 So we're going to get the conference off to a great start. Sue is our first keynote speaker. Sue Beckingham is principal lecturer in information systems in the Department of Computing at Sheffield Hallam University. She's a senior fellow of HGA. She's a fellow of CEDA. She has her CMOLT qualification certification. You may know about her and her life, because she shared a lot about herself and her personal learning journey through social media. She talks a lot about her personal learning journey as a lifelong learner. She has a TEDx talk that I highly recommend. Great for this venue. She's spoken a lot about wisdom, and we have wisdom up around the ceiling, wisdom understanding learning, and I expect she's going to take us on a journey around that here today. She's an internationally acclaimed expert on digital networking. She specializes in leveraging the power of social networks to develop the personal learning networks and employability of students. She's the co-founder of the highly praised learning and teaching in higher education, weekly Twitter chat, L-T-H-E chat, which many of you may participate in. I'm sure you're familiar with and attracts participants from all around the world. In 2015, she was selected by JISC as one of the top 50 influencers in social media in higher education. She's an advocate of both informal and formal learning, and today she's going to speak to us about revisiting the affordances and implications of interconnectedness and socially mediated publicness. So please, she's going to speak for about 45 minutes and we'll take questions after that, but please give her your full attention, and as she's speaking, think about how what she's saying applies to your own lives and the places in which you work. Thank you very much. This is exciting. So this is an overview of what I propose to talk about. As an advocate of social media, I can and do wax lyrical about the potential of digital spaces. However, as I started to research what I was going to talk about for this conference, I wanted to look at the data, the dialogue and the actual doing and learning analytics is something that's becoming very popular with the universities. Some are further ahead than others, but the whole data thing really got me even more curious as I started to research my talk. So I'm going to take you on a bit of a journey. Some of what I'm going to talk about, I'm going to skate over quite fast, the resources to look at and revisit later. There's a lot of guidance in there, so don't think I'm trying to rush past it, but I just wanted to put them in. And I will share the presentation through slide share and of course it will be shared through Alts and recorded as well. References be found in the footnotes of the presentation, so I've not put references actually in all of the slides. Any images that aren't cited are from Pixabay and they're free for use, just the people know. So in 1999, Douglas Adams gave us some suggestions about how to stop worrying and learn to love the internet. I said that anything that gets invented after your 30s is against the natural order of things. I think we'll all argue that we'll disagree with that, although Snapchat still is something I struggle with, despite all the help from Suzanne. Sheila, the chair of Olt, recently blogged and said, I think when our world is in such a state of flux, it's important to ensure that ethics and developing criticality are at the heart of education. We need to be questioning the validity and basis of everything just now. And I took that advice on board. So I'm gonna start with some future predictions taken from the past. So in 1975, Ccard said, a full analysis of all its implications, privacy in computers, the skills of the psychologists, the anthropologists, the sociologists, the lawyer, the political scientists and ultimately the philosopher will be needed. And I think that's very true and it's true still to this day. The computer is widely feared, it constitutes a threat to the middle class employment. When we're talking about technology, there's a fear the internet of things about, is that gonna replace jobs? That all concerns that still continue. If you've read 1984, the telly screen in the room was something that was actually going to be listening. Fast forward, the smart TV, listening into everything you say. A couple of years ago, there was a lot of concern about what it was actually doing. And even in their terms and conditions, Samsung was saying, please be aware. And yet we're moving towards now in America, and St. Louis University are giving students echo dots as FAQs, as a means to gathering information that they can just ask those questions. How secure is all of this? I think we're still trying to find out. In no sense of place in 1986, Muroids imagined this situation where if all the walls were brought down and we were all in one open space, what would that look like? What would we hear? And it gives this scenario. It would be somewhere where we could hear what teachers were saying, what people were saying to the children. Politicians having one drink too many. If we fast forward, we have Facebook. I'll say no more on that for the minute. Howard Reingold in 1993 predicted what might happen when you went into the supermarket and the data that might be collected over the course of time and then put on an optical disc and sold as a marketing tool. How many people have loyalty cards? That's exactly what it does, whether they sell it or not. Well, we know that there are issues there. And then Grocer 1999 was predicting the millions of embedded electronic measuring devices that would probe and monitor what we're doing. We fast forward, smart technology, the internet of things is happening now. There are all sorts of devices that are monitoring what we're doing and people are buying these, putting them in the houses. We fast forward, there's a smart fridge. I don't know whether anybody's got one now. John Lewis is selling them at 2,749 pounds. But they provide access to the internet. You may have read it in the paper a month ago. Dorothy, her account, which her account has now been closed down. But she was a young girl, if you didn't hear the story, where she was actually had a mobile device confiscated because she wasn't concentrating when she was cooking a meal and actually set something on fire. So she then tried to contact her friends through a Wii and various other devices and they were confiscated and her last resort was the fridge. It's quite a bit of initiative really from something my daughters would do. And there's concerns about the consequences of computers and internet continue. So bear with me because I'm going to just take you through a bit of a journey of some of those concerns because although the concerns about social media are apps and really relevant to today's age, we've had concerns for a long time and some of those concerns are still with us. And there's things that we need to be able to understand and have conversations with our students, our colleagues, our family to help them really get to the point where they know what's dangerous and what isn't. So the dark web versus the deep web, the dark web's the bit that we really need to concern ourselves about. The deep web is where things are hidden but they're hidden for the right reasons and if we're thinking about online banking, medical records, we would hope that they would be safe and not be exposed to the public. And obviously the surface web is where we're using the worldwide web ourselves. And there are social consequences of internet use and there's the dystopian view and the utopian view. So on the one hand, people have talked about Katz and Rice wrote, you know, the internet has bleak consequences but it also has overwhelming potential. And there is both. There is no one or the other. And on privacy, Webber talks about those that argue in favor of post-privacy. So if privacy was abandoned and we shared everything, you know, this utopian view, then wouldn't that be better? And yet on the other side, the defenders of privacy have quite rightly fears about what that might mean. Talking about totality, totality, I can't say that word, and dictatorship. If anybody's read about Bentham's Panoptican prison, this goes back to the 1700s. It was a prison where it was circular, not similar to this room, where the guard would be in the middle. The prisoners couldn't see the guard so they never knew whether they were being watched or not watched. And people have taken this concept and looked at how information systems could be using that to take our data unknowingly to ourselves. Just skating through a few quotes over the years and these date back to the 80s and the 90s, this fear of data valence, disinformation, the super panopticon, electronic panopticon, panopticon sort are all talking about the control and the worry about surveillance. And in today's age, if we think about it, you know, these could be the things that are actually covertly tracking keystrokes of stuff. What are they looking at on the internet? It's all possible. Parents, as you know, can monitor what the children are doing. And even public transport cards, the monitoring the movements and tracking what we're doing and where we're going. But one way to challenge this, men and colleagues looked at an inverse of panopticons of sous-servilants, as they called it. So they flipped that over from the French words below and to watch. So how could these technologies help us? So it may be that we become the surveyors of the surveyors, surveying the surveyors. So, you know, that could be customers photographing shopkeepers, police officers. There's plenty in the news where that's actually happened. People taking videos where police have enforced and been brutal to people that they've got in their hands. And how could this be used in our classrooms by students? Something to consider. Students can record what we're doing. Hopefully we're not doing anything in the classroom that we wouldn't be proud of. It's something to think about. So this idea of equivalence, sous-servilants, or counter-villains, I'm sure Theresa will tell me that's not how you pronounce it, if you're listening. We're supposed to bring power to the people. So, Weber talks about Google Glasses. I don't know if anybody managed to ever get a pair, but they've kind of been and gone and done their day. But people were worried, people were suspicious. You know, if you walked around with Google Glasses, you know, are you filming me? I would certainly be suspicious. And then when we think about the filter bubble, if you've not read this book, it's definitely worth looking at. And this is where invisible algorithmics edit the web. We know and experience all those of us that use Facebook that we don't actually see everything that's posted and we certainly don't see it in the order that it's been posted, but the internet's exactly the same. If you sit down with a friend and Google something, you might be quite surprised. You'll not get exactly the same results. You served what the computer Google thinks you ought to know based on previous searches. And there's filter bubbles and echo chambers that can both increase exposure to diverse perspectives, but they can also create ideological segregation. And this research that Plexman done has actually found that there's both. It can actually bring us that the things that we see on the internet, whether that's through social media or through the internet, can do both. And if you're not scared yet, then you need to buy this book. It's coming out on the 17th of September, The Permanent Record by Edward Snowden. So going on to data, a day in data. It's quite frightening and staggering the amount of data that we've got. 500 million tweets, 294 billion emails. Oh my goodness. If anybody could ban anything, I think it would be the email or at least revisit what that should look like. And there's various others, infographics that portray how much you shared in the internet minute. You may have seen these before, but it's increasing. When you look at it like for like over the years, it's increasing. The number of websites are increasing. A million new internet users come online every day. That's 11 people per second. If we look at Facebook, Facebook captures around 600 terabytes of data from its users. That's absolutely huge. What information is that actually capturing? So to some extent we're drowning in data. I'm sure if you look at these examples, the reports that we've got to read, the notifications, the information that we have in meetings, pre-meetings, post-meetings, et cetera. It's a concern. How many people have two screens at work? I'm actually quite jealous of these two screens because they're bigger than mine. But the objective of showing you this is that not only do you have your screens, you've probably got your mobile phone, you might have other devices. So this information overload is quite concerning. But it's not a new concept. And if we go back to the 1685, this was quoted, people were a fear of books. It will make the following centuries fall into a state as barbarous as that of the centuries that followed the fail of the Roman Empire. And as a chasm, this is a good article between technology and corporate culture that really makes me think about the technology reality, what is possible and what's actually done. So I'll just take you through these. We've got unlimited accessibility of everyone by many communication channels. Everyone is expected by managers to be available 24 seven. Sending messages is easy to do. It's free. And we sanction the unlimited sending of these messages. People still send emails when they no need to send emails. It's affecting our attention. There's no doubt about it. There's queued messages. My email box after going back off holiday is quite frightening. I don't know how I'm gonna get through those emails and do a full time job. And I'm sure you're the same. And yet we're supposed to keep up with those and respond promptly. And working from home technology, which I get an awful lot done working at home. But there's still no clear understanding about the policy of where to place that work life barrier. And that's something I think we've had to try and develop ourselves. And it can work to your favor. If you've got children or dogs, you want to take those out for a walk first thing and you want to work later in the evening then that's your prerogative. But that being able to turn off and on from your technology and is something that we're still grappling with, I believe. And it's multitasking that we're expected to do more increasingly. Not everybody is good at multitasking. And neither are our students or they would give us the belief that they are. Technology can be distracting. And that was written by Strowther. So each year the Ipsos Global Survey, CIGI Ipsos Global Survey is done and they've actually surveyed 25,000 users. And I just want to take you through some of the responses from that. Social media companies were second only to cyber criminals when it comes to fueling online distrust. More than half of those concerned about their online privacy say they're more concerned than they were a year ago. I certainly am. I'm really thinking about what I'm doing. A majority admit to falling for fake news. I think we're getting a little bit more savvy but not all of us. And it's an education, it's something we need to keep talking about. If it's too good to be true then it probably is. Be careful of those links that you're clicking on the information that you're being given. And distrust in the internet is causing people to change the way that they behave online. Less than half the global citizens express at least some degree of confidence that any of the algorithms are unbiased. 32%, 68% obviously are the opposite. And then there's I guess a bit of a contradiction to what people are saying. Some are saying that they feel that the lack of transparency is exploitive and yet by contracts a lack of human emotion express confidence because it wasn't subjective. So we're at a point where we can't really agree. So we need to remind ourselves that when we're using social media it is based on a model providing a free service in exchange for advertising. And it always has been. And I think as technology advances and gets more sophisticated and you get more personalized and potentially relevant adverts, this could be useful. But it's a double-edged sword. My husband certainly won't be pleased if it's telling me more things that I can shop especially if it's shoes and handbags. So hope on the horizon. Recent headlines. We've had compromises of email with Facebook and Google and breaches with the hotel chain Marriott and new changes to our data protection, introducing GDPR. So there's lots of work going into looking at personal data protection. And these are reports you can look at later if you want to go into more detail. And Buttarelli and Aquino talked about part of the responsibilities are neighboring the individual to challenge what you do with the information. And I think this is something that's really important, something we need to fight for individually and collectively. The Right to be Forgotten was a case in 2014 that actually I guess kick started a little bit to get GDPR in so that he could take his information off the internet and that's something we can now ask for. And then there's cookies. I think it's really important that we understand what cookies mean. How many people get really annoyed when you go on a website and you see this sign up and it says accept and you just click accept and you carry on reading your article? Hands up if people have done that. Quite a lot, quite a lot. Do you ever read the cookie settings? Some people will and some people haven't and it's enlightening. There are different types of cookies. There are the ones that are functional and really important to keep the website flowing but are the ones where we sell the data. That people can sell the data, they collect the data and they'll sell them on. But remember that the cookie settings are in opt-in now. You have the choice to accept or reject. So when we're concerned about the data and people selling that and using websites or social media, you have that choice to opt out of it. And cookies come in different flavors. So as I mentioned, there's the functional ones. There's a bit of a traffic light so strictly necessary, the green ones, the functional ones may be set up by third party providers. Do we know who they are? What does that mean? And then there's the targeting cookies. So they're actually gathering this information and that will follow you around the internet and certainly if you shop online, you'll find the things that you're looking at follow you around with little adverts. And the privacy policy. And these people are really quite clear about what they're doing if you read the small print, which obviously a lot of us don't. It says on the Wired website, if you don't agree to the terms contained in this privacy policy, you must immediately exit the service. So it's a choice. And Wired's privacy policy is conducted by Condonast who have 1 billion consumers and 32 markets through printed digital video and social platforms. So just visiting one website, you know what you're looking at could be shared a long way. There are also optional free apps via Facebook. A recent one was the one that could make you age. Who created this? Where's that data going? They're dangerous. I would really suggest that people don't use these things if you don't know where your data's going, unless you're happy for that data to go there. And ironically, when I went in to actually read the article, of course I came up for the cookies supporting great journalism. This is where the advert was from. So the Information Commissioners Office can tell you about cookies, small text files, the good things that you can do, that they're used for, the relevant things, but it's the extra, and you need to make that choice whether that website, that social media site, is doing that. The internet's IC is asking global leaders to prioritize digital security. So there's work going on. The online trust audit and honor roll does an annual survey, which is quite interesting, in America, and it looks at top websites. Say top, it'll look at the most popular, it'll look at banking, it's commercial, and shopping, and all sorts of different health websites. And it looks at consumer protection, site security, and privacy. And what's interesting is, whilst websites are getting better, people are getting more vigilant and caring if that's the right expression. One bit in the summary, because it's a very big report, there's a nice infographic that brings out some of the data. Over 42% of these sites use web trackers to share information with third parties. So even the websites you think you can believe in trust, so health websites, banking websites, in terms of trust might be something to consider. Cambridge Analytica, I'm sure you've heard about. This is where a Facebook app called This Is Your Digital Life information for people that were actually using that were shared. Allegedly, people were notified if their details were involved. But again, if you've got a busy Facebook site, do people see that? Do they understand what that actually meant? So the Information Commission's office, which is also connected to GDPR, reminds us that you share data constantly online. But there is data protection law that they're developing, and I don't think we're absolutely there yet, or they're absolutely there. But the idea is that it will help us. And it provides information about how you can do that safely. There are lots of social media fact sheets that could be useful to use with your students, with family, with friends. They're all available on the ICO website. And there's a whole host of guidance on your rights. I'm not going to go into those details, but it's there to revisit afterwards. And the concern is that we want to strengthen the rights of people to take back control of their personal data. So this idea of being able to have data arranged if something's on there is there. You have a month to request, respond to requests. And it's making some money. In 2019, British Airways were fined. They lost 500,000 names and addresses of customers, and they were fined 183.4 million. The Marriott Hotel, they were fined 99.2 million. Sadly, the year before when data was shared through Cambridge Analytica, it was pre-GDPR. Facebook were fined 500,000 pounds. If it was today's time, it would have been 1.26 billion pounds. Because it's up to 4% of the revenue of the organisation. And there's GDPR Coalition Island. That's a useful resource to look at and something called the Five Rights Framework. Again, resources to have a look at afterwards. So what are the implications for education? The JISC website is very informative, and I know universities and those responsible for the data that we hold for students will be completely on the case. And it needs to be that we document why information is held, how it's collected, when it will be deleted or anonymised, and who may gain access to it. And going back to learning analytics, this, I think, is really important that we're transparent with our students, that if we are collecting the data and how we're using it, it's made explicit to them so that they don't have unspoken fears that they're talking about with their peers. It's about being transparent. Before I write my name on the board, I'll need to know how you're planning to use that data. Students are going to begin to question as if not already started questioning. So that's the data. So in terms of dialogue, as I say, I can watch lyrical about how social media can empower individuals to become communicators, creators, curators, critics, conversationalists and collaborators. And to continue that dialogue face-to-face. And I talked about that back in 2013 when I did a talk on digital scholarship at Reading University. But social is a behaviour, not a channel. And people like social interaction. And I think it's important that we don't get too worried, although it is a worry about the data and those concerns, that we throw the baby out with a bathwater and we don't use, utilise these social networking tools to have good experiences with our peers. I really like this sketch note by Tame Vore and I agree that through the sharing, I certainly learn every single day I get my mobile phone out and travelling into work and I learn something new from someone in my network. And it's just so, so powerful and it can be powerful. This is an Odexcel map of FOTI 2011. Is anybody there? Does anybody remember the future of technology and education? So there's a few people you can see on there. This conference was a free conference at ULCC and you had to tweet on Twitter to actually get a ticket. And I didn't get there the year before and I can remember tweeting and saying I really would like to go to this conference this year. And Frank Steiner who was one of the organisers picked it up. But then when he picked it up he started to look at my online presence and my profile and because I'd recently done a couple of presentations, put those on Slideshare which then went on to my LinkedIn profile he then saw some of the things that I've been talking about and invited me to be one of the keynotes so not only did I get to the conference I actually got to talk there which was quite uncanny. And there was an article in the LSE Impact Blog which is a great blog to read about scientists who selfie. So changing the stereotypes of the jobs that we actually do those visuals that we can share through social media can be really really helpful not just for us but for our students and our family and our children but it's directing people to the right places and connecting with the right people to make sure that they're seeing the right things. I always say Twitter is only as good as the people that you actually follow. And there's this opportunity to develop communities where you share something in common. We've done that face to face for forever, that's no new concept. But what the internet can do is bring people across the globe. And I love this quote from Sherry Spellock. It never ceases to amaze us that overwhelmingly vast majority of humanity plays by the rules and means well. We do have to continue to believe in people that we can share good things otherwise it's time to give up. When I was looking at the idea of belongingness Stamford University I've got a belonging project which starts off really well the sense of belonging is deeply important to emotional health and personal well being but it ends when it's talking about the students that they can develop the sense of belonging when they feel connected to other people especially those who share their distinct life experiences interests or goals. And that I disagree with and Christina Nancy has got a really nice quote that she's got pinned on her Twitter account that says our variability that gives us collective strength. Students want to meet lots and lots of different people we want to meet lots of different people not just the people that share the opinions that we have. Diversity is having a seat at the table inclusion is having a voice and belonging is having that voice be heard. And I quite like this quote space becomes place when it acquires symbolic meaning and a concrete definition marking the whole spectrum of identity and sense of belonging. So the spaces to me are the structure the places that we can frequent but it's the places they only become meaningful if people are invited into those and feel welcome because belonging can also be considered as something that's owned you have to be suitable you have to be acceptable the abdomen of belonging is being free and independent self-sufficient liberated and a lot of us like to go off peace and be be like that and that's not a bad thing. But in terms of belonging and social media and communities we need to make sure that people are accepted they're wanted drawn in so whatever the community that you might have look at the quiet people all those people in just as you would do if you were face to face the ones that are quiet the introverts and of course even through some of the positives there are still issues it's really important that we still continue to have the conversations about the digital footprint that we're leaving when we use any online tools and Edinburgh there's a really nice resource the digital footprint if you've not already seen that do visit it that you can use with your own students and along the way we're having to learn constantly new literacies so graphic literacies how do we read infographics what does it mean to have a personal learning network multitasking is it the right thing to do and we need to build ethical literacy and trust and know that we can be trusted and the things that we actually share and there are things that can be missed easily online emotions and some of the ways that people are overcoming this now they're using emoticons, emojis gifts gifts are really popular on twitter but what they can actually do is show some of the emotions that we've got whereas text is flat and doesn't necessarily show those things and there's something about what is said not said as well as how it's actually said I picked up on some tweets a couple of weeks ago it was when the BTEC and A level results were coming out one day apart and there's lots always talked about the A level results but what about the BTEC we must remember and this tweet was saying there's lots of fuss about A levels but not BTEC and it was the BBC that said the questioned some of the students when they're interviewing them did you not get along with A levels not understanding that these vocational qualifications are equally as important I left school and went to college because I didn't like the A levels that were on offer I actually wanted to be a domestic science teacher I love cooking so I went to college for two years and had a magnificent experience it did actually give me the qualifications to get into university although that's another long story but I didn't go to university but I didn't start university until 2004 if you want to know more you can ask me at Coffey and then people were responding to that so when there's information missing it's absolutely fine to jump in and say you know that's this point of view and Laura Burden came in and told her story with STEMX celebrated both which is great it's an organisation that brings girls in STEM together if you've not heard of that and of course there is toxic Twitter and there's lots that I could so say about this and we could spend another three hours four hours, days, weeks talking about the things going on and we need to be aware of that there's disinformation misinformation and fake news we need to help our students understand what the difference of those things are there's constant information saying about you know we're online roughly three in ten US adults apparently through Pew Research are online all the time when I looked at the methodology they'd only actually consulted 1,502 people but there we go the Economist in 2019 was talking about the social media addiction getting worse and in retaliation to this Josh Hawley has come up with the social media addiction reduction technology act the SMART Act it's real I looked at the details there's a PDF you can have a look at it later to prohibit social media companies from using practices that exploit human psychology or brain psychology and that all starts well sounds interesting and I think it needs to be looked at but what it's actually proposing is that it will stop the infinite scroll the elimination of natural stopping autoplay and any badges or rewards linked to social media so in short that would be the autoplay from YouTube infinite scrolling on Twitter and Facebook feeds Outlaw gamification in Snapchat and it would bring up conspicuous pop-ups to make sure that that actually happened and you're aware however sadly within the same document it said that this does not include email but there is concern about mobile and the red alerts and there's something about the use of red being important and when you look at your mobile phone you'll see the little circle of how many emails you've yet to read how many notifications on your social media channels you've got to read and to some degree it can make you anxious and it makes others more anxious it is a worry and there are implications of the light buttons and what that means I had taught that Jack Dorsey from Twitter has given and they're even thinking about or he's talked about removing the light buttons because it makes people so in sense David Hopkins on his blog wrote about what does it mean to like something if somebody's wrote a post there's actually an unhappy post or sad or angry and we're liking it what does that actually convey an equivalent type buttons appropriate still and there's research going on about managing young people, specialties well-being and mental health all these resources are in the footnotes education for connected world there's the UK council for internet safety things going on there the government has got an online harms paper there's information in there to consider and we need to think about what not to share and there's guidance again from the government and a share checklist think about the source, the headline, analyze it has it been retouched and changed and as it falls other errors it's quite useful to use with your own students and have those conversations because there's no good just banning technology that's never going to happen they're only going to do it when they're outside the room we need to have these conversations so a lot to think about there and I hope that wasn't too rushed but as I was gathering the information I wanted to make sure that I captured those so that you can revisit them yourselves and read in depth if you want to later but it would be remissing me and how it can be done social media can be used usefully and powerfully so this is a work in progress I'm trying to put together an infographic that can fit on one page of how it could be used so student recruitment promoting research promoting events achievements of staff and students I think is really important social media can be used really effectively on notifications Twitter is the first thing we go to when our VLE goes down it tells us business partnerships graduation keeping in touch with our alumni it's really helpful and then there's the people on the team so in terms of our students and staff we can use it to build communities we can have interactive activities outside and outside of the classroom and so on but we also need to think about the things in the outside circle the wellbeing, the spaces, protocols, responsibility and evaluating what we actually do it's important that we think about the impact of what we're doing what students are doing for good and for otherwise because we need to look at that and if things do go wrong how can we put them right how can we help our students put things right and now I'm going to share some of the things that I've there's so many things I could share but I've just picked out some useful things about how people can gain information from the community so this is a snapshot I hope you don't mind Lorna of starting her SEMOL and she actually went out through Twitter to get some advice and got seven pages of tweets and then made it into a really, really good idea and then made it into PDF because you may know that the story file is gone but there is a way to it as a recovery which we use now David Hopkins blogging, writing getting people to write with him I think is really important about all these thorny issues around technology Santano I don't think is here today for the last couple of years he's come up with this idea of the HE blog swap so actually having a buddy and swapping, sort of doing a blog post as a guest on each other's blogs is a really lovely idea and through the conversations of actually doing that you're extending your network and I think that could be really helpful there's people like Helen Webster that have created mini courses, the 10 days of Twitter which other people can use it's got creative commons licences there's crazy friends like Suzanne who use Snapchat but very effectively but what's really interesting is when she blogs about it she talks about what the students have said and she shares that with people I'm still sitting on the fence on Snapchat but it works with her students and if it works with your students then that's what's important it's having the conversation with them never be afraid to ask your students I'm going to try this new thing let's see how it goes if it doesn't work, we'll scrap it we can use something else, that's fine that just shows you how many Snapchat users there are so it is a popular space for younger people these days and then there's tools like WeChat which is used in China and has been used by a tutor to give feedback so a similar thing to the Snapchat having those interactions with the students really liked it and then there's other opportunities bring your own devices for learning online course the latest team was Sheila, Alex, Neil and Deb and Suzanne asked Suzanne why she was juggling later but what was interesting was this we started off with the five C's Connect and Communicating, Curating, Collaborating and and they took that forward and there's LTA chats lots of people to look at there and Chris Rowles book which a lot of people from Alt have contributed to this book lots of other useful resources in there and I'm afraid I've run out of time I forgot to look at my watch again but just quickly want to mention the SMASH team which is my students who well they rebranded what I was calling a social media special interest group to social media for academic studies at Hallam, the SMASH and they've created card activities and to start with they started with the tools but then they came up with the latest set of cards which they came to themselves as reverse social media and they looked at what do we actually want to achieve and the tools that can actually do that and I felt very proud of the students because this is kind of self led with me giving them some information but introducing and bringing your students in as partners to look at some of the thorny issues I think is very very important and to work on this together so I'd highly recommend doing that just quickly pass this, there's Lorna's word of caution I'd say give it a go because collectively everybody in this room the networks that you've got the knowledge that you've got the things that you say are online presence can be really really powerful we can all help each other learn and by being open and sharing that you can make a really big impact and if you think you're too small try going to bed with Miss Skeeter and I'll end it there thank you very much Sue and what a romp through a lot of information there the slides will of course all be available for you but just before we head to coffee I think if there are questions from anyone in the audience if you could, we'll try to spot you we've got some roving mics who will run if you could say where you're from introduce yourself to the room before asking your question and remember to make sure that you're heard that you're holding the microphone before you speak maybe reflecting on how questions for Sue or giving examples about how social media is used in your institution or how you're using it to create social networks among students where you work so do we have any questions from the audience that we can see just give us a wave it's a little bit hard to see from the a little bit hard to see let's see if we can go over here to Lady in the Peach it's Francis I'm Francis Bell I'm not from an institution I escaped a few years ago so I'd call myself an itinerant scholar now but I want to also thank Sue I don't know how you achieve that broad sweep in your talk and I really enjoyed it but there's one thing I wanted to ask you about which is to do with the doing and as you were talking I was wondering what faculty in different disciplines you know what people in the psychology discipline in the information systems discipline that you and I are associated with in computer science in business schools in the workplace I worked what could they be doing with their students to help them think about how they could do things differently in the future well I think in terms of if we look at psychology is actually doing some research getting the students doing that research and sharing and I think it would be really powerful if our students across a broad spectrum of disciplines could hear from students actually doing that they're in the book the theory that's in the journal articles you know bringing it to life in terms of computer science I've spoken about this many times when I've done training sessions for colleagues in computing you know where they've got perhaps a little bit vex around the chosen VLE that we have I'll not mention which one it is and it's like well why don't you actually reinvent something yourselves you know the technology the knowledge the coding you know is not beyond the realms of getting staff and students to work together because if we were to reinvent spaces where we can connect you know the ideal online social space what would that actually look like and the only way we could find out is to you know put that out to students to experiment because there is an element of you don't know what you don't know and if you've not experienced it how do you know that this is going to be effective or not effective you know so there would need to be lots of different trials but I think you know collectively in computer science we've got the potential you know why is it always America that comes up with a solution and James Clay asked me to speak at an event a few months ago and I talked about this idea of the ideal device that would give students where it would pull everything in and I talked about that actually with some postgraduate students taking a couple of courses data science and MSc computing and one of the students actually contacted me afterwards he says you know that's really got me thinking and he's looking when he finishes his master's to do a PhD and he says I'd really like to take that forward you know so I think there's a potential to do that there's lots to explore thank you we have another question here thank you Alan Williamson University of Derby online that was a very thoughtful working presentation not only the privacy in social media but what about VLEs that just recently in the last few weeks I've noticed I've had to agree to various term conditions which I confess I haven't read but it's not just social media and retail that privacy of potentially affects absolutely any comment particularly about that that would be interesting well it's the next online course that we're going to be having to do mandatory one and you'll get the emails one after another until you've actually completed it but in all seriousness you know we need to have these conversations and it needs to be brought down to a level that you know it's not going to be boring and stuffy and oh I can't use my time to you know read all of this stuff because you know if you do look at some T's and C's you know they've gone forever you know we need to cut to the chase what does it actually mean what do we need personally need to be really concerned about and know about and it's making that information digestible understandable and absolutely transparently clear thank you can I have so in the room can you raise your hand if you are involved in your institution in discussions about student data and privacy okay so this is a something that is a lot of us are involved in as part of our work and are you and so so that question was about involved in the institution how many of you are involved in discussions with vendors and suppliers about data and privacy okay so if you if you can raise your hands right up because I think that that's an area that we can share knowledge amongst the community because if we're all separately in discussions with vendors about what they're doing with our student data it might make sense to just check the kinds of answers that we're getting from the various different suppliers okay are there any other questions from the floor I know that we're keeping you from coffee and it's gotten a little bit chilly in here so we don't need to run then to coffee and snacks okay I'm gonna let you go for your coffee we're gonna have a break for coffee time and then we start the dozens and dozens of parallel sessions thank you very much we can give Sue another time thank you