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https://docs.google.com/forms/d/e/1FAIpQLSfdw1BoD2z4aQJK30tKdyxtCw066VU1Sx85j4VgCETxvzNmJg/viewform?usp=sf_link

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Exercise instructions - Uploading to YouTube

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Exercise instructions - Uploading to YouTube

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Exercise instructions - Screencasts/videos from PowerPoint

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Exercise instructions - Screencasts/videos from PowerPoint

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Exercise instructions - using Screencast-o-matic

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Exercise instructions - using Screencast-o-matic

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One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners' individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.

Create an accepting and supportive classroom climate

Vary the level of novelty or risk

Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions

Creation of class routines

Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events

Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities

Vary the level of sensory stimulation

Variation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time

Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation

Involve all participants in whole class discussions

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One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process.

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Workshop 2 Group 2:  YouTube - creating and uploading videos

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Workshop 2 Group 2:  YouTube - creating and uploading videos

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Presentation on Creating and sharing videos:

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Resources for this will be added shortly before the event.

https://shaunreeves.github.io/ProSocialMedia/

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Workshop 3 Group 2: Google Docs and Equati0

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Workshop 3 Group 2: Google Docs and Equati0

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1. Create google account

2. Access link to test doc:  https://docs.google.com/document/d/10w4I9OciEL1VKJu906laNxobVIafwU8PdaULIr32Pms/edit?usp=sharing
Another test googlesheet https://docs.google.com/spreadsheets/d/1Nsi3VSLbXmWWiBGy9ANxJOwwmXJrmvF9Atd9CzbvS9E/edit?usp=sharing

3. Activity - work on shared doc  and discuss issues with collaborative working.
4. Create own doc, share with link

5. Add Equati0 extension to Chrome and demo with video

Practice with math in docs

Video intro: EquatIO® for Google Introduction

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Presentation on WhatsApp:

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Workshop 2 Group 1: Twitter and Facebook

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Workshop 2 Group 1: Twitter and Facebook

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1. Create Twitter account, follow and tweet to #staffsTEL #mathchat
2. Access Tweetdeck to manage Twitter https://tweetdeck.twitter.com/
3. Demo FB Social Learning group, join and interact https://www.facebook.com/groups/272522763321250/?source=unknown

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JISC Digital Capability Framework: https://digitalcapability.jiscinvolve.org/wp/2017/03/09/digital-capabilities-framework-an-update/
Digital Diagnostic quiz: http://staffordshire.eu.qualtrics.com/jfe/form/SV_cFKkH3ywS06jArP
The Learning Wheel: https://learningwheel.co.uk/
Maths Learning wheel https://learningwheel.co.uk/2016/05/math/
Maths - Twitter Learning Wheel https://learningwheel.co.uk/2016/05/math-twitter/
Jane Hart's Directory of Learning and Performance tools: http://c4lpt.co.uk/directory-of-learning-performance-tools/
David White's Visitor and Resident: http://daveowhite.com/vandr/

Presentation below gives an overview of things to consider when planning to use Social Media

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10.00 Arrive and coffee (T104  open from 9.30, cafe below open 8.30)
10.10 Welcome, housekeeping and introduction by Mary Bishop (Dean of Students)

10.15 Sue Beckingham - Using Social Media for Learning

11.30-11.40 Comfort break

11.40-12.15 Workshop 1 (T104) - Jisc Digital Capability,  the Learning Wheel, Jane Hart's 100 tools, David White visitor and native task, Digital Diagnostic quiz

12.15 - 1.15pm workshop 2 - choose from:

Group 1: T104  communication tools - twitter (Tweetdeck #mathchat) + Facebook groups

Group 2: T105 communication tools - YouTube/screencast + Whatsapp

1.15 - 2pm Lunch T104

2-3 Workshop 3 Choose from:

Group 1: T105  collaboration tools - Creating blogs + Padlet

Group 2: S204 (Mellor) google docs for sharing + Equati0 (google Chrome add-on) - creating math

3pm Case studies

Fiona Knight (School of Computing and Digital Technologies) - GITHub

Shaun Reeves (School of Computing and Digital Technologies) - Professional Social Media

3.40 - 3.50 Action planning

Close - Sigma chair David Bowers (University of Suffolk)