Looking forward to giving this presentation to the FutureLearn Academic Network meeting in Barcelona on the 27th Jan 2017 with Lisa Harris.
Here’s a useful review of the event by Manuel Leon
All relevant feedback and comments greatly appreciated as always.
After the EDULEARN conference earlier this month, the graphic below has been developed to try to represent the principles concerning a socio-technical approach to module design. This approach has been manifest in the ‘Living and Working on the Web’ module outlined in some of our earlier posts, graphics and videos.
You can find a graphical summary of this approach here.
Please let us know what you think about this and how the approach can be developed and improved.
The ‘Living and Working on the Web’ module, its socio-technical design principles and the analysis of module feedback will be presented at the EDULEARN16 conference on Tuesday 5th July at 10.30am in Barcelona by Nic Fair.
If you would like to read the accompanying paper which will appear in the conference proceedings from July 2016, click here, or you can view a draft version here.
Here is the Pecha Kucha, 20 slides at 20 seconds each!
All comments are welcome.
Please enjoy watching our interactive video which explains how the module works.
Whenever a hotspot appears on screen feel free to click it. The video will automatically pause and you’ll see lots of additional information about the module structure.
All comments very welcome.
A preliminary analysis, using content and sentiment analysis methods, of student feedback statements can be found in the latest of our interactive graphics below.
The feedback was given in the official end-of-module online feedback forms for 3 courses run during 2014-15 and 2015-16 (not just 2014-15 as shown in the graphic). It is likely that these comments may be a more reliable assessment of the course than using statements from the reflective writing which forms a significant part of the course as it does not form part of the summative assessment process.
The analysis indicates that students were positive towards key module aspects such as digital literacy development, student engagement, the pedagogical approach (especially Authenticity) and the feedback process.
On the other hand, the neutral and negative statements were mainly concerned with the module structure, in particular the weighting between the blog topics and the final reflective post, and the desire for help/training with IT tools.
This is the second of our interactive graphics, this time explaining more about Personal Learning Networks and the activities, interactions and network purposes that occur on them.
It is best viewed on full screen, then by clicking hotspots (the + signs) from top to bottom.
As always, comments are appreciated.
This is an interactive version of the graphic contained in the poster in the previous post. Click on the hotspots (the + signs) for fuller explanations of the theories and digital literacies which have underpinned the design of the ‘Living and Working on the Web’ module – there are links to all the source papers there too.
It is best viewed on full screen, and by clicking hotspots from the centre outwards.
Please feel free to leave any questions or comments which occur to you
Here is the latest version of the research poster which accompanies our Digital Workshop at the WWW Conference Montreal 2016.
It gives a simple overview of the ‘Living and Working on the Web’ (LAWOTW) module at the University of Southampton.
We would be interested to know your thoughts, so please add a comment, thanks.