manchester Library. Sam designs and delivers a broad range of teaching activities from innovative, credit-bearing, assessed units to development of academic skills support within programmes for students and staff. Sam has a flair for creating effective learning environments and encouraging creative active learning interactions, and has a keen interest in developing the groups with whom she works. Her areas of specialist interest are: skills development during transition into higher education, and the application of digital pedagogy. She is a Senior Fellow of the Higher Education Academy and the Call for Papers Officer for the Librarians Information Literacy Annual Conference, and you can find her at @manclibrarian on Twitter.

Alex Avramenko is Lecturer in Management in the Dundee Business School at the Abertay University. Alex is a business and management professional with particular interests in enabling effective teaching and learning in higher education. He has worked extensively with active and experiential learning methods within a spectrum of traditional and online programmes in the higher education sector. His current research focuses on lateral pedagogy.

Sue Beckingham is a National Teaching Fellow and Principal Lecturer in Business Information Systems and Technology at Sheffield Hallam University. Her research interests include the use of social media in higher education, and technology-enhanced learning and interpersonal communication; she has published and given keynotes on this work both nationally and internationally. She can be found on Twitter as @suebecks and blogs at https://socialmediaforlearning.com/

Jennie Blake is the Learning Development Manager at the University of Manchester Library and has been working in education for over twenty-five years, teaching in schools and universities in the US and UK. At Manchester, Jennie led on the development of the Library’s multi-award-winning My Learning Essentials, and she contributes to university-wide work around teaching, curriculum design and research in higher education. She is particularly interested in how curriculum design and pedagogy can explicitly address inequality and enable student success. She is a Senior Fellow of the Higher Education Academy, has an MA in Education from the University of California at Berkeley and delivers talks across the UK on pedagogy, student engagement and curriculum design. You can find her on Twitter @jnyrose, and she is always up for a chat.

Rachel Challen has been passionate about the use of learning technology to support solid pedagogical curriculum design for over fourteen years in private, Further and Higher Education sectors and in that time has achieved Senior Fellowship of the Higher Education Academy, Certified Membership of the Association for Learning Technology (CMALT) accreditation, an MSc in Multimedia and eLearning and gives back to the community as an editor of the ALT blog (https://altc.alt.ac.uk/blog). Rachel is currently the Head of the Learning and Teaching Support Unit within the School of Arts and Humanities at Nottingham Trent University and is an active member of the Nottingham Trent Institute for Learning and Teaching with membership of the ePortfolio Steering Group and the Digital Technologies Users Group; she also chairs the Flexible and Online Learning User Group. Jisc named Rachel as one of the top fifty Further Education social media users to follow and she can be found on Twitter @RKChallen or on her team blog https://ntuhumltsu.blog/

In twenty-five years teaching in schools, colleges and universities in the UK and overseas, Martin Compton has witnessed a shift from overhead projectors to digital projectors; from gigantic TVs on wheels to YouTube; and from cut-and-paste with scissors and glue to its electronic equivalent. History will telescope this era and describe what has happened as a digital revolution, but to live it is to see how slow change can be; especially in terms of technology for teaching and learning. When it comes to tech use, Martin likes to think of himself as a bit of an ‘edupunk’ (despite his age) and looks beyond the monolithic institutional tech systems for inspiration. Much of this is tangential to his actual role which is as a Senior Lecturer in teaching, learning and professional development at the University of Greenwich. His research interests include training lecturers in Trans-National Education settings and unorthodox approaches to the observation of teaching and learning. Twitter: @uogmc

Serena Gossain is a creative professional and lecturer in Advertising and Branding. She has worked in the UK and US and holds an MA in Communication Design from Central Saint Martins, and a PGCHE from the University of Westminster. She has over twenty years of industry experience, working as a senior creative for ad agencies and design consultancies and has developed a passion for teaching and learning in the creative field. Serena is currently an Associate Lecturer at the London College of Communication, University of the Arts London and teaches on their BA Advertising course. She is also a lecturer on branding, design management and luxury brand management in other universities. She loves all things design and enjoys creating images and finding the extraordinary in unexpected places. Her Twitter name is @sgdesign5 and you can find her on LinkedIn at https://www.linkedin.com/in/serena-gossain-64a98/

Julie Hall is Deputy Vice Chancellor at Southampton Solent University, a National Teaching Fellow and Professor of Higher Education. Julie’s research has focused on pedagogic practices in HE, widening participation, managing change in universities and closing attainment gaps. Julie has worked on a number of projects in partnership with Jisc, HE Academy and HEFCE. Twitter: @julieh8

Andy Horton is currently a library manager at BPP University and enjoys delivering training to law and health students at London Waterloo and Cambridge and in partner centres overseas. In his previous role at Regent’s University London, Andy won the prestigious Credo Digital Information Literacy award, collaborating with Chris Rowell to create the Twelve Apps of Christmas online course. Before this, he worked at The Inns of Court School of Law, and at Middle Temple library. Andy is passionate about the role of librarians as educators. He is a Fellow of the Higher Education Academy and former Training Officer for the Business Librarians Association. He also serves on the committee of the Alumni Libraries Forum. A graduate of King’s College London, Andy studied librarianship at London Metropolitan University, where he captained the University Challenge team. Twitter: @fechtbuch. LinkedIn: https://www.linkedin.com/in/andy-horton-83b03945/

Paul Kawachi is Professor of Instructional Design at the Open University of China, with thirty years’ experience teaching in higher education mostly in Japan. Currently he works in materials development, teacher training and undertakes research at the Open University of China. He is a lifelong student with a wide range of research interests in teaching English and using learning technologies. He is the editor of the Asian Journal of Distance Education, and has published prolifically throughout the world in books and leading academic journals. LinkedIn: https://www.linkedin.com/in/paul-kawachi-8612a415/

Suzan Koseoglu is an Academic Developer (research and development in technology enhanced learning) at Goldsmiths, University of London. Suzan holds a MEd and PhD in learning technologies. Her area of expertise is online learning with an emphasis on open and networked scholarship and socio-cultural aspects of learning in further and higher education contexts. Her recent research focuses on openness in education, exploring power and pedagogy in hashtag communities. Suzan occasionally blogs at https://wordpress.com/stats/day/differentreadings.com and can be found on Twitter: @SuzanKoseoglu

Donna Lancos is an anthropologist working with ethnographic methods and analysis to inform and change policy in higher education, in particular in and around libraries, research, physical and digital spaces, and teaching and learning practices. Between 2009 and 2018 she was the Library Anthropologist at the University of North Carolina, Charlotte. She has conducted anthropological research in libraries at University College London as well as at UNC Charlotte, and regularly delivers workshops and talks on issues of digital practices, leadership, and institutional change. She co-led the iterations of Jisc’s Digital Leadership Course in 2017 and 2018, and has also conducted a study of teaching practices in Higher and Further Education on behalf of Jisc. She writes about these and other projects at www.donnalanclos.com, and you can also find her on Twitter @DonnaLanclos.

Pat Lockley started out in WordPress at the University of Nottingham as a blogger. He then went to work at the University of Oxford as a developer on WordPress OER projects, before moving to the University of London, where amongst other things, he helped redesign their blog. For the last four years, he’s been self-employed running Pgogy Webstuff and doing a lot in WordPress. You can see more on his WordPress profile https://profiles.wordpress.org/pgogy or on Twitter at @pgogy

Margy MacMillan (@margymaclibrary) is a librarian and professor recently retired from Mount Royal University in Calgary, Alberta, Canada. Her areas of interest are information literacy, the scholarship of teaching and learning, social media use by academics and the barriers students face in reading academic materials. She is enjoying retirement exploring Vancouver Island, developing an interest in photography, and catching up on all the academic and not-so-academic projects she didn’t get to while still working. She stays connected to her academic communities and is active on Twitter @margymaclibrary, working in various capacities for Teaching & Learning Inquiry (http://tlijournal.com), and serving as an Advisor-at-Large for Project Information Literacy (http://www.projectinfolit.org).

Andrew Middleton is Head of Academic Practice & Learning Innovation at Sheffield Hallam University and a National Teaching Fellow. As Chair of the UK Media-Enhanced Learning Special Interest Group he has led innovation through the scholarly development and sharing of good practice in relation to digital and social media pedagogies since 2008 when the SIG was established. He is known for his pioneering work on developing audio feedback, smart learning, future learning spaces and digital placemaking. He has recently published Reimagining Spaces for Learning in Higher Education (2018) which proposes the development of innovative hybrid learning space reflecting the disruption of formal-non-formal and physical-digital spatial binaries in higher education. Andrew has been instrumental in organising the UK Social Media in Higher Education Conference over three years.

Chris Millson is eLearning Manager for The University of Manchester Library. He oversees the Library’s eLearning output including the open source, open access online resources for My Learning Essentials. He is leading development of the Library’s approach to using the social writing platform Medium for learning, currently implemented in two courses: Open Knowledge in Higher Education (aimed at staff), and Digital Society (aimed at undergraduates). He has been a tutor and course leader on both, helped develop the former, and led a successful redevelopment of the latter. Chris has a PG Cert in Academic Practice and is a Fellow of the Higher Education Academy. He has been Chair and Vice Chair of the Centre for Recording Achievement. He is passionate about learning, technology, and their intersection. His work has led to two Blackboard Catalyst Awards. He is @asameshimae on Twitter and is always happy to chat.

Dave Musson is editor-in-chief of The Native – a hub of inspiring resources for education and youth marketers – as well as the lead social media strategist at Natives Group. His colleagues sometimes call him a social media ‘guru’, but he gets embarrassed when it happens. Before joining Natives Group, Dave led on social media at the University of Warwick. He also spent two years as co-chair of the Council for the Advancement and Support of Education (CASE) Europe Social Media and Community Conference. Outside of work, he hosts not one, not two, but three podcasts. Twitter: @davemusson LinkedIn: https://www.linkedin.com/in/davemusson85

Chrissi Nerantzi (@chrissinerantzi) is a Principal Lecturer in Academic CPD in the Centre for Excellence in Learning and Teaching at Manchester Metropolitan University. Chrissi’s area of interests are creativity and openness in learning and teaching and she has co-founded a range of innovative professional development opportunities fuelled by crossboundary collaborations and community engagement. She used to be a computer programmer in the Greek Navy, teacher of Modern Foreign Languages, and a literary translator, and loves photography, writing stories for children and making stuff. Visit Chrissi’s LinkedIn profile at https://www.linkedin.com/in/chrissinerantzi and her website at https://chrissinerantzi.wordpress.com

Jane Norris is interested in digital theories of time, materials and objects and the narratives we build around design. She is currently writing on post-enlightenment ways of relating to materials: How Materials Speak. She has an essay ‘Touching Knowledge’ in Meet Us in The Now, a collaborative Royal College of Art book, as well as a short story, ‘Re-Pairing’ in the Virtual Futures Vol. 1 anthology. She has written a regular Dictionary of Craft column in the Crafts Council CRAFTS magazine and opinion pieces for design magazine Fiera. Her piece ‘A View from the Throne’ was published in the ’Toilet’ issue of Dirty Furniture. She recently completed post-doc research in the Critical Writing department of the Royal College of Art. Jane works as an Associate Professor in the School of Liberal Arts at Richmond University the American University in London. Twitter: @janeviatopia

Lawrie Phipps’ current portfolio contains work in student experience, technology-enhanced learning, digital research practice, digital leadership and change management. He developed Jisc’s Digital Leaders course and continues his research around digital leadership. His previous work includes social media in education, institutional efficiency, and accessibility for disabled students. Lawrie is Fellow of the Higher Education Academy, and is a Senior Codesign Manager working in the Jisc research and development directorate. He is a facilitator, coach and mentor around all things digital. Prior to his current role, Lawrie worked as a learning technologist, a telecommunications engineer and served in the Royal Navy. You can find him on line at www.Lawriephipps.co.uk and Twitter @lawrie

Chris Rowell is an Academic Developer in Digital Enhanced Learning at London South Bank University.  Previously he was Learning Technology Manager at Regent’s University in London, a Lecturer in Economics (1990–2005) and a Lecturer in Education (2005–2010) at the University Centre Croydon. Currently he is completing a Doctorate in Education at the Institute of Education at UCL. His research interests are all things to do with learning technology, more specifically the use and evaluation of social media by staff and students in Higher Education. He is also editor of the Association for Learning Technology’s (ALT) blog. You can find him on twitter @chri5rowell and blogging at https://totallyrewired.wordpress.com/

Santanu Vasant leads the Learning Technology Team in the Centre for Excellence in Learning and Teaching at the University of East London. He has over fifteen years’ experience in education having previously worked at Brunel University London, Imperial College London and City, University of London and as a secondary school teacher of ICT. His current work involves investigating the impact of classroom technologies and mobile technologies (including the use of social media) on learning, and the design of teaching and learning spaces. He is also a school governor at the Northwood School in North West London and reviewer for the Association for Learning Technology’s Journal Research in Learning Technology. Twitter: @santanuvasant

Mark Warnes is a Research Fellow in Anglia Learning & Teaching at Anglia Ruskin University. As part of his wide portfolio of pedagogic research--related activities, he has delivered an online course of Twitter for academic purposes since 2014. Mark manages ARU’s Learning and Teaching Project Award scheme, mentoring pedagogic researchers through an 18-month-long project, and co-organising the annual Learning and Teaching conference at which they present. Mark also manages the Good Teaching Exchange, identifying colleagues engaged in good teaching practice, and capturing their expertise using video interviews and case studies. Mark manages the Pedagogic Research Directory, an online repository of outputs from pedagogic activities at ARU. Mark further supports the Pedagogic Research Community by co-facilitating monthly meetings and biannual writing retreats. Twitter: @MarkWarnes2. LinkedIn: https://uk.linkedin.com/in/markwarnes-81b72229

David Webster is Head of Learning & Teaching Innovation / Principal Lecturer in Religion, Philosophy & Ethics at the University of Gloucester. He works on the intersection of popular culture, religious belief and philosophical reflection. He is interested in how these all impact on the way we choose to live, and the choices we make in relation to our fellow sentient beings. He studied his PhD with Professor Peter Harvey at the University of Sunderland, in Buddhist Studies. As well as working for the Open University, and a variety of adult education providers and universities, David has been at Gloucestershire since 2000. He teaches a range of topics, as well as publishing and speaking in a range of settings. Twitter: @davidwebster

Neil Withnell is Associate Dean, Academic Quality Assurance, at the University of Salford. A qualified mental health nurse, Neil has worked in higher education for the past fifteen years and is a Senior Fellow of the Higher Education Academy. He is the author of Family Interventions in Mental Health (2012) and his research interests include therapeutic horticulture and social media in healthcare. Neil is active on Twitter and can be found under @neilwithnell

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