COLLABORATIVE SOCIAL LEARNING: REWARDS AND CHALLENGES IN MAINSTREAM HIGHER EDUCATION‘LIVING AND WORKING ON THE WEB’ MODULE @ THE UNIVERSITY OF SOUTHAMPTON

BY LISA HARRIS AND NIC FAIR

Please visit our Innovation In HE blog on www.efolio.soton.ac.uk/blog/innovationinhe/ for more information and to add your comments, thanks.

MODULE OUTLINE

• 5 topics – one every two weeks• Personal blog and module blog• Student-Tutor interaction via

Twitter• Online feedback• Voluntary weekly ‘drop-in’

sessions

PERSONAL LEARNING NETWORKS

DIGITAL CAPABILITIES

JISC, 2015

HE PEDAGOGY AND THE SELF-REGULATING STUDENT

• Flexibility in where and when we learn• ‘real-world’ Authenticity• Learner-centred• Self-direction

INNOVATION IN HIGHER EDUCATION

More Teaching Hours More Student Engagement ?

Pedagogically-driven Innovation Increased Engagement ?

Department for Business, Innovation and Skills, 2015

THE COLLABORATIVE SOCIAL LEARNING CYCLE

BLOG COMMENT

Screencaps from student and module blogs, 2015

REFLECT FEEDBACK

Screencaps from student and module blogs, 2015

ASSESSMENT

50 % Topics 2 – 5 : blog posts, comments and

reflections

50% Topic 6 : reflection on learning and

digital development

FINAL MODULE GRADE

WHAT THE STUDENTS SAY: INNOVATION AND DIGITAL LITERACIES

“The different teaching style was a breath of fresh air.”“Loved that it was all online!” “Best thing – being able to interact with other students online.”“Brilliant to have a module that involved focussing on our digital profiles.”“Creating blogs was something I had not done before!”

Quotations from official student end-of-module feedback forms, 2014-16

WHAT THE STUDENTS SAY ABOUT: ENGAGEMENT AND AUTHENTICITY“All material online which made the module novel, fun and interesting. It keeps engagement high!”“I definitely liked how Twitter became a key tool for this module and helped with engagement amongst students.”“Wish it could be longer. I do not really want it to end.”“Extremely relevant to the modern day graduate.” “I consider this module to be the most helpful so far in my degree, it has taught me skills I can genuinely put to use in the ‘real-world’.”

Quotations from official student end-of-module feedback forms, 2014-16

WHAT THE STUDENTS SAY ABOUT: FEEDBACK

“Great feedback that really helped me develop each week.”“The feedback has always been constructive and concise – often a rarity!”“Quick replies on social media.”“So impressed with module feedback, really clear, constructive and so quick! I wish all my subjects were this good at feedback.”

Quotations from official student end-of-module feedback forms, 2014-16

TEACHING CHALLENGES

• The Scaling Issue

WE NEED YOUR HELP PLEASE!

• Is there a role for PEER ASSESSMENT?

PEER ASSESSMENT CONSIDERATIONS:

• Training in feedback ‘boundaries’ (students AND staff) – what is and is not acceptable.•One feedback area at a time.•Multiple student markers.• Formative assignments.

PEER ASSESSMENT CONSIDERATIONS:

•How will it be received by diverse students?•Clear conflict resolution systems.•Comprehensive and easy-to-use marking criteria.

PEER ASSESSMENT BENEFITS:

• Part of the learning process.• Enhances the collaborative learning cycle.• Enhances engagement, learner-centredness and self-

direction.

THE WORKSHOP:

•Can Peer Assessment solve the Scaling Issue?•If so, how should it be done best?•If not, what alternative solutions are there?Please visit our Innovation In HE blog on www.efolio.soton.ac.uk/blog/innovationinhe/ for more information and to add your comments, thanks.