Curriculum Innovation: Living and Working on the Web


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Presentation with Cristina Costa to Enhancement and Innovation in Higher Education Conference, Glasgow, June 2013

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Curriculum Innovation: Living and Working on the Web

  1. 1. Curriculum Innovation:Living and Working on the WebLisa HarrisUniversity of | @lisaharrisCristina CostaUniversity of | @cristinacost
  2. 2. Reflecting the needs of a society in change
  3. 3. Lifewide Learning
  4. 4. The web as a space of participation
  5. 5. Learning in Context
  6. 6. Hinrichsen&Antony CoombsUniversity of Greenwich
  7. 7. What do we mean by Digital Literacy?• Collecting, managing and evaluating onlineinformation• Building an online brand for personal or careerdevelopment• Creating and curating content in written, audioand visual media• Communicating effectively online for networkingand collaboration purposes• Managing digital identity/ies with due awarenessof privacy and security issues
  8. 8. Digital Literacies Project Objectives• Raise awareness across the University• Benchmark University Digital Literacies activities• Link Education and Research communities• Run series of practical workshops• Digital Literacies Conference 2012 and 1013• Student Digital Literacies Champions• Develop DL Special Interest group – diversemembership across all faculties and includingCareers, Student Services, Library• Curriculum Innovation
  9. 9. Rationale“Traditionally academics view the world through theeyepiece of a single discipline. But the real world is notlike that, it is by its very nature interdisciplinary and canonly be deeply understood when viewed from multipleperspectives. ”Mark Cranshaw, Understanding Modern ChinaUniversity policy is now directing us towardsmultidisciplinary research that:1) feeds directly into teaching and2) encourages student participation at all levels
  10. 10. Digital ChampionsSam SuOliver BillsMarina SakipiPanos GrimanellisGeorgeGeorgievHamed AyhanHamedAyhanFarnoosh BerahmanManish PathakIvan MelendezAhmedAbulailaLucy BraidenAlessiaFiochi
  11. 11. New CIP Modules:linking research and teaching
  12. 12. Living and Working on the WebThis module focuses on the development of online identities and networks toenhance employability in the digital age.Specifically, it investigates how the digital world is influencing how we:• collect, manage and evaluate online information – ideal preparation fordissertations• build an effective online identity for personal or career development• create and curate content via blogging and video production• interact with others for networking, team-building and project managementpurposes• deal with online privacy, safety and security issues• participate remotely in live eventsWorking in small groups, students engage in real time with a ‘real’ and‘virtual’ audience at the University Digital Literacies Conference in May 2013.For more information check out the module webpage and video and thestudents’ feedback video
  13. 13. 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 BB discussion forum (5 sessions in total, ie 5 x 800 words)• 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)
  14. 14. The reflective summary allows you to think about where you’vecome from and where you are now and how useful it might be foryou in the future - this is something you don’t get on other modulesMy opinions have often been changed by what other peoplehave put forward on the discussion boardOne of the big benefits of studying online is the flexibility tofit my academic life around my professional life which hasbeen really usefulNo idea is lost - we can continue to share information andideas online beyond the duration of a specific seminar
  15. 15. Successes• Employability advantages• Raised awareness of digital literacy andblended learning across University• Digitally proficient students mentored theirless confident colleagues• Active rather than passive learning is enforced• Flexibility of timing/location of learning forstudents and tutors
  16. 16. Challenges• Students with poor time management skillsstruggled• Some found it intimidating to share their workor review that of others• Impossible to hide at the back of the room…!• CI modules may not fit ‘standard’administrative processes• How to best embed successes back intomainstream courses
  17. 17. Where next?• Lessons of learning in online communities to beextended to MOOCs• Streamlining the assessment to retain interactionand improve efficiency• How to address the differing expectations ofstudents who have been socialised in verydifferent ways of learning• Addressing inequality of skills/attitudes byintroducing the themes of the module at the startof their degrees to provide more continuity
  18. 18. Changing the learning landscape• Mobile:• lectures and slides• annotations (video, text, image, like,tag, map)• posts and comments• shares e.g. twitter• curation e.g. Storify,,, soometa• Tests• Offline e.g. kindle (BookPress)• collaborationLearner generated content
  19. 19. Useful Links• Curriculum Innovation website• Centre for Innovation and Technologies inEducation (CITE)• Student Digital Champions• Digital Economy USRG• Digital Literacies Conference summary andvideo