The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Social Media used as part of Co-Created Undergraduate Learning
1. Social Media used as part of Co-
Created Undergraduate
Learning
Dr Lisa Harris, Tom Davidson, Thomas Rowledge – University of
Southampton
@lisaharris, @tomjdavidson, @tdrowledge – #SBSCoCreate
2. Overview of SACACA Project
The project is now in its third year. Detailed review here: http://bit.ly/2h1AUkq
• Supported the development and introduction of new BSc Business Management
in 2015
• enhance pre-sessional/induction
• make the curriculum more 'relevant' and 'practical' to the interests
of first years (including visiting speakers and field trips)
• build a learning community/identity (including raising awareness
of the business school and with employers)
• Now has approx. 400 students across levels 1 and 2
The co-creation team now includes 20 students and 4 staff – increasing complexity
4. SEMESTER 1 SEMESTER 2
Financial Accounting 1 Management Accounting 1
Ideas that shaped the business world
1: Government and society
Ideas that shaped the business world
2: Markets and consumers
Technologies that shaped the
business world 1: Mechanical age
Technologies that shaped the
business world 1: Digital age
Business Analysis OR Foundations of
Business Analytics
Key Skills for Business
BSc Business Management
5. Learning with ubiquitous technology
RSA (2016) Creative Public Leadership: How School system leaders can create the
conditions for system-wide innovation, RSA Innovation Unit, p. 52
7. Introductions and Project Snapshot
• What’s happened in the past
week
• What’s happened in the past
month
• What’s happened in the past
year
1 Week
1 Month
1 Year
8. What We Do….
Blog
Social Media
Digital Literacy Education
Modlets
Innovated Technological Engagement
Partners Communication
15. Feedback from Student Participants
Examples of Positive Feedback:
• ”…enabling unprecedented engagement in one's course…”
• “…never have known of the impending challenges higher education has if not for the group…”
• “…provides a platform built upon the ethos of truly improving everyone's experience
implemented by those within the current education system, not by those who are, in any way,
detached from it…”
More here: goo.gl/FAmNKs
Challenges we face:
• Logistical and timetabling concerns
• Governance of the group
• Support internally for staff and for students
• External Reception for Students
16. The Future
• Continue to increase student engagement through innovative methods
• Continue to increase student’s Digital Literacy
• To build Social Media as a key component of the emerging enterprise
angle
• Foster connections between Students and Staff, by making both more
digitally literate
• To reform assessment and feedback practice with student input
• To collect more feedback on all elements of the project
• To help spread awareness of the power of Co-Designed Learning
17. Identified benefits
• Greater engagement with learning through enhanced autonomy, self-
direction, authenticity and learner-centredness.
• Deep learning as a result of social learning pedagogies which
encourage students to read, comment and reflect on the work of
peers; or present their work to peers and at conferences.
• Employability benefits in terms of presentation skills, communication
skills, project management skills, networking skills.
18. More benefits…
• Enhanced digital literacies in building professional digital networks
through effective use of digital affordances and services (blogs,
Twitter, LinkedIn)
• Enhancing student awareness of the appropriate use of language and
style in communications with wider cohorts/groups (both online and
offline)
• A sense of self as part of a wider world, as a member of international
communities, and increased knowledge of career possibilities
20. References
• Drexler, W. (2010) The networked student model for construction of
personal learning environments: Balancing teacher control and student
autonomy, Australasian Journal of Educational Technology, Vol 26, No. 3
• Healy, M., Flint, A. & Harrington, K. (2014) Engagement through
partnership: students as partners in learning and teaching in higher
education. York: Higher Education Academy
• Kelly, P., Fair, N. S. R., Evans, C. (2017) Fulfilling whose potential? The
engaged student ideal in UK higher education. Journal of Higher Education
Policy. [Forthcoming]
Further Reading: Rowledge, T., Davidson, T., Harris, L.J., Fair, N., Gatenby, M.
(2016) Creating and Sharing Content Through Open Virtual Platforms: The
Student Perspective, EDULEARN16 Proceedings, pp. 8352-8359.
Editor's Notes
Tom and Tom to introduce Lisa
Lisa to introduce Tom and Tom
*********************
Tom and Tom to talk about what’s happened in the project over the above timeframes
Tom and Tom to quickly run down this slide, explaining more detail will be offered in the coming slides, but that the audience need to remember two things:
This should be taken as a package
That all of this material is co-created
Purpose of Blog
Types of Article
Editorial role vs Technical role – both fulfilled by students
Mouthpiece of Co-Creation
Readership statistics
Purpose of Social Media
Example activities
Student engagement feedback and analytics
Co-Creation angle and why this is important (lecturers tweet in, students decide what to do with this)
Another aim of the project is to ease transition from secondary education to higher. Whilst us as students cannot hope to completely bridge the divide, given the disparate nature of backgrounds of students, we believe that by introducing people to the learning environment early, it will allow them to hit the ground running. We are delivering this online, in the form of 6 mini-modules, or “modlets”. These aim to help students academically, socially and most importantly with their Digital Literacy. It is hoped that if a student enters with a sufficient level of digital literacy, they will be more open and more able to engage in the Digital Learning Environment.
One of the modlets is on Digital Literacy. This was originally developed as a session and delivered to first year undergraduates by Tom and I. This session used a theoretical framework proposed by academics, and then we added real-life examples and potential resources that the students would find useful. We received some really great feedback on this, which is part of the reason we are now developing it into online session. The feedback was interesting, as it was distinctly “no-holds barred” given the lack of a barrier between lecturer and student
Business Race
TeamMates as feedback
The group have ideas, we endeavor to make them happen
Lecture voting
Enterprise scheme
….anything else anyone wants us to do!
The group (academics included) coordinate over WhatsApp allowing for instant communication
Informal Student Communication is done over Facebook messenger