Curriculum Innovation for DE LunchPresentation Transcript
Curriculum Innovation Digital Economy USRG 21st January 2013
Rationale• “Traditionally academics view the world through the eyepiece of a single discipline. But the real world is not like that, it is by its very nature interdisciplinary and can only be deeply understood when viewed from multiple perspectives. ” Mark Cranshaw, Understanding Modern China• University policy is directing us towards multidisciplinary research that: 1) feeds directly into teaching and 2) encourages student participation at all levels
“Life-wide” and “life-long” learning
New CIP Modules:linking research and teaching
ONLINE SOCIAL NETWORKS
Module features• Taught by 5 tutors from 3 Faculties (Hums, B&L, FPAS)• Introductory lecture by all tutors based around the hit film “catfish” then one week each• Students work in groups to produce sample exam answers and post to class wiki (with tutor feedback) (60%)• Video production class in specialist lab facility @Avenue Campus• Students in mixed disciplinary groups develop a video portfolio on a “big question” supported with an individual reflective account (40%)• Core module for BSc Web Science
Learning Outcomes• Discuss online social networks in a holistic manner, including the technological, social, network science, web science and organisational dimensions.• Evaluate key technological and social mechanisms of online social networking and network structures• Analyse the impact of online social networks on life, society and business.
TopicsCovered What are the Characteristics essential features of Networks of a network?
TopicsCovered Characteristics of Networks Practical Applications What are the of Networks networks we can see around us?
TopicsCovered Characteristics of Networks Practical Applications of Networks Network Analytics: How might we use Power and Trust those networks?
TopicsCovered Characteristics of Networks Practical Applications of Networks Network Analytics: Power and Trust Social Capital What are the expected social or economic benefits?
TopicsCovered Business How should the and individual respond? Personal Branding Characteristics of Networks Practical Applications of Networks Network Analytics: Power and Trust Social Capital
Social capital Burt (2005)
LIVING & WORKING ON THE WEB
Living and Working on the Web
The “digitally literate” student• proactive, confident and flexible adopter of a range of technologies for personal, academic and professional use• use appropriate technology effectively to search for and store high-quality information• curate, reflect and critically evaluate the information obtained• engage creatively and productively in online communities• familiar with the use of collaboration tools to facilitate groupwork and project management• aware of challenges in ensuring online privacy and security• appropriate communication skills for peer and tutor interaction within an ‘always on’ environment• Parody Video (very funny, rather bad language!)
Module features• Blended learning approach – Introductory lecture (F2F) – fortnightly webinars – Week by week peer/tutor interactions via BB discussion board – Practical F2F supporting lab sessions• Assessed by – portfolio/group presentation to live conference (50%) – On discussion forum (for 4 sessions in total) • post their answer to a set question (300 words) • comment on the answers provided by their peers (2 short posts, total 200 words) • write a reflective summary of their learning progress (300 words)• Tutor feedback on progress is provided throughout the module• Module will be core to BSc Web Science and BSc Marketing (Singapore)
Gilly Salmon’s 5 Stage Model
A MOOC for Portus ?• Proposing to run a Massively Open Online Course (MOOC) aimed at those with an interest in archaeological fieldwork and the site of Portus• Based around a forum fostering peer learning – related to a proposed CI module, a LLL module and UG archaeology studies• xMOOC form, structured around videos, interactive mapping, quizes and research papers• Use original research data hosted by the Archaeology Data Service as part of the students’ learning materials e.g. via open source software to process• Range of extant content including existing multimedia research projects such as Rich Interactive Narratives and Chronozoom• Supported by existing projects such as the Virtual Fieldwork and Portus Field School SCF projects• Details of the Portus Project at www.portusproject.org
Future Developments• Perspectives on Social Networks e-book• Second Digital Literacies Conference – April 2013• Living and Working on the Web – open module for remote study• HEA Enhancement Themes Conference in Glasgow - abstract accepted for paper reporting on LAWONW module• Students integrated into DE USRG activities and the Digital Champions Programme
Useful Links• Curriculum Innovation website• Centre for Innovation and Technologies in Education (CITE)• Module prep workshops sponsored by CITE• Student Digital Champions• Digital Economy USRG• Curriculum Innovation post on DE blog
Ivan MelendezSam Su Oliver Bills George Georgiev Ahmed Abulaila Digital Champions Hamed Ayhan AlessiaHamed Ayhan Fiochi Panos Grimanellis Farnoosh Berahman Lucy Braiden Manish Pathak Marina Sakipi
Student Digital Champions• Help staff and students to learn new tools, build online profiles, manage social media for live events• Champs attached to each USRG• Digital Economy USRG and CITE are funding students to participate in relevant events, report back at monthly networking lunches and collaborate in research/teaching projects• Supporting the Social Media in Live Events (SMiLE) project
Prof Steve Wheeler, Next Generation Learning
The conference was attended by 95 people on site and viaTwitterwe had followers both locally based and from New Zealand,Columbia and Ireland.Student Digital Literacies Champions played a key role insupporting the eventSummary Storify is here
“The workshop was very inspiring and generated some very good insights. It was wonderful having international Feedback “Hearing from such a diverse range or people on the subject was really inspirational. I would recommend this to anyone with students attending, as they were able to even a remote interest in the contribute with a different area.” perspective, specifically those coming from totalitarian regimes. Their concerns and priorities in regards to protecting “Lots of interesting their own identity discussion inspired by some are very different from those in UK .” pretty open questions.” “I thought this was a brilliantly organised, and immersive experience, and in that latter respect corresponded exactly “Great to get big names to one of the stages of digital literacy mentioned by one of the speakers. I learned huge amounts and felt by about 3.30 to Southampton. that my brain was full!” *** It was a really great “…the whole event was a day. Thank you.*** ” real eye-opener in more ways than I can mention here. It was kept under control through a nice blend of more discursive talks “More like with shorter introductions this please”“I liked the openness Looking forward to key advances orand contributions to next one! resources. This was veryfrom almost clever and helped a new-everyone.” comer like me to manage it all.”
SMiLE Project• a University-wide system and procedure for archiving tweets.• investigating new ways of expressing context through timelines and network visualisations• Code of conduct for ethical storage and curation of social media (with Oxford E-research Centre)• Case study for JISC Datapool project• Digital inclusion/exclusion• Supporting the development of communities of practice before/after major live events