Fit for Purpose? @ #PLE_SOU


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

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Fit for Purpose? @ #PLE_SOU

  1. 1. Fit for Purpose: placing the PLE at the centre of marketing education<br />Lisa Harris and Paul Harrigan<br />University of Southampton<br />Presentation for 2nd International PLE Conference, Southampton, July 2011<br />
  2. 2. Author Information<br />Paul Harrigan @drpaulharrigan<br />Lisa Harris @lisaharris<br />Lecturer in Marketing<br />Programme Director for the BSc in International Marketing<br />Research on impact of technology on marketing curriculum<br />Current research project investigating use of Web 2.0 (e.g. social networks, blogs, web analytics) technologies on customer relationships in marketing<br />Teaches Digital Marketing at the University of Southampton <br />Programme Director for the MSc in Digital Marketing. <br />Qualified e-tutor for the University of Liverpool online MBA. <br />Currently developing workshops encouraging the growth of digital presence for career or business development.<br />
  3. 3. Background<br />At Southampton our research focuses on: <br />how developments in technology are driving new marketing theory and practice<br />how marketing education should respond to these changes<br />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. <br />
  4. 4. 21st Century Careers (JISC, 2009)<br />Competition for employment in a global knowledge economy<br />Increased levels of self-employment and portfolio working<br />Growth of multi-disciplinary teams focused on specific tasks whose members might be physically located anywhere in the world <br />Life within a networked society <br />Blurring of boundaries between ‘real’ and ‘virtual’, public and private<br />Increasingly ubiquitous use of digital technologies. <br />
  5. 5. The big picture<br />the digital sector directly employs 2.5 million people in the UK <br />the vast majority of graduate jobs require effective use of ICT as an integral aspect of professionalism and performance. <br />The UK Government has indicated that student satisfaction will be taken as a critical measure of how higher education is performing. <br />learners have high expectations and their experiences of technology-supported learning are largely determined by the level of staff e-learning skills.<br />
  6. 6. Digital Literacy<br /><ul><li>“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. 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. 8. “an ability to respond positively to change”</li></ul><br /><br /><br /><br /><br />
  9. 9. Classmates<br />Friends<br />Family<br />Teachers<br />Experts<br />Coworkers<br />Contacts<br />Video Conferencing<br />Evaluating Resources<br />Locating Experts<br />Microbloging<br />Scholarly Works<br />“Life-wide” and “life-long” learning<br />Synchronous Communication<br />Information Management<br />Library/Texts<br />Instant Messaging<br />Mobile Texting<br />Open CourseWare<br />Subscriptions readers<br />RSS<br />Social Networks<br />Blogs<br />Wikis<br />Social Bookmarking<br />Podcasts<br />Wendy Drexler (2008)<br />
  10. 10. The PLE Spectrum<br />PLEs can be conceptualised in terms of: <br />1) the technology choices available to individuals to help them manage their learning <br />2) the features of the study programme which help to formalise this approach<br />3) the technological infrastructure provided by the university as a whole (ie providing adequate wifi, secure web access etc) <br />4) the culture changes that are required for staff to operate effectively within this environment<br />
  11. 11. Potential scope of the PLE<br />
  12. 12. Southampton PLE Initiatives<br />Undergraduate Digital Marketing module – development of online communities by student groups using blogs, Twitter, YouTube and Facebook (from 2008, assessed by oral presentation)<br />Digital Presence Workshops for staff and students from 2009<br />Student blogs to support personal tutor/tutee relationship from 2009<br />Integration of PLE into Introduction to Marketing and Digital Marketing Communications modules from Sept 2010<br />Blog, Delicious, Netvibes<br />
  13. 13. The PLE for marketing students<br />Assessed blog posts: reflections on the learning process, reinforced with face to face meetings<br />Continual assessment and feedback throughout module (online and offline)<br />Students encouraged to find relevant online materials and report back to the group<br />Live tweeting in class, with remote participants <br />Encouragement to use online bookmarking and sharing tools<br />
  14. 14. Challenges<br />*Very* variable levels of digital skills amongst students<br />Variable levels of staff ‘buy in’<br />Entrenched expectations of a ‘traditional’ learning experience. They were not used to:<br />reading or critiquing each others’ work<br />making their work publically available online<br />‘thinking across’ modules<br />building up assignment work from the start of a module rather than at last<br />
  15. 15. PLE Success stories<br />Some students volunteered to present their work to the whole group<br />For examples of students who have really embraced the approach, see Natasha’s blog and Maria’s blog.<br />Summary video of student experiences through the whole programme: Http://<br />
  16. 16. Thank you for participating!<br />Any questions, comments, suggestions??? <br />