“ T H E U N I V E R S I T Y I N T H E W I L D ” - D I G I TA L C O M M O N W E A LT H : I M PA C T F I R S T, R E S E A R C H L AT E R .

J E N N I F E R J O N E S , P R O J E C T C O O R D I N A T O R A L I S O N M C C A N D L I S H , E D U C A T I O N C O O R D I N A T O R

UWS Learning and Teaching Conference, 2014

D I G I TA L C O M M O N W E A LT H !!@ D I G C W 2 0 1 4 D I G I TA L C O M M O N W E A LT H .C O . U K

@ J E N N I F E R M J O N E S @ C R E N D A L L A T E D A R T S

P R A C T I C E T E A C H I N G R E S E A R C H

H O W A R E M A J O R E V E N T S B E I N G U S E D A S A C ATA LY S T T O S U P P O R T D I G I TA L A N D M E D I A L I T E R A C I E S ?

‘Social Media’ Games

“Official” social media

M A J O R E V E N T SL O N D O N 2 0 1 2

E V E N T E X P E R I E N C E E D I N B U R G H , O LY M P I C T O R C H R E L A Y 2 0 1 2

A U D I E N C E C A P T U R I N G T H E E V E N T E X P E R I E N C E

VA N C O U V E R 2 0 1 0 : S P E E D S K A T I N G F I N A L

P E O P L E A N D C O M M U N I T YE D I N B U R G H , O LY M P I C T O R C H R E L A Y 2 0 1 2

R E S E A R C H E R C A P T U R I N G “ A U D I E N C E ”G I F F N O C K , O LY M P I C T O R C H R E L A Y 2 0 1 2

T E A C H “ A U D I E N C E ” T O R E S E A R C H ?C I T I Z E N R E L A Y T R A I N I N G , C C A G L A S G O W 2 0 1 2

R E V E A L I N G T H E T H E O R Y

digital infrastructures offer citizens new channels for speaking and acting together and thus lower the threshold for involvement (Bakardjieva et al, 2012: i)

R E S E A R C H I S S T O R Y T E L L I N G

T E A C H I N G I S S T O R Y T E L L I N G

#citizenrelay used a hybrid media environment, including blogs and social media, to mobilise, organise and discuss issues pertaining the

Olympic Torch Relay

W O R D O F M O U T H

S O C I A L M E D I A

Q U A L I TAT I V E D ATA O N A Q U A N T I TAT I V E S C A L E

D I G I TA L A N D M E D I A L I T E R A C I E SS E L K I R K , O LY M P I C T O R C H R E L A Y 2 0 1 2

S H O W, T E L L A N D PA S S I T O N

D I G I TA L S T O R Y T E L L I N G

Creative response to the Commonwealth (Games) from across Scotland, involving a diverse range of

individuals/communities

TA R G E T S

• Schools Programme, 32 local authorities (640 learners)

• Community Media Programme, 4 clusters (Highlands and Islands, Glasgow, Edinburgh and North, East and South Ayrshire)

• Creative Voices (Songwriting, Creative Writing & Documentary), 4 campus areas of the University of the West of Scotland

E X A M P L E S O F P R O J E C T SD I G I TA L C O M M O N W E A LT H

S C H O O L S P R O G R A M M E

• 58 schools, 508 learners participated

• transition initiatives (primary & secondary working together)

• cascading skills (learners becoming digital leaders)

• Going beyond sport, responding to principles of the project

• creative citizenship responding to the themes of project

C H A L L E N G E S & O P P O R T U N I T I E S “ I N T H E W I L D ”

D I G I TA L C O M M O N W E A LT H L A U N C H , O C T O B E R 2 0 1 3

R E C R U I T M E N T P R O G R E S S I O N E X P E C TAT I O N S

T E L L I N G T H E S T O R YB R A E H E A D P R I M A R Y, A Y R : B A T O N R E L A Y 2 0 1 4

I M PA C T F I R S T, R E S E A R C H L AT E R .

D I G I TA L C O M M O N W E A LT H . C O . U K

Thanks to: David McGillivray, Gayle McPherson, all the @DIGCW2014 trainers and those who have taken part already.