Workshop contribution for #WWW2016 in Montral, 12th April 2016 by @nic_fair and myself

1. COLLABORATIVE SOCIAL
LEARNING: REWARDS AND
CHALLENGES IN MAINSTREAM
HIGHER EDUCATION
‘LIVING AND WORKING ON THE WEB’ MODULE
@ THE UNIVERSITY OF SOUTHAMPTON
BY LISA HARRIS AND NIC FAIR
Please visit our Innovation In HE blog on www.efolio.soton.ac.uk/blog/innovationinhe/ for more information and to add your
comments, thanks.

2. MODULE OUTLINE
• 5 topics – one every two weeks
• Personal blog and module blog
• Student-Tutor interaction via
Twitter
• Online feedback
• Voluntary weekly ‘drop-in’
sessions

3. PERSONAL LEARNING NETWORKS

4. DIGITAL CAPABILITIES
JISC, 2015

6. HE PEDAGOGY AND THE SELF-REGULATING
STUDENT
• Flexibility in where and when we learn
• ‘real-world’ Authenticity
• Learner-centred
• Self-direction

7. INNOVATION IN HIGHER EDUCATION
More Teaching Hours More Student
Engagement ?
Pedagogically-driven Innovation Increased
Engagement ?
Department for Business, Innovation
and Skills, 2015

8. THE COLLABORATIVE SOCIAL LEARNING
CYCLE

9. BLOG COMMENT
Screencaps from student and module blogs, 2015

10. REFLECT FEEDBACK
Screencaps from student and module blogs, 2015

11. ASSESSMENT
50 % Topics 2 – 5 :
blog posts,
comments and
reflections
50% Topic 6 :
reflection on
learning and digital
development
FINAL MODULE GRADE

12. WHAT THE STUDENTS SAY: INNOVATION
AND DIGITAL LITERACIES
“The different teaching style was a breath of fresh
air.”
“Loved that it was all online!”
“Best thing – being able to interact with other
students online.”
“Brilliant to have a module that involved
focussing on our digital profiles.”
“Creating blogs was something I had not doneQuotations from official student end-of-module feedback
forms, 2014-16

13. WHAT THE STUDENTS SAY ABOUT:
ENGAGEMENT AND AUTHENTICITY
“All material online which made the module novel, fun
and interesting. It keeps engagement high!”
“I definitely liked how Twitter became a key tool for
this module and helped with engagement amongst
students.”
“Wish it could be longer. I do not really want it to
end.”
“Extremely relevant to the modern day graduate.”
“I consider this module to be the most helpful so farQuotations from official student end-of-module feedback

14. WHAT THE STUDENTS SAY ABOUT:
FEEDBACK
“Great feedback that really helped me develop each
week.”
“The feedback has always been constructive and
concise – often a rarity!”
“Quick replies on social media.”
“So impressed with module feedback, really clear,
constructive and so quick! I wish all my subjects were
this good at feedback.”Quotations from official student end-of-module feedback
forms, 2014-16

15. TEACHING CHALLENGES
• The Scaling Issue

16. WE NEED YOUR HELP PLEASE!
• Is there a role for PEER ASSESSMENT?

17. PEER ASSESSMENT CONSIDERATIONS:
• Training in feedback ‘boundaries’ (students AND staff)
– what is and is not acceptable.
• One feedback area at a time.
• Multiple student markers.
• Formative assignments.

18. PEER ASSESSMENT CONSIDERATIONS:
• How will it be received by diverse students?
• Clear conflict resolution systems.
• Comprehensive and easy-to-use marking criteria.

19. PEER ASSESSMENT BENEFITS:
• Part of the learning process.
• Enhances the collaborative learning cycle.
• Enhances engagement, learner-centredness and self-
direction.

20. THE WORKSHOP:
•Can Peer Assessment solve the
Scaling Issue?
•If so, how should it be done best?
•If not, what alternative solutions are
there?Please visit our Innovation In HE blog on
www.efolio.soton.ac.uk/blog/innovationinhe/ for more information and to add your
comments, thanks.