Keynote #DigitalEd Galway-Mayo Institute of Technology 6th May 2020

1. Leading by Example: Being, Belonging
and Becoming Digital Citizens
Sue Beckingham, Sheffield Hallam University
Keynote #DigitalEd Galway-Mayo Institute of Technology
6th May 2020

2. Being, Belonging and Becoming
Sue Beckingham NTF, CMBE, SFHEA, FSEDA, CMALT, MSc TELIC, MA,
PgCLTHE
National Teaching Fellow | Principal Lecturer in Digital Analytics and Technologies | LTA
Lead for Computing | Educational Developer (TEL) | Visiting Fellow Edge Hill University
Sheffield Hallam University | Department of Computing | College of Business, Technology
and Engineering | S1 1WB | T: 0114 225 6923 | E: s.beckingham@shu.ac.uk

3. Perception

5. The Quality of Life Model
The extent of a person's Quality of Life in the
areas of Being, Belonging, and Becoming and
their sub-domains is determined by two factors:
importance and enjoyment.
Used in research projects carried out by the Quality of Life Research Unit, was
developed at the Centre for Health Promotion, University of Toronto.

6. Quality of Life model
Being
who one is
Belonging
connections with one’s
environment
Becoming
achieving personal goals,
hopes, and aspirations
Physical being Physical belonging Practical belonging
Psychological being Social belonging Leisure becoming
Spiritual being Community belonging Growth becoming

7. Being
who one is
Belonging
connections with one’s
environment
Becoming
achieving personal goals,
hopes, and aspirations
Physical Being
physical health
personal hygiene
nutrition
exercise
grooming and clothing
general physical appearance
Physical Belonging
home
workplace
school/college/university
neighbourhood
community
Practical Becoming
domestic activities
paid work
school or volunteer activities
seeing to health or social needs.
Psychological Being
psychological health and
adjustment
cognitions
feelings
self-esteem, self-concept and self-
control
Social Belonging
intimate others
family
friends
co-workers
neighbourhood and community
Leisure Becoming
activities that promote relaxation
and stress reduction
Spiritual being
personal values
personal standards of conduct
spiritual beliefs
Community Belonging
adequate income
health and social services
employment
educational programs
recreational programs
community events and activities
Growth Becoming
activities that promote the
maintenance or improvement of
knowledge and skills
adapting to change.

8. Being
who one is
Belonging
connections with one’s
environment
Becoming
achieving personal goals,
hopes, and aspirations
Physical Being
• My appearance - how I look
• Making healthy choices -
alcohol, drugs, smoking
Physical Belonging
• The earth and its environment
• Feeling safe at school, in the
neighbourhood and when I go
out
Practical Becoming
• Looking after myself and my
appearance
• The work I do at a job while
still a student
Psychological Being
• Being independent
• Knowing where I am going
Social Belonging
• Being appreciated by others
• The friends I have
Leisure Becoming
• Participating sports and
recreation activities
• Visiting and spending time
with others
Spiritual being
• Having hope for the future
• Feeling that life has meaning
Community Belonging
• Being able to access
medical/social services on my
own
• Having things to do in my
community in my spare time
Growth Becoming
• Planning for a job or career
• Solving my problems

9. The D3BsC model Middleton (2019)

10. 1) communities can be intended as
a set of people who have something
in common;
2) communities can be intended as
groups of people who interact.
Tardini and Cantoni 2005
Developing a sense of belonging
within communities

11. Belong can also equate to
be rightly classified
be in the right place or situation
be suitable or acceptable
be owned

12. The antonym of belong
free
independent
self-governing
autonomous
self-sufficient
liberated

13. Belonging
Distanced

14. A sense of belonging is deeply important to
emotional health and personal wellbeing.
Individuals develop a sense of belonging when
they feel that they are part of a larger community
that they believe in - a community that welcomes
them, a community that respects and represents
their values, and a community that helps them to
fulfil their aspirations. Individuals develop a sense
of belonging when they feel connected to other
people, especially those who share their distinct
life experiences, interests, or goals
The Belonging Project, Stanford University
???

15. https://twitter.com/lizandmollie/status/1150109074098253824?s=20

16. True belonging doesn't require us to change who
we are. It requires us to be who we are.
Brené Brown

17. The concept of space and place
Space becomes place when
it acquires symbolic
meaning and a concrete
definition, marking the
whole spectrum of identity
and sense of belonging.
Tsatsou 2009

18. The importance of dialogue

19. Who’s actively listening?

20. AND to continue this
dialogue face to face
CREATORS
CURATORS
CRITICS
CONVERSATIONALISTS
COLLABORATORS
COMMUNICATORS
Social Media EMPOWERS
individuals to become digital:
Beckingham 2013
http://www.slideshare.net/suebeckingham/scholarship-and-social-media

21. The conversation continuum
monologue
debate
discussion
dialogue
Rozenthuler 2019

22. The conversation continuum
• Monologue
One person speaks and the other/s listen. A leader holding a ‘townhall’ to transmit a message to
a large audience can be an effective way to communicate. The risk is, however, that the other
people aren’t fully engaged. The speaker is often ‘downloading’ information that they already
know and others switch off.
• Debate
An exchange where one person puts forward an argument to support their point of view and
another challenges it with a counter-argument. Whist this can be lively as people ‘nail their
colours to the mast’, it often results in people taking fixed positions and becoming entrenched.
The combative atmosphere limits learning.
• Discussion
A conversation where people analyse options and try to decide on a way forward. The root of
the word ‘discussion’ is the same as ‘percussion’ and ‘concussion’ and means to ‘shake apart’ or
‘break down.’ Whilst a discussion can be a useful way to explore the respective pros and cons, it
rarely leads to fresh thinking.
• Dialogue
A meaningful conversation where people think together about new possibilities. Coming from
the Greek, dia,meaning ‘through’ and logos meaning ‘word’, the essence of dialogue is the flow
of meaning that comes through an exchange of words. When people slow down and speak
about what is moving through them in-the-moment, new ideas and deeper insights emerge.
Rozenthuler 2019

23. “Collaboration is important not just because it's a
better way to learn. The sprit of collaboration is
penetrating every institution and all of our lives. So
learning to collaborate is part of equipping yourself for
effectiveness, problem solving, innovation and life-long
learning in an ever changing networked society. ”
Don Tapscott 2013

24. Social is a behaviour, not a channel
Most people visit social networking sites to connect with others: to stay
in touch with friends and family; to share things with colleagues and
peers; and even to meet strangers with similar interests and needs.
There are times when technology plays an important part in facilitating
these connections; the filters on Instagram, or the sharing features
common to most social networks, are important parts of the social
networking experience.
However, for most people, social media are just means to an end, with
that ‘end’ being social interaction.
Simon Kemp 2014:21

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

26. 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)

27. Engagement is not a goal, it's an outcome of trust and
responsibility
Sylvia Libow Martinez @smartinez

28. Examples of multimodal approaches to learning and teaching;
creating digital objects to re-visit and reflect on, and using social
media to share student achievements.

29. Capturing students’
reflections of their
concerns as they start
university
Embed infographic in
Blackboard

35. 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.
Student led special interest
group (rebranded as SMASH by
the students!)

36. 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.

37. 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

38. Curating Learning
Mind Mapping
Networking
Presentations
Storage
To Do Lists
Card
activity

39. The cards were inspired by
7 Things you should know about...
Each brief focuses on a single practice or technology
and describes what it is, how it works, where it is going,
and why it matters to teaching and learning.
https://library.educause.edu/

40. Guest blog post in response to COVID19

41. Guest blog post 2

42. How might our students share their
stories and inspire others?

44. HOW can organisations help staff make good
use of social media?
1 Encourage CPD time and share exemplars of how to get
started
2
3
4
Empower staff to use social networks in the workplace
Share stories about staff achievements
Senior Management acting as role models

45. HOW can individuals make good use of social
media?
1
Understand the importance of having a relevant bio on their
own online profiles
2
3
4
Connect with other professionals outside of your own
institutional network of peers
Take advantage of anytime anyplace CPD opportunities and
realise the value of self-determined learning
Developing and owning their own professional online presence
by sharing achievements of self AND others

46. What you can share on social media
Add
• presentations to SlideShare and sharing also on your LinkedIn profile
• your publications to your LinkedIn profile: articles, press releases,
papers, books and chapters
• projects you are involved in along with the names of those you are
collaborating with
Write
• guest posts for other peoples’ blogs, websites and digital magazines
• your own blog and share a link via Twitter
• a LinkedIn post and updates which include links to useful content

48. The importance of sharing the ups and downs

49. http://lornamcampbell.org/wp-content/uploads/2018/05/Starting-CMALT-Advice-from-the-community.pdf/
7 pages of tweets captured

50. Plutchik's wheel of emotions
Easily missed when online

51. Early day emoticons
• :) = SMILE
• :D = SMILE/LAUGHING/BIG GRIN
• ;) = WINK
• :X = MY LIPS ARE SEALED
• :P = STICKING OUT TONGUE
• { } = HUG
• :( = FROWN
• :'( = CRYING
• 0:) = ANGEL
• }:> = DEVIL

52. #ScientistsWhoSelfie –
How sharing selfies can
build trust in science
Selfies – don’t just capture an in-the-moment
experience. For scientists, taking and sharing
selfies has the potential to dissolve stereotypes.
One stereotype in particular that plagues
scientists, is that of the ‘mad scientist’, a
caricature of Albert Einstein – an old, white, man
in a lab coat, intelligent, but also awkward, aloof,
alone. This stereotype may seem innocuous, but it
can also be harmful, as it sets scientists and
science apart from society, limiting both public
understanding and trust in science.
Carmichael 2019 LSE Impact Blog

53. So do selfies, or self-portraits, change people’s stereotypes
of scientists? The team hypothesised that images of diverse,
friendly scientists providing a glimpse of their everyday work
may help change the stereotype that scientists are
competent but not warm. #ScientistsWhoSelfie
Carmichael 2019 LSE Impact Blog

54. #ScientistsWhoSelfie
• Implications for outreach and education
• Demonstrated how diverse science is
• Promoted interactions between scientists,
educators and the public
• Students engaged able to engage with the
community they aspire to belong to
• Foster open learning communities
• Share insights into research
• Engage citizens in conversations about research
Carmichael 2019 LSE Impact Blog

55. Helen Webster's @scholastic_rat
10 Days of Twitter
https://10daysoftwitter.wordpress.com/

56. Snapchat is a multimedia messaging app. One of the principal features of Snapchat is that pictures
and messages are usually only available for a short time before they become inaccessible to their
recipients, unless you use the Group chat function and photos from your camera roll rather than
through the app.
Using Snapchat as a tutorial tool Suzanne
Faulkner @SFaulknerPandO
• Snapchat is where your students ‘are’, meet them there!
• Your students can see when you are available to Snap.
• Instant communication with your whole tutorial group at once.
• Your students can support each other, under your supervision.

57. Using Snapchat as a tutorial tool Suzanne
Faulkner @SFaulknerPandO
“It’s a lot less formal so can
ask a question and have a
conversation about something
without a well planned out
question and having to
structure it all.”
“You don’t just see your
questions, you see everyone’s
and sometimes it’s things you
didn’t think about before.”
“I find it to be less formal, and
more comfortable to ask
multiple questions compared
to e-mails. ”
“Snapchat tutorial is good
because I actually enjoy
reading the info, and I can
absorb key information on the
go, without feeling as though I
have to sit down and study.”
“Because of a quick response,
it gives the impression of a
conversation and can get a
better rapport with both
lecturer and class mates.”
https://suzannessnapchat.wordpress.com/

58. Follow @LTHEchat
https://lthechat.com/
Wednesday 8-9pm
#LTHEchat 175: Teaching as performance:
performative aspects of teaching in higher
education with guest host Dr Richard
Bale @RichBale

59. https://www.openbookpublishers.com/htmlreader/978-1-78374-668-2/ch3.xhtml

60. A word of caution
Although using social media, particularly twitter, can be a great way to
amplify and disseminate your blog posts, it’s important to be aware that
social media can be a hostile environment, particularly for women, people of
colour and marginalised groups, who may experience targeted
harassment. You should never feel obliged to engage with social media,
particularly if you feel unsafe or attacked. Your online safety is of paramount
importance.
https://thinking.is.ed.ac.uk/professional-blogging/2018/09/18/amplifying-your-blog-with-social-media/
Lorna teaches a monthly workshop on
Blogging to Build your Professional Profile
The webpage of resources includes this section

61. knowledge
networks
online presence
PERSONAL
IMPACT what you say
emotional connection
energy
empathy
experience

63. References
Beckingham, S. (2013) Social Media and the Digital Scholar. https://www.slideshare.net/suebeckingham/scholarship-and-social-media
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
Carmichael, B. (2019) #ScientistsWhoSelfie – How sharing selfies can build trust in science
https://blogs.lse.ac.uk/impactofsocialsciences/2019/07/03/scientistswhoselfie-how-sharing-selfies-can-build-trust-in-science/
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
Kemp, S. (2014) Social Brands Ebook. We are Social. http://wearesocial.sg/blog/2014/04/social-brands-ebook-2/
Middleton, A. (2020) Identity and the D3BsC Model. https://tactilelearning.wordpress.com/2020/01/04/identity-and-the-d3bsc-model-
a-briefing/
Quality of Life Research Group. (nd) The Quality of Life Model http://sites.utoronto.ca/qol/qol_model.htm
Rozenthuler, S. (2019 )Two monologues do not make a dialogue. https://www.linkedin.com/pulse/two-monologues-do-make-dialogue-
sarah-rozenthuler
Stanfrod Medicine. (nd) The Belonging Project at Stanford. https://med.stanford.edu/psychiatry/special-initiatives/belonging.html
Tapstock, D. (2013) Don Tapscott Trent University Chancellor Installation Speech. http://dontapscott.com/2013/06/don-tapscott-
chancellor-installation-speech/
Tardini, S. and Cantoni, L. (2005) A semiotic approach to online communities: belonging, interest and identity in websites and
videogames communities. IADIS International Conference. https://ssl.lu.usi.ch/entityws/Allegati/pdf_pub2044.pdf
Tsatsou, P. (2009) ‘Reconceptualising ‘Time’ and ‘Space’ in the Era of Electronic Media and Communications’. Journal of Media and
Communication Vol.1, pp 11-32. https://lra.le.ac.uk/bitstream/2381/31479/4/PlatformVol1_Tsatsou.pdf