1. Curriculum Innovation
Digital Economy USRG
21st January 2013

2. 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

3. “Life-wide” and “life-long” learning

4. New CIP Modules:
linking research and teaching

5. ONLINE SOCIAL
NETWORKS

6. 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

7. 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.

8. Batting order

9. Topics
Covered
What are the
Characteristics
essential features
of Networks
of a network?

10. Topics
Covered
Characteristics
of Networks
Practical Applications What are the
of Networks networks we can see
around us?

11. Topics
Covered
Characteristics
of Networks
Practical Applications
of Networks
Network Analytics: How might we use
Power and Trust those networks?

12. Topics
Covered
Characteristics
of Networks
Practical Applications
of Networks
Network Analytics:
Power and Trust
Social Capital What are the
expected social or
economic benefits?

13. Topics
Covered Business
How should the
and
individual respond?
Personal Branding
Characteristics
of Networks
Practical Applications
of Networks
Network Analytics:
Power and Trust
Social Capital

14. Social capital
Burt (2005)

15. LIVING & WORKING ON
THE WEB

16. Value creation

17. Living and Working on the Web

18. 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!)

19. www.futurelab.org.uk

20. 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)

21. Gilly Salmon’s 5 Stage Model

22. 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

23. 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

24. Useful Links
• Curriculum Innovation website
• Centre for Innovation and Technologies in
Education (CITE)
• Module prep workshops sponsored by CITE
• Student Digital Champions
• Digital Economy USRG
• Curriculum Innovation post on DE blog

26. BACKGROUND
INFORMATION

27. Ivan Melendez
Sam Su
Oliver Bills
George
Georgiev
Ahmed
Abulaila
Digital Champions Hamed
Ayhan
Alessia
Hamed Ayhan Fiochi
Panos Grimanellis
Farnoosh Berahman
Lucy Braiden
Manish Pathak
Marina Sakipi

28. 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

29. Prof Steve Wheeler, Next Generation Learning

30. 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

31. “The workshop was very inspiring and
generated some very good insights. It
was wonderful having international
Feedback “Hearing from such a diverse
range or people on the subject
was really inspirational. I would
recommend this to anyone with
students attending, as they were able to even a remote interest in the
contribute with a different area.”
perspective, specifically those coming
from totalitarian regimes. Their concerns
and priorities in regards to protecting “Lots of interesting
their own identity
discussion inspired by some
are very different from those in UK .”
pretty open questions.”
“I thought this was a brilliantly organised, and immersive
experience, and in that latter respect corresponded exactly
“Great to get big names to one of the stages of digital literacy mentioned by one of
the speakers. I learned huge amounts and felt by about 3.30
to Southampton. that my brain was full!”
*** It was a really great
“…the whole event was a
day. Thank you.*** ” real eye-opener in more
ways than I can mention
here. It was kept under
control through a nice blend
of more discursive talks “More like
with shorter introductions this please”
“I liked the openness Looking forward
to key advances or
and contributions to next one! resources. This was very
from almost clever and helped a new-
everyone.” comer like me to manage it
all.”

32. 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