Using social media in IP teaching: a review of the use of social media as a learning and teaching tool

Abstract

This chapter begins with a brief review of the use of social media platforms as an aide to teaching in higher education. It also considers the learning and teaching rationales used to justify the use of social media as a legitimate teaching method and makes the argument that it compliments rather than contradicts the more conventional learning and teaching methodologies adopted in university settings. The discussion then focuses at some length on my own use of social media in the classroom. This section explains why I felt the need to use social media in the first place, with a particular emphasis on enhancing student engagement with curriculum that many of my students found to be complex. This section also explains which social media platforms I use and why. The chapter also outlines in some detail the mechanics of my use of social media. It describes which parts of my IP law scheme of work I deemed suitable for inclusion and why. It also addresses the main learning and teaching activity I use social media for (posting IP law content) and how this turns into a very effective formative assessment as well as provide an insight into the feedback students gave me once they had completed my IP law modules featuring social media posting. The template marking criterion that I use will also be provided, so that colleagues wishing to incorporate the use of social media into their IP curriculum design can do so easily and benefit from the insights that I gleaned through my experience.