1. Curriculum Innovation: Living and Working on the Web Lisa Harris University of Southampton L.J.Harris@soton.ac.uk | @lisaharrisL.J.Harris@soton.ac.uk Cristina Costa University of Strathclyde cristina.costa@strath.ac.uk | @cristinacostcristina.costa@strath.ac.uk

2. Reflecting the needs of a society in change

3. Lifewide Learning

4. The web as a space of participation

5. Learning in Context

6. https://sites.google.com/site/dlframewor k/the5resourcesframework Juliet Hinrichsen & Antony Coombs University of Greenwich

7. What do we mean by Digital Literacy? Collecting, managing and evaluating online information Building an online brand for personal or career development Creating and curating content in written, audio and visual media Communicating effectively online for networking and collaboration purposes Managing digital identity/ies with due awareness of privacy and security issues

8. Digital Literacies Project Objectives Raise awareness across the University Benchmark University Digital Literacies activities Link Education and Research communities Run series of practical workshops Digital Literacies Conference 2012 and 1013 Student Digital Literacies Champions Develop DL Special Interest group – diverse membership across all faculties and including Careers, Student Services, Library Curriculum Innovation

9. 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 now directing us towards multidisciplinary research that: 1) feeds directly into teaching and 2) encourages student participation at all levels

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

11. New CIP Modules: linking research and teaching

13. Living and Working on the Web This module focuses on the development of online identities and networks to enhance employability in the digital age. Specifically, it investigates how the digital world is influencing how we: collect, manage and evaluate online information – ideal preparation for dissertations build an effective online identity for personal or career development create and curate content via blogging and video production interact with others for networking, team-building and project management purposes deal with online privacy, safety and security issues participate remotely in live events Working in small groups, students engage in real time with a ‘real’ and ‘virtual’ audience at the University Digital Literacies Conference in May 2013. For more information check out the module webpage and video and the students’ feedback videowebpage and videofeedback video

14. 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 BB discussion forum (5 sessions in total, ie 5 x 800 words) 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)

15. The reflective summary allows you to think about where you’ve come from and where you are now and how useful it might be for you in the future - this is something you don’t get on other modules My opinions have often been changed by what other people have put forward on the discussion board One of the big benefits of studying online is the flexibility to fit my academic life around my professional life which has been really useful No idea is lost - we can continue to share information and ideas online beyond the duration of a specific seminar

16. Successes Employability advantages Raised awareness of digital literacy and blended learning across University Digitally proficient students mentored their less confident colleagues Active rather than passive learning is enforced Flexibility of timing/location of learning for students and tutors Recommendations between levels and disciplines

17. Challenges Students with poor time management skills struggled Some found it intimidating to share their work or review that of others Impossible to hide at the back of the room…! CI modules may not fit ‘standard’ administrative processes How to best embed successes back into mainstream courses

18. Where next? Lessons of learning in online communities to be extended to MOOCs Streamlining the assessment to retain interaction and improve efficiency How to address the differing expectations of students who have been socialised in very different ways of learning Addressing inequality of skills/attitudes by introducing the themes of the module at the start of their degrees to provide more continuity

19. Changing the learning landscape Mobile: lectures and slides annotations (video, text, image, like, tag, map) posts and comments shares e.g. twitter curation e.g. Storify, Scoop.it, 3wdoc.com, soometa Tests Offline e.g. kindle (BookPress) collaboration Learner generated content

20. Useful Links Curriculum Innovation website Centre for Innovation and Technologies in Education (CITE) Centre for Innovation and Technologies in Education (CITE) Student Digital Champions Digital Economy USRG Digital Literacies Conference summary and videosummary video