Collaborative Social Learning for Montreal #WWW2016

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<p>Living and working on the web</p> <p>Collaborative Social learning: rewards and challenges in mainstream higher educationLiving and working on the web module @ the university of southampton</p> <p>By Lisa Harris and Nic FairPlease visit our Innovation In HE blog on www.efolio.soton.ac.uk/blog/innovationinhe/ for more information and to add your comments, thanks.</p> <p>Module Outline5 topics one every two weeksPersonal blog and module blogStudent-Tutor interaction via TwitterOnline feedbackVoluntary weekly drop-in sessions</p> <p>personal learning networks</p> <p>Digital capabilities</p> <p>JISC, 2015</p> <p>HE Pedagogy and the Self-regulating StudentFlexibility in where and when we learnreal-world AuthenticityLearner-centredSelf-direction</p> <p>Innovation in higher education</p> <p>More Teaching Hours More Student Engagement ? </p> <p>Pedagogically-driven Innovation Increased Engagement ?</p> <p>Department for Business, Innovation and Skills, 2015</p> <p>The collaborative social learning cycle</p> <p> BlogComment</p> <p>Screencaps from student and module blogs, 2015</p> <p> Reflect feedback</p> <p>Screencaps from student and module blogs, 2015</p> <p>assessmentFINAL MODULE GRADE</p> <p>What the students say: innovation and digital literaciesThe 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!</p> <p>Quotations from official student end-of-module feedback forms, 2014-16</p> <p>What the students say about: engagement and authenticityAll 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.</p> <p>Quotations from official student end-of-module feedback forms, 2014-16</p> <p>What the students say about: FEEDBACKGreat 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.</p> <p>Quotations from official student end-of-module feedback forms, 2014-16</p> <p>Teaching challengesThe Scaling Issue</p> <p>We need your help please!Is there a role for PEER ASSESSMENT?</p> <p>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. </p> <p>Peer assessment considerations:How will it be received by diverse students?Clear conflict resolution systems.Comprehensive and easy-to-use marking criteria. </p> <p>Peer assessment benefits:Part of the learning process.Enhances the collaborative learning cycle.Enhances engagement, learner-centredness and self-direction.</p> <p>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.</p>

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