‘Please don’t switch off your phones.’ Using Social Media Tools and Smart Response Systems in the

‘classroom,’ because sometimes learning can be fun!

Middlesex University Learning and Teaching Conference: ‘Creative Curriculum’

Plan of action

• A creative curriculum: A context• Programme overview as the object of study• An application of some this ‘apparent’

creativity and gathering further evidence across disciplines and services

Sukhbinder BarnMark McPherson

Can every individual be creative?

• ‘Not a trait granted to the chosen few’ (Moreau and Dahl, 2005)

• Balkin, 1990: ‘creativity is an acquired behaviour, learnable, teachable, tangible and crucial to human development’

• It includes: ‘the generation of ideas, alternatives and possibilities’ (Smith, 1998)

• Diversity in personality types, disciplines and different ways of thinking heighten individual and group creativity

• Group creativity works best when members have fun, play and are relaxed with each other (Goldberg, 2012)

• Group creativity relies on self management

What is a

Creative

Curriculum?

A former colleague said only yesterday ‘that marketing education shouldreclaim its’ roots and focus more on theorising and less digitising …we should stop ‘training’ our students for work and educate them instead.’

He would hate what is coming next

SocrativeSmart student Response System

Twitter

QR Codes

Instagram

MA Marketing Management

Practitioner Perspectives Managing and Marketing Events

Creative Communication Strategy

Social Media Profit Earning Non-Profit AR and QR

Over £1500 Attendance

The Walkabout

Blind FootballMDX Live

ARUP visitGraduation Ball

Marketing Communications

brochure

Modules

The ‘Experiential’‘Action’ and‘Doing’ bit

The knowledgeand skills bit

Programme: MA Marketing ProgrammesModule: Practitioner Perspectives (Residential)Social Media: Socrative (student response); Instagram and TwitterPurpose: Group bonding; information (faculty use)

The Residential Programme

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The Context

•The Marketing Programme residential field trip is an eight day (inclusive) applied

learning experience that sits within a 12 week/15 credit PG module: MKT4102

Practitioner Perspective.•There are two field trips each academic year: one per September and January

cohorts•External specialist service provider (through a competitive bidding process) to

help plan, organise and develop the field trip •Since 2008 to date, 78 companies used in Liverpool, Edinburgh, Glasgow,

Newcastle/Gateshead and Sunderland

Experiential Learning: The Marketing Field Trip and Student Reflections

The Residential Programme

A Typical Week:

Date Morning: (09.00 – 12.00) Afternoon: (13.00 - 17.30)

Sat/Sun Depart – London, check-in, briefing sessions

Team Building Activities

Mon City/Region Context Setting (GS) / Firm 1 (GS)

Firm 1 visit / Firm 2 (GS) + Visit

Tue MDX Session / Firm 3 (GS) + visit Firm 4 (GS) + visit / MDX Session

Weds Firm 5 (GS) + visit / MDX Session Firm 6 (GS) + visit / MDX Session

Thurs Firm 7 (GS) + visit / MDX Session Allocation of Case-studies / Student Presentation Prep

Fri Student Presentations / MDX Session Free Time

Sat Return to London

Residential Field Trip Aims

Practical and applied perspective of the marketing discipline

Expose students to current thinking and strategy in consumer and business-to-business markets

Assessment preparation

Case Study

PresentationPecha Kucha

Enhance group work, negotiation and problem-solving skills

Using Social Media and

Smart Response

The impact on student cohesion, perceptions of group tasks and overall motivations ‘to do…’

What the students saidAt first, I wasn’t sure I liked the “treasure hunt”

planned by the teaching staff, but I came out that we could intensify our relationships within

the groups and finally we had a fantastic day discovering Glasgow together in bright sunshine. I was surprised how fast everybody got closer each other. (M, German)

I think that the team building exercises

also helped a lot because they were in

the first day which helped to break the

ice and it developed also the sense of

being competitive and trying to get

ahead, which was great. (F, Romania)

The best part was when random groups were made…it was an opportunity to know the people and after that I felt I know almost everybody…Everybody has come from

different culture and nationality, but everybody respect the cultures and I feel proud to have such friends around me. (M, India)

I am very happy because we used social media

actively and efficiently. I want to share special

thanks to my… group mates because we won t and

we ate some delicious biscuits! (M, Turkey)

Programme: MA Marketing ProgrammesModule: Managing and Marketing EventsSocial Media: Instagram, Twitter and Facebook (student use)Purpose: Information, Communication, feedback, engagement

Managing and Marketing Events

Understanding the planning, delivery and evaluation process involved in real time ‘events’

Assessment preparation

Literature reviewRelated to experiential learning

Enhance group work, negotiation and problem-solving skills

Evaluation/reflection of a real event in which students have been directly involved

Knowledge and Skills

Creating Planning

Delivering Evaluating

The Event

HOW THEY USED A BIT OF SOCIAL MEDIA

MBM Voting

MBM Event day promotion

MBM Event day promotion

Promoting other MAMM events

A bit of output from them…

• Move like Jagger flashmob (3.40-5.33) *************

• https://m.youtube.com/watch?v=wWlAsaaIApU

• MDX graduation ball• https://www.youtube.com/watch?v=gs_64GjEJLk

• MDX Cricket• https://www.youtube.com/watch?v=dLCIRWYPO3Y

Programme: MA Marketing ProgrammesModule: Creative Communication StrategySocial Media: No SM but use of QR and Augmented Reality appsPurpose: Information and Communication (student use), feedback

Creative Communication Strategy

Understanding communication, message strategy etc., etc.The key bit: Application of ‘technology’

Assessment preparation

Application to University communications

Create real usable communication

DeconstructingReconstructingThe creative brief

Knowledge and Skills

HOW STUDENTS HAVE USED A BIT OF TECHNICAL KNOW-HOW

QR Code Video Links Employability: Spanish (1.09) https://m.youtube.com/watch?v=_tlg6qbmUbg Living and accommodation: Spanish (Silvia, Jocelyn and Dominika)https://m.youtube.com/watch?v=sXkBgglu4go University life on campus: Spanishhttps://m.youtube.com/watch?v=3ZyhyG2_WoI Careers and Employability: Spanishhttps://m.youtube.com/watch?v=_tlg6qbmUbg

Employability: US (2.22)https://m.youtube.com/watch?v=ooRYsvZLH-o Student experience: US (1.33 Liverpool residential https://m.youtube.com/watch?v=hPexEcORMQM

Living and accommodation: US students (2.05)https://m.youtube.com/watch?v=IMsQvuOQRmw Careers and employability: US students (1.11)https://m.youtube.com/watch?v=KBC-OAQjhro

London Sightshttps://m.youtube.com/watch?v=pxYC0nw-NAM

SOCRATIVE, TWITTER, INSTAGRAM: PEDAGOGY ‘CHUM’

HOW FACULTY CAN USE TECHY STUFF

Application• Socrative:

– Similar usage for LDU and students finding learning resources– Induction– In class feedback/pulse/quiz

• Don’t be scared of allowing the phone to be used in the classroom

• Twitter:– Information for students– Students using to share curriculum content as they go about their

normal lives• Instagram

– Video/picture diaries– Capturing moments– Content analysis of twitter feeds and instagram pictures

SOCRACTIVE: CHECKING FOR A PULSE