Curriculum Innovation

Digital Economy USRG 21st January 2013

Rationale

• “Traditionally academics view the world through the eyepiece of a single discipline. But the real world is not like that, it is by its very nature interdisciplinary and can only be deeply understood when viewed from multiple perspectives. ” Mark Cranshaw, Understanding Modern China

• University policy is directing us towards multidisciplinary research that:

1) feeds directly into teaching and 2) encourages student participation at all levels

“Life-wide” and “life-long” learning

New CIP Modules: linking research and teaching

ONLINE SOCIAL NETWORKS

Module features

• Taught by 5 tutors from 3 Faculties (Hums, B&L, FPAS)• Introductory lecture by all tutors based around the hit film

“catfish” then one week each• Students work in groups to produce sample exam answers

and post to class wiki (with tutor feedback) (60%)• Video production class in specialist lab facility @Avenue

Campus• Students in mixed disciplinary groups develop a video

portfolio on a “big question” supported with an individual reflective account (40%)

• Core module for BSc Web Science

Learning Outcomes

• Discuss online social networks in a holistic manner, including the technological, social, network science, web science and organisational dimensions.

• Evaluate key technological and social mechanisms of online social networking and network structures

• Analyse the impact of online social networks on life, society and business.

Batting order

Characteristicsof Networks

What are the essential features

of a network?

TopicsCovered

Characteristicsof Networks

Practical Applications of Networks

What are the networks we can see

around us?

TopicsCovered

Characteristicsof Networks

Practical Applications of Networks

Network Analytics:Power and Trust

How might we use those networks?

TopicsCovered

Characteristicsof Networks

Practical Applications of Networks

Network Analytics:Power and Trust

Social Capital What are the expected social or

economic benefits?

TopicsCovered

Characteristicsof Networks

Practical Applications of Networks

Network Analytics:Power and Trust

Social Capital

Business and

Personal Branding

How should the individual respond?

TopicsCovered

Social capital

Burt (2005)

LIVING & WORKING ON THE WEB

Value creation

Living and Working on the Web

The “digitally literate” student• proactive, confident and flexible adopter of a range of

technologies for personal, academic and professional use• use appropriate technology effectively to search for and store

high-quality information• curate, reflect and critically evaluate the information obtained• engage creatively and productively in online communities• familiar with the use of collaboration tools to facilitate

groupwork and project management• aware of challenges in ensuring online privacy and security• appropriate communication skills for peer and tutor

interaction within an ‘always on’ environment• Parody Video (very funny, rather bad language!)

www.futurelab.org.uk

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 discussion forum (for 4 sessions in total)

• 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)

Gilly Salmon’s 5 Stage Model

A MOOC for Portus ?• Proposing to run a Massively Open Online Course

(MOOC) aimed at those with an interest in archaeological fieldwork and the site of Portus

• Based around a forum fostering peer learning – related to a proposed CI module, a LLL module and UG archaeology studies

• xMOOC form, structured around videos, interactive mapping, quizes and research papers

• Use original research data hosted by the Archaeology Data Service as part of the students’ learning materials e.g. via open source software to process

• Range of extant content including existing multimedia research projects such as Rich Interactive Narratives and Chronozoom

• Supported by existing projects such as the Virtual Fieldwork and Portus Field School SCF projects

• Details of the Portus Project at www.portusproject.org

Future Developments

• Perspectives on Social Networks e-book• Second Digital Literacies Conference – April 2013• Living and Working on the Web – open module for

remote study• HEA Enhancement Themes Conference in Glasgow -

abstract accepted for paper reporting on LAWONW module

• Students integrated into DE USRG activities and the Digital Champions Programme

Useful Links

• Curriculum Innovation website• Centre for Innovation and Technologies in Edu

cation (CITE)• Module prep workshops sponsored by CITE• Student Digital Champions• Digital Economy USRG• Curriculum Innovation post on DE blog

BACKGROUNDINFORMATION

Digital Champions

Sam Su

Oliver Bills

Marina Sakipi

Panos Grimanellis

George Georgiev

Hamed Ayhan

Hamed Ayhan

Farnoosh Berahman

Manish Pathak

Ivan Melendez

Ahmed Abulaila

Lucy Braiden

Alessia Fiochi

Student Digital Champions

• Help staff and students to learn new tools, build online profiles, manage social media for live events

• Champs attached to each USRG • Digital Economy USRG and CITE are funding students

to participate in relevant events, report back at monthly networking lunches and collaborate in research/teaching projects

• Supporting the Social Media in Live Events (SMiLE) project

Prof Steve Wheeler, Next Generation Learning

The conference was attended by 95 people on site and via Twitter we had followers both locally based and from New Zealand, Columbia and Ireland.Student Digital Literacies Champions played a key role in supporting the event Summary Storify is here

Feedback

“More like this please”

“The workshop was very inspiring and generated some very good insights. It

was wonderful having international students attending, as they were able to contribute with a different perspective,

specifically those coming from totalitarian regimes. Their concerns and priorities in regards to protecting their own identity

are very different from those in UK.”

“Hearing from such a diverse range or people on the subject was really inspirational. I would recommend this to anyone with

even a remote interest in the area.”

“Lots of interesting discussion inspired by some pretty open questions.”

“I thought this was a brilliantly organised, and immersive experience, and in that latter respect corresponded exactly to one of the stages of digital literacy mentioned by one of the speakers. I learned huge amounts and felt by about 3.30 that my brain was full!”

“Great to get big names to Southampton.

*** It was a really great day. Thank you.*** ”

“…the whole event was a real eye-opener in more ways than I can mention here. It was kept under control through a nice blend of more discursive talks with shorter introductions to key advances or resources. This was very clever and helped a new-comer like me to manage it all.”

Looking forward to next one!

“I liked the openness and contributions from almost everyone.”

SMiLE Project

• a University-wide system and procedure for archiving tweets.

• investigating new ways of expressing context through timelines and network visualisations

• Code of conduct for ethical storage and curation of social media (with Oxford E-research Centre)

• Case study for JISC Datapool project• Digital inclusion/exclusion• Supporting the development of communities of

practice before/after major live events