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PLE in marketing
 

PLE in marketing

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    PLE in marketing PLE in marketing Presentation Transcript

    • Fit for Purpose: placing the PLE at the centre of marketing education
      Lisa Harris and Paul Harrigan
      University of Southampton
      Presentation for 2nd International PLE Conference, Southampton, July 2011
    • Author Information
      Paul Harrigan @drpaulharrigan
      Lisa Harris @lisaharris
      Lecturer in Marketing
      Programme Director for the BSc in International Marketing
      Research on impact of technology on marketing curriculum
      Current research project investigating use of Web 2.0 (e.g. social networks, blogs, web analytics) technologies on customer relationships in marketing
      Teaches Digital Marketing at the University of Southampton
      Programme Director for the MSc in Digital Marketing.
      Qualified e-tutor for the University of Liverpool online MBA.
      Currently developing workshops encouraging the growth of digital presence for career or business development.
    • Background
      At Southampton our research focuses on:
      how developments in technology are driving new marketing theory and practice
      how marketing education should respond to these changes
      This paper evaluates how marketing education should develop both appropriate curriculum content and the supportive personal learning environments (PLEs) made possible by developments in technology
      Slides and full paper can be accessed via my blog
    • 21st Century Careers (JISC, 2009)
      Competition for employment in a global knowledge economy
      Increased levels of self-employment and portfolio working
      Growth of multi-disciplinary teams focused on specific tasks whose members might be physically located anywhere in the world
      Life within a networked society
      Blurring of boundaries between ‘real’ and ‘virtual’, public and private
      Increasingly ubiquitous use of digital technologies.
    • The big picture
      the digital sector directly employs 2.5 million people in the UK
      the vast majority of graduate jobs require effective use of ICT as an integral aspect of professionalism and performance.
      The UK Government has indicated that student satisfaction will be taken as a critical measure of how higher education is performing.
      learners have high expectations and their experiences of technology-supported learning are largely determined by the level of staff e-learning skills.
    • Digital Literacy
      • “Digital literacy is the ability to locate, organise, understand, evaluate, and analyse information using digital technology. It involves a working knowledge of current tools and an understanding of how they can be used”
      • “The active management of online activities such as collaboration, networking , reviewing, content creation and curation in order to “stand out from the crowd” in today’s job market”
      • “an ability to respond positively to change”
      www.lisaharrismarketing.com
      www.delicious.com/lisaharris1
      www.twitter.com/lisaharris
      www.slideshare.net/lisaharris
      www.uk.linkedin.com/in/lisajaneharris
    • Classmates
      Friends
      Family
      Teachers
      Experts
      Coworkers
      Contacts
      Video Conferencing
      Evaluating Resources
      Locating Experts
      Microbloging
      Scholarly Works
      “Life-wide” and “life-long” learning
      Synchronous Communication
      Information Management
      Library/Texts
      Instant Messaging
      Mobile Texting
      Open CourseWare
      Subscriptions readers
      RSS
      Social Networks
      Blogs
      Wikis
      Social Bookmarking
      Podcasts
      Wendy Drexler (2008)
    • The PLE Spectrum
      PLEs can be conceptualised in terms of:
      1) the technology choices available to individuals to help them manage their learning
      2) the features of the study programme which help to formalise this approach
      3) the technological infrastructure provided by the university as a whole (ie providing adequate wifi, secure web access etc)
      4) the culture changes that are required for staff to operate effectively within this environment
    • Potential scope of the PLE
    • Southampton PLE Initiatives
      Undergraduate Digital Marketing module – development of online communities by student groups using blogs, Twitter, YouTube and Facebook (from 2008, assessed by oral presentation)
      Digital Presence Workshops for staff and students from 2009
      Student blogs to support personal tutor/tutee relationship from 2009
      Integration of PLE into Introduction to Marketing and Digital Marketing Communications modules from Sept 2010
      Blog, Delicious, Netvibes
    • The PLE for marketing students
      Assessed blog posts: reflections on the learning process, reinforced with face to face meetings
      Continual assessment and feedback throughout module (online and offline)
      Students encouraged to find relevant online materials and report back to the group
      Live tweeting in class, with remote participants
      Encouragement to use online bookmarking and sharing tools
    • Challenges
      *Very* variable levels of digital skills amongst students
      Variable levels of staff ‘buy in’
      Entrenched expectations of a ‘traditional’ learning experience. They were not used to:
      reading or critiquing each others’ work
      making their work publically available online
      ‘thinking across’ modules
      building up assignment work from the start of a module rather than at last minute.com
    • PLE Success stories
      Some students volunteered to present their work to the whole group
      For examples of students who have really embraced the approach, see Natasha’s blog and Maria’s blog.
      Student experiences through the whole programme: student course summary
    • Thank you for participating!
      Any questions, comments, suggestions???