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Fit for Purpose? @ #PLE_SOU


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Presentation to 2nd International Personal Learning Environment Conference, Southampton, July 2011

Presentation to 2nd International Personal Learning Environment Conference, Southampton, July 2011

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  • 1. 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
  • 2. 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.
  • 3. 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.
  • 4. 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.
  • 5. 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.
  • 6. 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”
    • 7. “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”
    • 8. “an ability to respond positively to change”
  • 9. Classmates
    Video Conferencing
    Evaluating Resources
    Locating Experts
    Scholarly Works
    “Life-wide” and “life-long” learning
    Synchronous Communication
    Information Management
    Instant Messaging
    Mobile Texting
    Open CourseWare
    Subscriptions readers
    Social Networks
    Social Bookmarking
    Wendy Drexler (2008)
  • 10. 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
  • 11. Potential scope of the PLE
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. 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.
    Summary video of student experiences through the whole programme: Http://
  • 16. Thank you for participating!
    Any questions, comments, suggestions???