An Interactive Social Media Workshop Using Lego® Serious Play®

SUM, Kiu, BECKINGHAM, Suzanne, FAULKNER, Suzanne and BAFF, Deborah (2020). An Interactive Social Media Workshop Using Lego® Serious Play®. Journal of Social Media for Learning, 1 (1), 94-111.

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    Abstract

    Through a #SocMedHE19 conference workshop, the aim was to provide a supportive and open way to discuss the use of social media and to explore any concerns or barriers raised; as well as to gain insights into their professional use of different social media in learning and teaching. A generic overview of Twitter, LinkedIn, Snapchat and Flipgrid were given, drawing on examples of our own learning, teaching and sharing practices in our local institutions. We then wanted to engage the delegates (staff and students) to explore these specific tools themselves and consider how they could be utilised in their own practice. An innovative approach was taken to facilitate and capture this discussion using Lego® Serious Play®, Padlet and Flipgrid. This paper considers how effective this interactive approach was and to what extent it encouraged open discussion about the perceived enablers and barriers to using this selection of social media tools. Key findings highlight the benefits of using social media tools in a classroom setting, enabling participants to increase understanding and confidence of each available tool and exposing them to utilising it pedagogically. The workshop enabled participants to connect with one another, expanding their network and to share potential ideas for learning and teaching. The need for ongoing support for colleagues who are not familiar with the approaches used and implementation in a classroom setting was strongly recommended by participants.

    Item Type: Article
    Identification Number: https://doi.org/10.24377/LJMU.jsml.vol1article392
    Page Range: 94-111
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 07 Dec 2020 17:04
    Last Modified: 07 Dec 2020 17:15
    URI: http://shura.shu.ac.uk/id/eprint/27740

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