Preece, K. L. (2014) Blended learning symposium: social media. Panel Presentation presented to: Student Education Conference 3 (SEC3), The University of Leeds, 10 January 2014. (Unpublished)
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| Item Type: | Conference or Workshop Item (Panel Presentation) |
|---|---|
| Abstract: | My contribution to the symposium will outline and evaluate my recent pedagogical research into social media applications as educational interfaces. The aims of the project were: (1) to explore the use of social media platforms as alternative educational interfaces to the VLE; (2) to collate useful online resources in my subject area; and (3) to help students to recognise reliable online source materials. In the practical research carried out as part of this project I created online resources using social media platforms such as padlet and pinterest to support reconstruction work. These multimedia memo-boards functioned as digital repositories of significant critical and contextual digital materials on the choreographers and works being studied. |
| Subjects: |
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2395.7 Internet in higher education. Web-based instruction. Educational technology T Technology > TK Electrical engineering. Electronics. Nuclear engineering > TK5101 Telecommunication > TK5105.888 Web development. Blogs. Wikis. RSS feeds. Twitter |
| Creators: | Preece, Kelly Louise |
| Faculties, Divisions and Institutes: | University Faculties, Divisions and Research Centres - OLD > Faculty of Arts, Science & Technology |
| Date: | 10 January 2014 |
| Date Type: | Presentation |
| Event Title: | Student Education Conference 3 (SEC3) |
| Event Dates: | 10 January 2014 |
| Event Location: | The University of Leeds |
| Event Type: | Conference |
| Language: | English |
| Status: | Unpublished |
| Related URLs: | |
| References: | Preece, Kelly ‘Blended Learning Symposium: Social Media’ Student Education Conference #3 University of Leeds, 10th Jan 2014 |
| URI: | http://nectar.northampton.ac.uk/id/eprint/6662 |
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