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Categorisation model for dealing with inappropriate social media posts

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Categorisation model for dealing with inappropriate social media posts

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The Social Media Toolkit looks at a range of issues related to cyber bullying and other areas where social media may provide the tools to carry out abuse. There is clear guidance on appropriate actions to take.

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At first sight the range of legal issues that need to be considered when using social media is quite daunting. In practice however there is nothing significantly new about any of this: all of the relevant legislation has been in place for some time and HEIs already have well established procedures for ensuring compliance in other areas of their activity.

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Using social media tools to provide solutions

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Using social media tools to provide solutions

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Digital tools can offer new ways of improving the student experience. In particular social media tools can help you provide better communication and engagement.

Image CC BY 2.0 Khalid Albaih

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The UCISA Social Media Toolkit offers a step-by-step approach specifically tailored to the needs of the higher education sector.
It shares examples of good practice and guidance on dealing with common issues
Find the online version at:
https://www.ucisa.ac.uk/socialmedia

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Steve's journey 3

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Zoe's journey 2

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Steve's journey 2

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Zoe's journey 1

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Rachel's journey 1

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student experience journey mapping ucisa

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A view of the persona Zoe's first 2 weeks at university from DCG 2017 participants.

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A view of the persona Zoe's first 2 weeks at university from DCG 2017 participants.

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student experience journey mapping ucisa

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A view of the persona Steve's first 2 weeks at university from DCG 2017 participants.

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A view of the persona Steve's first 2 weeks at university from DCG 2017 participants.

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student experience journey mapping ucisa

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A view of the persona Steve's first 2 weeks at university from DCG 2017 participants.

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A view of the persona Rachel's first 2 weeks at university from DCG 2017 participants.

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Steve's journey 1

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Once you move into developing solutions you may want to use a service design approach.

Using service design techniques to map the student journey by Jean Mutton
http://www.efficiencyexchange.ac.uk/8712/using-service-design-techniques-to-map-the-student-journey/

The difference between a journey map and a service blueprint by Megan Erin Miller and Erik Flowers
https://blog.practicalservicedesign.com/the-difference-between-a-journey-map-and-a-service-blueprint-31a6e24c4a6c

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Manchester Metropolitan University has undertaken its own SXJM project

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Manchester Metropolitan University has undertaken its own SXJM project

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Here is the initial project report.
Read more about the project approach here http://www.celt.mmu.ac.uk/retention_framework/framework_docs/Appendix%20I%20%20SAS_project_SJM_outline%20(4).pdf

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Lancaster University has created a journey map

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Lancaster University has created a journey map

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A generic map like this can be used as a starting point to develop a behaviour line.
Read more about the work at Lancaster http://www.efficiencyexchange.ac.uk/8620/the-road-is-long-with-many-a-winding-turn/

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Oracle has produced some excellent guidance in their Customer Experience Journey Mapping Toolkit which is freely available to use.
The Customer Experience Journey Mapping Toolkit http://designingcx.com/cx-journey-mapping-toolkit

You can find the outputs of a previous UCISA SXJM workshop here https://padlet.com/gillferrell/SocMedHE_Workshop_Outline_UCISA

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We are using student 'personas' to understand what the journey is like for real students with lives and personalities as opposed to a 'particular demographic'.

Scroll to the bottom of the padlet to find out how some of these students fared in our scenario.

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We invited workshop participants to expand and amend the elements in the timeline.
But did the essay get handed in on time?

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This is a slightly abridged version of the SXJM technique to fit the time available at a particular workshop event.
You can read all about the approach in the attached powerpoint and the guides provided in the resources section.

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You might want to try creating your own personas

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You might want to try creating your own personas

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You might want to try creating your own personas

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In our session we used a range of personas to try out the journey approach. Here are some starting points. Try adding more about their interests, motivation and subject of study.

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In our session we used a range of personas to try out the journey approach. Here are some starting points. Try adding more about their interests, motivation and subject of study.

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Feedback from previous groups who have tried this exercise

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Feedback from previous groups who have tried this exercise

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All participants thought that SXJM could be useful to them.
We had some great ideas from participants:

1. If doing this with a large number of staff try creating a number of different personas so that each group takes a different person on the journey. This will help you establish early on if the key issues and possible solutions are the same for a wide range of students.

2. Try creating a behaviour line and invite students to add their perceptions of their emotional journey in real-time. This can either be done online e.g. in a padlet such as this or could take the form of a wall chart in a location that the students visit regularly.

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All of these resources are freely available for you to adapt to your own context.
You can use them as they stand or you can choose to 'remake' the Padlet which will give you an editable copy.

We ran this workshop in 1 hour as part of a conference.
Scroll to the bottom of the padlet to see all of the outputs from DCG 2017.

We would recommend spending much longer on SXJM in your own setting.
Factor in the time to create personas and a behaviour line - will you do this in advance or will this be the first task for your group?
Perhaps you will need a half day workshop mapping the journey followed by another half day workshop to find a practical solution to address the key issues and develop a realistic action plan.

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Hopefully viewing the journey from a student perspective will help in finding out where digital can really make a difference.
You might still face  barriers in persuading colleagues to try doing things differently. Here we look at types of evidence that might help convince others. Case studies and hearing from peers and students seem to work well.

You will also need to make a business case for change. In the workshop and in the associated guidance we look at how to translate a better student experience into measurable performance indicators.

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How can journey mapping help with promoting digital capability?

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How can journey mapping help with promoting digital capability?

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This isn't just about trying to convince others to use our shiny new toys because we know they are fun. There are many ways in which
various types of digital tools (including social media) can transform what we do to make it better, faster, cheaper, more responsive etc (and fun) but we need to know we are
actually solving real-world problems and delivering tangible benefits.

In this section we look at working with colleagues to develop a shared understanding of what the student experience is like now and how we might improve it.
It is important that your approach is participatory from the start. Here we suggest some techniques you might use.
We have concentrated on the Student Experience Journey Mapping (SXJM) approach and included a range of others if that doesn't seem to meet your needs.

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This padlet is designed to help you plan and deliver a workshop in a university setting.
It was developed for the UCISA Digital Capabilities Group.
By using these resources you should be able to:
- explore the potential of student experience journey mapping to help you solve real-world problems in an HE setting
- find ways to overcome the barriers (both practical and cultural) to making best use of digital tools
- plan a project that will deliver tangible benefits

Click on any of the tiles to expand or download the content.
You are free to copy and re-purpose all of the resources used in this padlet.
Original author: Gill Ferrell on behalf of UCISA

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Using blogs to engage students

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Using blogs to engage students in their subject outside of formal teaching spaces

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Tom Bassindale (Twitter: @WeAreForensic) from Sheffield Hallam University presenting at the Sheffield Hallam University 2015 Social Media for Learning in Higher Education Conference. More information at http://go.shu.ac.uk/socmedhe or follow on twitter #socmedhe15 Over the past three years I have been writing short (~500 words) blogs to supplement lecture material.

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Newcastle university using Snapchat

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Most people know of Snapchat as an app to send funny pictures and videos to friends, with the added reassurance that their Snap will disappear forever within seconds of it being opened. But the rollout of My Story in late 2013 meant that universities now had a tool where they could show off their unique personality by piecing together a collection of their own different Snaps which last for 24 hours.

There are some great examples of US universities using Snapchat to its full potential (such as the University of Houston, who we talked about in another blog about Snapchat) but UK institutions don't seem to have caught on so quickly with the trend. So when we discovered that Newcastle University, who sit right on our doorstep, had embraced the app we had to find about how they were getting on.

To find out more, I spoke to Matt Horne, who oversees all of Newcastle University's central channels - including Snapchat. This is what he had to say about their journey with Snapchat so far...
When and why did you start using Snapchat?
We started using Snapchat back in April. It had been on our radar for a while, but we hadn't quite worked out how it could complement our key goals. After some research, it was clear the people we wanted to speak to were there, we just had to work out if they wanted to hear from us. Within a month and zero cost, we had over 500 followers and now we have over 1,000, so it would seem they did.
What was your goal for using the network?
We were looking for a new way to engage with current and prospective students that allowed us to showcase different aspects of campus life in a less formal style.
Do you think Snapchat has been an effective digital marketing tool for Newcastle University?
It's early days at the moment. It's definitely effective in reaching one of our target audiences as we've seen from the channel's growth and how it's also spread on to other social networks. Whether it makes someone apply to study here, we couldn't say for sure. But then again who can say a billboard or a newspaper ad makes someone apply? We've anecdotal evidence that it's working as a way of keeping applicants warm and engaging with our current students
Can you give me some examples of successful content that you've rolled out on Snapchat?
We're still experimenting with the medium at the moment. We tend to just do one off snaps of things on campus unless there's a big event happening when we might pull together a full story - like with our Open Day. But sometimes we'll just do something random like a "mini campus tour" story (which went round miniature campus buildings and ended with a really bad joke) that takes a couple of minutes to do but still gets engagement levels way above that of Twitter.
Can you tell me about the results you've had since you set up the channel?
It was slow to start, as we didn't have an audience or content to pull them in. But since we've grown the audience organically we've now started to see over 1,000 views on our stories and screengrabs on most snaps. We also have applicants and current students contact us through Snapchat too, asking questions or just showing what their day on campus is like. The best indicator of a snap for me though is when we see it appear on other social channels with positive comments like when one person screengrabbed part of an aerial view, posted it to Twitter and said it made them want to get on campus even sooner.

Have you tried anything that didn't work? What did you learn?
For more established channels, we pretty well know what will get high engagement. With Snapchat, it's still surprising what can get the most reaction. When we first started up the only benchmarks for content we had were American universities and their key content seemed to be a lot of student ambassadors in khaki pants getting excited about handing out free parking passes, or something just as banal like people standing at a table at a recruitment event. We tried that kind of stuff and it just doesn't go down well. We wanted the channel to be something quick and fun while showing off our university. Turns out drawing faces on campus landmarks and doing stickman tours works. The main thing we've learned is to have fun, mess around and don't worry if something tanks because it'll be gone the next day. Just like you would with your own Snapchat.

To see Newcastle University's entertaining Snaps for yourself, follow them on Snapchat: newcastleuni.
Has your institution been using Snapchat? Or would you like to start using Snapchat to engage with your audiences? We'd be happy to help. Please contact us here at Pickle Jar.

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UK Universities Using Snapchat - Newcastle University Case Study - Pickle Jar Communications

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Most people know of Snapchat as an app to send funny pictures and videos to friends, with the added reassurance that their Snap will disappear forever within seconds of it being opened.

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Salford University using social media for recruitment

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Here's a video from University of Sheffield encouraging students to make effective use of social media.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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How about collecting short video clips from colleagues and students.
This one is an example of a student talking about using social media in her PhD research. Ideally we would like some examples from learning and support contexts. YouTube videos seem to work better than direct uploads.

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Kingston Stories: Kavita explains the use of social media in her PhD studies at Kingston University

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As part of the Kingston Stories project we look at the research being undertaken by Kavita, a PhD student whose Doctoral thesis is titled: Facebook friendship groups: using descriptive social norms to shape sustainability practices.

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By looking at the student experience in this way you will be able to identify the 'moments that matter'. These are pivotal moments that can change the experience for better or worse. Having identified them you will be able to look at how to build on the good experiences and address the problems.

Once you understand where an intervention needs to take place you can start to look at potential solutions. This is where digital media tools may provide you with some answers.

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Select the part of the student journey that interests you and map out your 'behaviour line'. This isn't how the process should work in theory; it's how your persona experiences things. Other things going on in their life might impact how they experience university life.
Here we are looking at the first couple of weeks at university.
Scroll to the bottom of the padlet to see some examples of how our workshop participants viewed the journey.

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In our session we used a range of personas to try out the journey approach. Here are some starting points. Try adding more about their interests, motivation and subject of study.

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A Jisc guide

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What is a participatory workshop?

At its most basic a participatory workshop is an organised event which brings a group of people together to seek their opinions, extract their knowledge and to solve problems in a collaborative and creative environment.

Sound like common sense? Good! Because that is precisely what it is. But for some reason these are things which we all too often tend to pay lip service to, or just do badly.

How often have you sat in on, or perhaps even run, a 'brainstorming session' where a reluctant group of bored, unengaged people sit listlessly around a table staring at a blank whiteboard desperately hoping someone will break the silence and come up with an idea, any idea? Or perhaps the other end of the spectrum with an over-animated group of people with everybody talking and nobody listening, desperately trying to push their point of view and trampling over everyone else in the process?

A successful participatory workshop will avoid both these scenarios. It provides the best possible environment to garner opinions and ideas from those present in a creative and collaborative fashion and to capture the outputs. And what is more - it's great fun!

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At its most basic a participatory workshop is an organised event which brings a group of people together to seek their opinions, extract their knowledge and to solve problems in a collaborative and creative environment. Sound like common sense? Good! Because that is precisely what it is.

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Rich pictures provide a simple and non-confrontational way to elicit a range of views on a situation. This short animation from the Open University gives an introduction.

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Our step-by-step guide.

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1. Understanding your students
2. Mapping the student experience
3. Finding out where digital can really make a difference
4. Making the business case
5. Tailoring these resources