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Collaborative Social Learning - 'Living and Working on the Web'

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Slides presented at the 25th International World Wide Web Conference, Montreal, Canada at the Digital Literacies Workshop, 12th April.

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Collaborative Social Learning - 'Living and Working on the Web'

  1. 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. 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. 3. PERSONAL LEARNING NETWORKS
  4. 4. DIGITAL CAPABILITIES JISC, 2015
  5. 5. HE PEDAGOGY AND THE SELF-REGULATING STUDENT • Flexibility in where and when we learn • ‘real-world’ Authenticity • Learner-centred • Self-direction
  6. 6. INNOVATION IN HIGHER EDUCATION More Teaching Hours More Student Engagement ? Pedagogically-driven Innovation Increased Engagement ? Department for Business, Innovation and Skills, 2015
  7. 7. THE COLLABORATIVE SOCIAL LEARNING CYCLE
  8. 8. BLOG COMMENT Screencaps from student and module blogs, 2015
  9. 9. REFLECT FEEDBACK Screencaps from student and module blogs, 2015
  10. 10. ASSESSMENT 50 % Topics 2 – 5 : blog posts, comments and reflections 50% Topic 6 : reflection on learning and digital development FINAL MODULE GRADE
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. TEACHING CHALLENGES • The Scaling Issue
  15. 15. WE NEED YOUR HELP PLEASE! • Is there a role for PEER ASSESSMENT?
  16. 16. 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.
  17. 17. PEER ASSESSMENT CONSIDERATIONS: • How will it be received by diverse students? • Clear conflict resolution systems. • Comprehensive and easy-to-use marking criteria.
  18. 18. PEER ASSESSMENT BENEFITS: • Part of the learning process. • Enhances the collaborative learning cycle. • Enhances engagement, learner-centredness and self- direction.
  19. 19. 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.

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