FH2: curated principles

This is a list of the principles generated by the hack groups (generally two principles per group).

How can social media practices help:

Hack 1

Develop and share identity

  1. Freedom of choice
  2. Respect diversity
  3. Allow students & staff the freedom to have an identity (or various identities) that they do not need to disclose within the context of their learning
  4. Create a special learning and teaching community for collective, collaborative learning = disciplinary identity
  5. Facilitate entry point to professional networks/ break down barriers (virtual and physical)
  6. Developing or evolving identities in multiple personal and professional networks
  7. Valuing difference in yourself and others, being civil and inclusive
  8. Enabling informed choice and empowering through awareness of options
  9. Embedding mutual respect and trust in learning And teaching environments, online and/or offline

Build and support community

  1. Support people to enter the community
  2. Form a collective ethos (organically)
  3. Encourage positive but critical feedback
  4. Promote positive silent observation
  5. To enhance the communication channels between staff and students (combining instant and recorded/revisitable, frequency of interaction)
  6. Removing barriers and exposure to people beyond one’s immediate physical vicinity enhances communication networks
  7. Connecting with like-minded individuals and professionals via social media allows students to slowly (or at their own pace) enter the community of practice in their chosen discipline
  8. Crowdsourcing/co-creation via social media enhances a sense of belonging and gives access to a greater diversity of perspectives, facilitating critical reflection

Hack 2

Engaging in debate and dialogue

  1. Listen, reflect and then respond (if you choose to)
  2. Encourage debate to span multiple spaces, including out of sight of the institution
  3. Social media removes the “walls” of the classroom to enable wider discussion
  4. Rules of engagement, agreed set of behaviours
  5. Social media can enable the process of learning rather than assimilating content. Sage on the stage vs guide on the side vs crowd-sourced knowledge?
  6. Respect multiple levels of engagement
  7. Burst the filter bubble!!!!!
  8. Learn to time travel
  9. Learn to process (or not)
  10. Providing the opportunity to students to engage across disciplines, departments, continents. And across cultural backgrounds
  11. Providing space and time for everyone to reflect properly on what is being said and what they might want to say- to develop personal perspectives

Support and build citizenship of a discipline or society

  1. Self-formed virtual nations based on shared interests
  2. Participation comes with an understanding that their are collective rights and responsibilities
  3. Being aware of and embracing institutional risk in the use of social media
  4. Engagement and networking to enable inclusive, open and fair opportunities for learning and teaching
  5. Enable the transfer of knowledge to and from the classroom (between the classroom and the world beyond) to bring about opportunities for authentic lifelong learning.

Hack 3

Defining and understanding authenticity

  1. Equip students to evaluate and interrogation sources – information capabilities
  2. The social media you is a source, and deserving that same evaluation and interrogation
  3. Provide opportunities for open and honest interactions
  4. Understanding authenticity in different contexts
  5. Developing a culture of sharing stories where authenticity needs to be questioned
  6. Being human is super important
  7. Must embed digital literacy
  8. Student and staff generated content can define and create authenticity

Generating and sharing creativity

  1. Working in the open, sharing work in progress and being in perpetual beta
  2. Collaboration and remixing: build – break – rebuild
  3. Social media context is the right context for knowledge
  4. The Wikipedia model shows that knowledge is growing, fluid, and could be used positively in teaching and learning
  5. Offer learners a range of opportunities to share and collaborate with people beyond your tutor or class
  6. Making work (especially assessed work) open rather than hidden, ensuring that degree of openness is an informed decision

Hack 4 took the form of a discussion in response to items from the ‘BURNT’ activity