Peer Mentoring-a pilot study to compare the viability of two virtual environments for student support

Support systems are vital for new students at university and one of the established means of support on offer at many universities is peer mentoring which, through a community of practice, has the potential to aid student retention and increase student engagement. Peer mentoring models are generally based on face-to-face contact. However, given the increasing number of higher education institutions using various social media and some of the practical problems concerned with face to face mentoring meetings, might online models be beneficial in a peer mentoring context? Newcastle Business School in 2010/2011 will be piloting two potential virtual models based on new technologies to create a community of practice which aims to improve and extend the transition, induction and learning experience of students on Business and Management Programmes. It is anticipated that this proactive approach will also install a sense of programme identity through social interaction across year cohorts, with newly enrolled students in particular benefiting from the experiences of more experienced course colleagues. The two models examined are the virtual learning environment (VLE) and social networking site Facebook. The VLE is established in higher education but lacks excitement. In addition technical restrictions mean access is only available post enrolment. Social networking sites like Facebook are freely available, popular and heavily used particularly by younger students but literature suggest there may be resentment if this appears to be appropriated by the HEI. This paper will report on the research findings which led to the choice of models as wells as outline the pilot project in more depth

Social Media in the SME Business to Business Environment and Toolkit

This report responds to the growing appetite for businesses to gain a better understanding of social media marketing and the associated benefits. Over the last twelve months, we have spent time exploring the concept of social media marketing and the impact it can have on B2B campaigns. Academics from Newcastle Business School have spent time talking to SMEs and their marketing teams to help identify and successfully navigate some of the most common challenges surrounding B2B social media marketing. As a consequence of this study, we present a framework of integrated marketing communications (IMC), incorporating social media. This framework underpins the B2B Social Media Toolkit, which is the main outcome of this report. The research findings have been presented using the Social Media Honeycomb developed by Kietzmann et al. (2011). This has allowed us to distil our findings into seven distinct themes, which are presented on the right. The B2B social media toolkit is a practical and easy to follow guide for anyone wanting to improve the effectiveness of their social media activity or a good starting point for any business that has yet to incorporate social media into their wider marketing plan

Virtual Peer Mentoring: how this can be utilised to promote assessment for learning

Northumbria University through its Centre for Excellence in Teaching in Learning, combined knowledge, experience and research across the University has led to the identification of six key conditions (McDowell et al, 2005) which through realising the potential of formative assessment highlighted by (Black & William, 1998 and Gibbs & Simpson, 2003) repositions assessment as occurring throughout the learning process rather than at the end. However, in large group situation often accompanied by increases in staff/student ratios, large student numbers is seen to equate with epic increases in marking workload ‘aggravated by the necessary rapid turnaround.’ (Gibbs & Jenkins 1992). This means all too often formative assessment is reduced or even squeezed out (Rust, 2001). This workshop aims to help participants identify the ways in which formative assessment processes with significant learning benefits can be adapted to large group sessions whilst in keeping issues for staff/student workload, and resources at a manageable level. Objectives/outcomes: At the end of the session participants will have examined a variety of assessment methods and identify · the elements which contribute most significantly to learning. · how these elements impact on workload of students and staff · which significant learning elements can be successfully transferred into large group settings · strategies for constructively incorporating assessment for learning techniques within large group settings. Outline plan for the session plus timings (not included in word count): 1. Introduce the CETL assessment for learning principles (15 mins) 2. Selection of Assessment Methods to be analysed (5 mins) – random or chosen by audience 3. Pairs/ Group Exercise a. Stage 1: Plot different elements of an assessment technique on a Learning Value/Workload impact quadrant by considering (i) students (ii) staff and (iii) resources (20 mins) b. Stage 2: Rearrange Quadrant based on different group sizes (10 mins) 4. Plenary: Select 3-5 assessment methods which have been identified has having highest learning value but lowest impact on workload (10 mins) 5. Construct based on assessment for learning principles strategies for assessing large groups. (20 mins