The use of smart technologies and social media by staff and students in and out of the classroom ... more The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions. This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being. The edited book features 28 contributors - research, case studies and scenarios
The original idea for an ongoing tweetchat for professional development came from Dr. Chrissi Ner... more The original idea for an ongoing tweetchat for professional development came from Dr. Chrissi Nerantzi. The idea emerged through the success of the #BYOD4Lchat, a daily feature of the 5-day openly-licensed course Bring Your Own Devices for Learning (BYOD4L), first offered in January 2014 and based on flexible, distance and online learning (FDOL) Offered Monday to Friday from 8-9pm UK time #BYOD4Lchat always created a real buzz. Chrissi saw the potential for a tweetchat on its own, outside a course that would have the potential to develop a community around it. Courses have such a short lifespan, she thought. What about a community approach to professional development? If we want our academics engaged in ongoing professional development could a weekly tweetchat be an attractive option? Could it work? She wanted to give it a go! When the idea matured a little bit in her head, she shared it with Sue Beckingham over a Skype meeting and then with Dr. David Walker and Peter Reed in an ema...
Over the last few years, social media (such as Twitter, Facebook, Flickr and Instagram) has becom... more Over the last few years, social media (such as Twitter, Facebook, Flickr and Instagram) has become widespread as a ubiquitous means for users to share their daily activities include check-ins, taking photos and expressing their personal feelings on these platforms (Cao, Wang, Hwang, Padmanabhan, Zhang & Soltani, 2015). These kinds of online applications have attracted hundreds of millions of users who routinely employ social media as their primary source of news and entertainment (Li & Tsai, 2015). Due to its ease of use, speed, and convenience, social media has fast changed the public discourse in society (Asur & Huberman, 2010). Social media no longer plays a passive role of just delivering messages; users can create, renew, modify, share, and discuss content individually or collectively (Kietzmann, Hermkens, McCarthy, & Silvestre, 2011). Interestingly, social media have also become scholar media and been adopted in the educational field; students can interact with their teachers, classmates and build learning groups via social media, which may evolve into innovative educational environments. In view of this, it is necessary to rethink how to use Web 2.0 technologies, social media, and their applications in higher education as effective and efficient educational tools. After reviewing the book, Social Media in Higher Education Teaching in Web 2.0, readers may comprehend how the new types of social media tools such as Twitter, Facebook, blogs and other social media have been adopted in teaching, and start to be concerned with issues such as cyberbullying and what challenges we may face in the educational context. The book is based on extensive studies that have been carried out by the authors. In addition to the preface, there are 19 chapters divided into four sections, which cover seven main topics, including: 1. academic events through social media, 2. Blogs, 3. mobile social media, 4. Podcasting, 5. social media education and training, 6. social media tools, and 7. social networking. All chapters present a
Measurement Methodologies to Assess the Effectiveness of Global Online Learning
This chapter presents the findings from four case studies by higher education curriculum teams wh... more This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student expe...
This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its u... more This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its use in combination with the Behaviour Change Wheel (BCW) in developing an intervention which aims to promote the adoption of learning design methodologies by academic staff working with learning technologists in Higher Education (HE). Qualitative structured interviews were conducted among members of staff from five UK universities based on the COM-B model to identify the main behavioural determinants for the use and implementation of learning design methodologies. The analysis suggests that the implementation of learning design methodologies/frameworks might be more likely to occur if academic staff and learning technologists’ psychological capability, physical and social opportunities, and intrinsic and extrinsic motivations are addressed. The COM-B model and the BCW have been effective in the context of learning design to analyse the behaviour of academic staff and learning technologist...
The use of smart technologies and social media by staff and students in and out of the classroom ... more The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions. This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being. The edited book features 28 contributors - research, case studies and scenarios
The original idea for an ongoing tweetchat for professional development came from Dr. Chrissi Ner... more The original idea for an ongoing tweetchat for professional development came from Dr. Chrissi Nerantzi. The idea emerged through the success of the #BYOD4Lchat, a daily feature of the 5-day openly-licensed course Bring Your Own Devices for Learning (BYOD4L), first offered in January 2014 and based on flexible, distance and online learning (FDOL) Offered Monday to Friday from 8-9pm UK time #BYOD4Lchat always created a real buzz. Chrissi saw the potential for a tweetchat on its own, outside a course that would have the potential to develop a community around it. Courses have such a short lifespan, she thought. What about a community approach to professional development? If we want our academics engaged in ongoing professional development could a weekly tweetchat be an attractive option? Could it work? She wanted to give it a go! When the idea matured a little bit in her head, she shared it with Sue Beckingham over a Skype meeting and then with Dr. David Walker and Peter Reed in an ema...
Over the last few years, social media (such as Twitter, Facebook, Flickr and Instagram) has becom... more Over the last few years, social media (such as Twitter, Facebook, Flickr and Instagram) has become widespread as a ubiquitous means for users to share their daily activities include check-ins, taking photos and expressing their personal feelings on these platforms (Cao, Wang, Hwang, Padmanabhan, Zhang & Soltani, 2015). These kinds of online applications have attracted hundreds of millions of users who routinely employ social media as their primary source of news and entertainment (Li & Tsai, 2015). Due to its ease of use, speed, and convenience, social media has fast changed the public discourse in society (Asur & Huberman, 2010). Social media no longer plays a passive role of just delivering messages; users can create, renew, modify, share, and discuss content individually or collectively (Kietzmann, Hermkens, McCarthy, & Silvestre, 2011). Interestingly, social media have also become scholar media and been adopted in the educational field; students can interact with their teachers, classmates and build learning groups via social media, which may evolve into innovative educational environments. In view of this, it is necessary to rethink how to use Web 2.0 technologies, social media, and their applications in higher education as effective and efficient educational tools. After reviewing the book, Social Media in Higher Education Teaching in Web 2.0, readers may comprehend how the new types of social media tools such as Twitter, Facebook, blogs and other social media have been adopted in teaching, and start to be concerned with issues such as cyberbullying and what challenges we may face in the educational context. The book is based on extensive studies that have been carried out by the authors. In addition to the preface, there are 19 chapters divided into four sections, which cover seven main topics, including: 1. academic events through social media, 2. Blogs, 3. mobile social media, 4. Podcasting, 5. social media education and training, 6. social media tools, and 7. social networking. All chapters present a
Measurement Methodologies to Assess the Effectiveness of Global Online Learning
This chapter presents the findings from four case studies by higher education curriculum teams wh... more This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student expe...
This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its u... more This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its use in combination with the Behaviour Change Wheel (BCW) in developing an intervention which aims to promote the adoption of learning design methodologies by academic staff working with learning technologists in Higher Education (HE). Qualitative structured interviews were conducted among members of staff from five UK universities based on the COM-B model to identify the main behavioural determinants for the use and implementation of learning design methodologies. The analysis suggests that the implementation of learning design methodologies/frameworks might be more likely to occur if academic staff and learning technologists’ psychological capability, physical and social opportunities, and intrinsic and extrinsic motivations are addressed. The COM-B model and the BCW have been effective in the context of learning design to analyse the behaviour of academic staff and learning technologist...
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Books by Santanu Vasant
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
The edited book features 28 contributors - research, case studies and scenarios
Papers by Santanu Vasant
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
The edited book features 28 contributors - research, case studies and scenarios