This is the second year that I’ve delivered social media workshops to the PhD student community at UWS through the Innovation and Research Office (IRO) – last year, I reflected on the content of the workshop, which although I encouraged IRO to let me teach people in the bar area of the student union (instead of in a classroom – I wanted to break the hierarchy that is enforced through teaching space, I was student teaching students and I was experimenting with what we had), it was still very much a workshop where I talked at people for 3hrs and my PhD colleagues (some of which had never taken their laptops out of the house) sat baffled by the whizzy and rather full prezi that I had prepared in advance.
I wasn’t happy about it, especially as I had to spend about an hour of the workshop, fixing everyone’s the wifi connection (which was proxied to hell) and just getting the poor buggers online. What we needed was something that was a pre-beginners social media drop-in, or even something that just discussed research practise in general, before I even started to convince PhD students that the internet and writing publicly (and often informally, like this post illustrates through the language I’ve chosen to use and the over reliance of winky faces ;-)) about the stuff that they are up to can be a good thing.
When I was asked to deliver them again, this time doing 4 instead of 2, I thought for a bit about what I might do – especially when I noticed that one of my beginners from last year had signed up again, and obvious sign that whatever I was doing (or whatever teaching practice I was employing) was just not working. Also, since then I’ve nailed a PGCert in Higher Ed, taught-out in various spaces and various contexts out-width the ‘university’ environment (such as the social media surgeries in Dumfries and Galloway) and had the chance to experiment with differing methods as a facilitator. Not to mention, I was still basking in the joy that was the Research Practices 2.0 event that I had attended the week previous, which felt like a real breakthrough when it came to thinking about how social media could be used as a vessel for something more than simply fetishing corporate technology (I wrote more about that at the time here.)
So this time, I have no slides. F*&k slides. Especially for a workshop that is about the people, not the things thatI have to say about technology. My internet usage is an anomaly. I have no dedicated resources for those sessions -and why should I, when there is a wonderful open educational resource as part of the Nottingham project, if was to build my own, it would just be a rehash – and only one perspective, there are better opportunities to concentrate my efforts on the projects that I’m employed to do – such as UWSDigital.com – that I built and wrote myself in partnership with the research team that I am working with.
Secondly, I ripped up the workshop/training handbook, that is, base my class plan on the basis that all workshops of this nature should follow the same format – I repeated the exercise that we came up with at #RP2NOTT instead. I probably shocked a few people who thought that they were going to turn up for a workshop and use the 3 hours to switch off/check emails on the computers whilst I transfer knowledge to them. We had a discussion, based on finding similarities in research practices, and matched up the social media/internet platforms that they were already aware off to the practices. Once we had several lists of things where there was a mutual understanding to address, I was able to demonstrate the adequate tools in a way that was more suited to a tutorial, rather than trying to pre-guess what people might want at the beginning.
Lastly, this workshop could be repeated under different contexts, more niche/wider areas and it would have a different impact. Rather than talk people through various platforms (when really, there are plenty of those tutorials out there as part of the website’s existing functional elements) it was way more important to link them up to their daily practice. This was the only way that they were going to ever adopt it, and they could make that decision themselves – rather than use it because they it is expected of them.
I wanted to leave those who attended with a dialogue, not a piece of paper that they could file away on a PDP, e-portfolio site and tick that social media box. I wanted to be able to encourage and support people so they could feel comfortable/more confident to explore and critique the platforms on their own merit, not based on other factors such as the hysterical mainstream media & other colleagues who have probably never been trolled in their life.
Importantly, the most people using successfully social media at UWS, means that at relatively small university, we could punch above our weight when all the traditional metrics are set against us. We could manage our impact on the community better (don’t get me started on the Ayrshire Post!) and we can widen the grassroots academic commons that is beginning to emerge across the institution. Best practice is not just something that is spoken about, it’s emerges through the dialogue between colleagues (often spread out across 100 mile radius) – already beginning to see this as I connect to people I’ve never met before (and I’ve been at UWS, as a student, since 2002)
What holds us back, however, is restrictions in institutionalised technology – for instance, the second session looked at building an academic identity, where the participants decided they wanted to know how to set up a wordpress/posterous in the space of 3 hours. The machines couldn’t cope. Firstly, they ran IE, which wordpress didn’t like, secondly, I got modem error messages saying that we couldn’t set up so many accounts on the same IP address (all the computers in the lab I was using had the same log-in) thirdly, it felt a bit like I was teaching MS Word. It was boring. Especially when there is a resource online from WordPress that does it better than I could of the top of my head. Finally, if you’ve ever taught a program package in this way (a lab environment), you need to spend a lot of time darting around the room to look at individual screens – ignoring everyone else. A better way of doing it would have been for me to sit in a room for 3 hours and speak to people individually about their needs, rather than dragging everyone through that god awful lab experience.
So, in summary, 3 things I’ve learned:
1) Leaving with a dialogue is more important than ‘facts’ – it’s worth getting people to think about themselves, and chat it out – rather than slipping into the monotony/facade that a workshop facilitator is going to embark on some sort of clinical information drop off that will happen instantly & easily. If only it was so.
2) Space is important and how individuals use that can have a huge influence on what happens during the session. We ran into this issue at RP2NOTT too. Try and have a group discussion in a lecture theatre where everyone is looking down, facing the front – same thing, teaching social media in a computer lab makes it about as engaging as teaching word processing packages – people just get sapped into their own little world and you can only help them by stepping into that world personally. Something are best left for surgery/drop in style events.
3) It is pointless bulk ‘teaching’ a program that can’t be accessed on the university machines. For one, the mentality of calling IT to fix it before you google the problem yourself is only going to make the use of the more open source environments vilified even more. They don’t support it – and the system is not geared up. That raises a lot more questions than answers – but I think, instead of fighting that system and hitting a wall (which has a point), thinking of ways to put critical practice first (using social media as a hook in) is going to be more useful in the long terms.
It’s not about the platforms, essentially it is all to do with practice, which in turn will allow you to critique the platforms and therefore make they useful to you – and, that is, my dear, the reason why I’ve stopped teaching social media.
Events just don’t work (in terms of conversion) for social media training. Network-building is the key, but that’s harder to do while institutions are focussed on quick hits.
I think rpnotts worked well as an ‘event’ but most of the issues we had were dealing with it in spaces designed to restrict. Similarly, digital researcher last year was really good too. But in terms of an ongoing praxi, going to need more joined up thinking (which *is* emerging) and to see this sort of work as being wider than social media. Social media is what gets people through the door but we end up learning more when we talk about everything in context – and networks are the way it spreads.
I’m probably not allowed to say this publicly but … in strict numerical terms, the follow up to the digital researcher events have been … not entirely stellar.
I wonder if it is worth pulling together some of the reflections more formally? Been lots going on since then that have changed my perceptions entirely on the methods to how this is done.
Hi – sorry this has been taken so long. I’ve been away training:)
You are so right in so much of what you say. We put such a premium on face to face training, and in terms of teaching tech, everyone thinks they need to be sitting in front of a computer. But the minute you do that, you’ve lost them. Everyone thinks they can multi-task and thinks there’s no problem in checking email as well as learning what a RT is – except that’s not the case, and as the instructor you have to repeat yourself constantly.
Training rooms nearly always have the oldest technology in it, and trying to show people sites when they only have access to IE 7 is impossible and dispiriting for everyone.
The other factor is that people who organise the training never understand that while they want people to understand social tools, they have a bigger problem because people don’t actually know how the web works: what a URL is, what tabbed browsing is etc. Trying to teach social platforms to people who are struggling to understand how to navigate around a browser means the details of the tools obviously get lost.
The best form of social media teaching I’ve seen so far is the 23 Things set up for Library professionals back in 2007 http://sjlibrary23.blogspot.com/.This type of self-directed learning, akin to a scavenger hunt is the only way these types of skills can be learned.
I’ve done A LOT of face to face/computer room based training in the last 3 years and while people leave feeling they have had their mind opened to what’s possible, the space in which they’ve had that realisation wasn’t the right one. We could have had a quality 2 hour workshop (nowhere near a computer) followed up by self-directed learning with peer support and the results would have been even more powerful.
Thanks for sharing your experience. We need people to consider different ways it’s possible to share the benefits of using social media.