Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020 Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning. https://www.bettshow.com/bett-seminar-programme-2020

1. A SMASHing approach to developing student
engagement and empowerment through the
critical evaluation of social media for learning
Academic Mentor: Sue Beckingham @suebecks
Students: Matty Trueman @Matty_Trueman and Gag Warinch @GagWarinchSHU

2. So what is SMASH?!
SMASH = 'Social Media for Academic Studies at Hallam'
SMASH is a ‘students as partners’ project which considers the potential of social
media for learning. This student-led special interest group relooks at the
affordances digital and social media tools can provide in and out of the classroom;
as a means to organise learning; to support learning and to showcase learning.

3. Students as Partners
Cook-Sather et al (2014:6-7) define a student-faculty partnership as a
“Collaborative, reciprocal process through which all
participants have the opportunity to contribute equally,
although not necessarily in the same ways, to curricular
or pedagogical conceptualization, decision making,
implementation, investigation, or analysis."

4. Students as Partners Values
authenticity all parties have a meaningful rationale for investing in partnership, and are honest about what they can
contribute and the parameters of partnership
inclusivity partnership embraces the different talents, perspectives and experiences that all parties bring, and
there are no barriers (structural or cultural) that prevent potential partners getting involved
reciprocity all parties have an interest in, and stand to benefit from, working and/or learning in partnership
empowerment power is distributed appropriately and all parties are encouraged to constructively challenge ways of
working and learning that may reinforce existing inequalities
trust all parties take time to get to know each other, engage in open and honest dialogue and are confident
they will be treated with respect and fairness
challenge all parties are encouraged to constructively critique and challenge practices, structures and approaches
that undermine partnership, and are enabled to take risks to develop new ways of working and learning
community all parties feel a sense of belonging and are valued fully for the unique contribution they make
responsibility all parties share collective responsibility for the aims of the partnership, and individual responsibility for
the contribution they make
(HEA 2014 cited by Healey et al 2014)

5. HEA Framework for partnership in learning and teaching
HEA 2014

6. Exploring new approaches
"While mobile technology is not and never will be an educational
panacea, it is a powerful and often overlooked tool – in a repertoire of
other tools – that can support education in ways not possible before”
(UNESCO 2013)
Unique benefits of mobile learning include:
anytime/anywhere learning, personalised learning, active
learning, bridging of formal/informal learning, inclusive learning,
and can improve communication and interaction.

7. Background to SMASH
Founding Members
Jess, Corran, Ola and
Sher
Co-developed the three
pillars model and first
Guest blog post
Team expanded
Corran, Jess +
Abby, Matty and Callum
Co-developed SMASH
branding and resources,
and led workshops.
Presented at
#SocMedHE17 and
#CAN18
New members
Jess, Matty, Callum +
Joe, Amy and Ola
Developed new card
resources, guest blog
post and led workshops
Current team
Matty +
Kai, Curtis and Gag
Extending the
framework and
resources. Presented at
SocMedHE19 and
#BETT20
2016-17 2017-18 2018-19 2019-20

8. Framework – The Three Pillars
Helping staff to identify
and use social media
tools for communication
and collaboration within
and beyond the
classroom.
Learning
Activities
Showcasing
Learning
Helping students to
prepare digital portfolios
to openly share
outcomes and projects to
develop a professional
online presence.
Organising
Learning
Helping students and
staff to identify and use
relevant social media
tools to curate and
organise information
relating to learning.

9. Framework – The Four Pillars
Helping staff to identify
and use social media
tools for
communication and
collaboration within &
beyond the classroom.
Learning
Activities
Showcasing
Learning
Helping students to
prepare digital portfolios
to openly share
outcomes & projects to
develop a professional
online presence.
Organising
Learning
Helping students &
staff to identify & use
relevant social media
tools to curate &
organise information
relating to learning.
Student
Support
Helping students to find
resources online to
support their wellbeing
& academic studies
whilst at University.

10. Resources
Guest blog post for Sheffield
Hallam University and Social
Media for learning blog
All have been given a Creative Commons License
7 Things you can use…
*[add social media tool]
in learning and teaching
Reverse Social Media
What do we want to achieve and
how can social media help
CARD
ACTIVITY
BLOG
POSTS
CARD
ACTIVITY

11. Workshops
The SMASH team have led workshops with staff and students. Using the cards,
participants have engaged in conversations about how social media can be used
to enhance learning and teaching; aid collaborative group work and showcase the
work students are doing.
Guest blog post

12. Developing Digital Capabilities of Staff
What did we learn from staff at the
workshop?
• Staff agree that social media can be
used to enhance their learning
• Agree that current university VLE
requires more flexibility
• Support the idea of tracking student
progress using social media
• Feel the need to support individual
learning through group work
What staff valued using these social
media tools for learning
• Google Apps – Efficient engagement
amongst student groups
• Trello – Divide responsibility and
maintain accountability
• Blogging – Track student progress
• YouTube – More flexible learning
• WhatsApp – Generating student
community, with direct messaging
VS

13. Developing Digital Capabilities of Students
What students valued using these social
media tools for learning
• Google Apps – Collaboration
• Trello – Project management on group
projects
• Twitter – Links to resources
• Socrative – Engaging / Anonymous
• YouTube – Visually appealing and
accessible to students
VS
What did we learn from students at the
workshop?
• Students agree that social media can
be used to enhance their learning
• Welcome the idea of having direct
messaging chat support via Twitter for
quicker responses
• Supportive of Socrative and working in
teams when completing online quizzes
• Learning content can be
subconsciously viewed whilst using
social media

14. Developing Digital Capabilities of Self
“I’ve learnt the benefits of multiple social
media technologies and how they can benefit
learning.”
Abby
“I’ve gained experience surrounding the use of
social media to enhance learning and efficient
collaboration”
Callum
“I’ve learnt how to overcome communication
obstacles throughout this year, and the sheer
amount of research on social media there is to
be done”
Jess
“Over the past two years, I have learnt about
the flexibility of social media, how it can be
used in education from many different
directions & ultimately, how to work in a team
of diverse people.”
Corran
“I’ve learnt how to create engaging content
using digital tools such as Canva for my social
media campaigns”
Matty

15. Value of a virtual community of practice (VCoP)
Key themes:
● Peer learning - the significance of helping others learn;
● Confident communication - learning to utilise different media to suit the
situation and task at hand;
● Companionship and teamwork - taking ownership and supporting each other
to work collaboratively;
● Transferable skills - recognition that these skills can be applied in the
workplace.
(Beckingham et al 2019)

16. Value of a Virtual Community of Practice (vCoP)
“Enhancing learning through partnerships
with other students ”
Abby
“Developing a rapport with team members
from different backgrounds through digital
platforms”
Callum
“Using FaceTime allowed me to participate in
SMASH meetings whilst I was on the other
side of the country!”
Jess
“Using apps such as Skype allow us to meet
virtually in any location, allowing us to keep
flexible with our studies”
Corran
“Greater digital knowledge gained through
discussion and companionship”
Matty

17. Next Steps
Develop the website to
openly share the resources
with a Creative Commons
licence.
RECRUIT
MORE
STUDENTS
FUTURE
DEVELOPMENT
FUTURE
DEVELOPMENT
Focus on developing the 4th
pillar to identify social
media channels to drive
awareness of the support
available at University for
students.
Capturing interest this year,
from first and second year
students.

18. Thank you for Listening
This work has a Creative Commons license
Sue Beckingham: @suebecks
Matty Trueman: @Matty_Trueman
Gag Warinch @GagWarinchSHU
#shuSMASH
Other current SMASH members
Kai Ackroyd: @KaiAckroydSHU
Curtis Alexis-Jones: @SHUCurtisAJ

19. References
Beckingham, S., Wood, C., Paddon, J., Butler, A., Trueman, M. and Rooney, C. (2019) A SMASHing approach for
developing staff and student digital capabilities within a Community of Practice. Journal of Educational Innovation,
Partnership and Change, 5(1) 'Championing Student-Staff Partnerships in an Age of Change'. Available from:
https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/923/pdf
Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging Students as Partners in Learning and Teaching. San Francisco:
Jossey-Bass.
HEA (2014) Framework for partnership in learning and teaching. Higher Education Academy. Available from:
https://www.advance-he.ac.uk/guidance/teaching-and-learning/student-engagement-through-partnership
Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and
teaching in higher education. Available from: https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-
students-partners-learning-and-teaching-higher
UNESCO (2013) UNESCO policy guidelines for mobile learning. Available at:
http://unesdoc.unesco.org/images/0021/002196/219641e.pdf

20. Abstract
This session will outline the students as partners project which considers the
potential of special media for learning. The student-led 'Social Media for Academic
Studies at Hallam' special interest group relooks at the affordances digital and
social media tools can provide in and out of the classroom; as a means to
organise learning; and to showcase learning. Attendees will learn how this
partnership has evolved, what the students gained from being involved and have
an opportunity to see the resources created by the students (which all have a
Creative Commons licence) and how these have been used to critically evaluate
social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020