1 Universidad de Huelva and Erasmus University Rotterdam (SPAIN)
2 Universidad de Huelva (SPAIN)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 4714-4722
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.1239
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
In this article we will present teaching experiences in the university classroom, using three social media platforms -YouTube, Instagram and TikTok- as part of an educational innovation project developed at the University of Huelva. The project was carried out within the framework of the Official Master's Degree in Communication and Audiovisual Education offered by the University of Huelva and the International University of Andalusia, in which 60 students participated between January and May 2021; and in a course aimed at 130 students of the Master's Degree in Teaching in ESO, Baccalaureate, Vocational Training and Language Teaching (MAES) taught at the University of Huelva.

TikTok and micro-know-how:
In the case of TikTok, the professor choses to offer several examples of digital adaptations that could be useful for educators. The strategy was based on a series of videos in an account created for this purpose, in which the teacher applied TikTok's own functionalities, such as the green screen video, the embedded text and the duo effect. This encouraged students to create digital materials using this format to build the final module project, which involved an educational intervention proposal using digital content. The educational strategy encouraged imitation, which structurally allows various formats of resignification and reuse of existing content.

Four objectives related to teaching-learning were achieved:
1. Exemplify the application of TikTok functionalities for different educational purposes.
2. Provide instructions for using these functionalities.
3. Illustrate uses adapted to students' projects and topics.
4. Promote students' creativity in adapting their projects to the TikTok context.

The visual pedagogy of Instagram:
Instagram's multi-format nature offers great interactive possibilities through vertical video configurations such as Story or Reels, and its characteristic and framed posts and creative features such as stickers, gifs, sliders and hashtags. This platform offers excellent opportunities for teachers interested in connecting with their students in a more meaningful way.

In this case, we chose to create an educational profile for the dissemination of content about the course for students, including instructions for specific assignments using the possibilities of content creation and dissemination offered by Instagram. We used the account (Anonymized), in addition to the hashtag with the same name, (Anonymized), in order to maximize the use of Instagram's own connective and cataloging elements. Before starting the project, the teacher discussed the importance of considering the privacy of their data on social networks and strategies to manage it. Students learned about the best practices to ensure privacy.

Teaching-learning objectives included:
1. Exemplify possible uses of Instagram for teaching.
2. Get to know the students through a personal presentation in Instagram post format.

Video, YouTube & educational action:
Teachers-in-training learned about YouTube teaching-learning experiences. Students assessed the potential of this platform for educational purposes. Youtubers who are not usually active teachers, but who share knowledge about physics, literature or music. Or real teachers who use YouTube to share information with their students and community of followers about foreign languages or history. This served to reflect on the risks and opportunities of creating content on YouTube.
TikTok, YouTube, Instagram, Higher Education, Teacher Training.