Presentation for Online Programmes Tutor Conference, July 2011

1. - DIGITAL LITERACY: INTEGRATION INTO THE CURRICULUMLISA HARRIS, MBA PROGRAMME

2. About me Teaches Digital Marketing at the University of Southampton Programme Director for the MSc in Digital Marketing. Currently developing workshops encouraging digital presence and literacyfor educational and/or career purposes Member of project team developing university strategy for digital literacy Co-organiser of 2nd International Conference on Personal Learning Environments, Southampton www.pleconf.com Laureate/Uol Faculty Conference 2011

3. “No more disruptive innovation, please” Laureate/Uol Faculty Conference 2011

4. “Digital deviants” THE article claims online education to be the home of “slow track” academics  “Online lecturers with good minds offer a quality of scholarly independence that the university needs if it is to keep its degree programmes relevant in a digitally connected world.” In Christensen terms, disruptive innovation progresses by stealth because it is ignored by “complacent incumbents” Laureate/Uol Faculty Conference 2011

6. “The active management of online activities such as collaboration, networking , reviewing, content creation and curation in order to ‘stand out from the crowd’ in today’s job market”

7. “an ability to respond positively to change”www.lisaharrismarketing.com www.delicious.com/lisaharris1 www.twitter.com/lisaharris www.slideshare.net/lisaharris www.uk.linkedin.com/in/lisajaneharris

8. In practice this means… collection, management and evaluation of information effective communications for networking, sharing and profile building safety and security curation and creation of digital materials To investigate - Other topics? Emphasis? Laureate/Uol Faculty Conference 2011

9. Curtin University “Triple-i Curriculum” is way ahead of the UK in the integration of online portfolios Aims to produce highly-employable global citizens with expertise beyond their primary discipline Emphasis on inter-disciplinary, intercultural and international awareness to foster global citizenship “Life-wide” learning recognises that life experience and extracurricular activities can differentiate students from others with similar degrees “Life-long”component fostered as community membership extends to alumni and prospective students Laureate/Uol Faculty Conference 2011

10. Classmates Friends Family Teachers Experts Coworkers Contacts Video Conferencing Evaluating Resources Locating Experts Microbloging Scholarly Works “Life-wide” and “life-long” learning Synchronous Communication Information Management Library/Texts Instant Messaging Mobile Texting Open CourseWare Subscriptions readers RSS Social Networks Blogs Wikis Social Bookmarking Podcasts Wendy Drexler (2008)

11. Project idea Objective is to develop “best practice” in preparing students for study, work and life in the digital age UOL students operate within the Blackboard “walled garden” = opportunity with BB9 to update approach? How to equipstudents with basic digital skills necessary for a “21st century” career Some employers are specifying 50+ Klout scores and 250+ twitter networks in their recruitment policies Add extra layer to specialist subject knowledge, enabling students to ‘stand out from the crowd’ in a competitive workplace. Laureate/Uol Faculty Conference 2011

12. Linchpin

13. Project rationale Currently students are encouraged to develop appropriate norms and behaviours of working with their colleagues and tutors on Blackboard Opportunities and challenges presented by the broader online environment receive less attention A recent report ‘Supporting learners in the digital age’ (SLIDA, 2010) concluded that simply growing up online is not in itself sufficient for educational purposes Many UOL students are of an age and/or cultural background whereby online study is still an unfamiliar experience for them Laureate/Uol Faculty Conference 2011

14. Project methodology Assess incoming students’ level of digital literacy via survey at programme induction and tutor interviews Develop DL approachbased on the gaps/weaknesses identified Implement and evaluate a trial Refine and implement more broadly Laureate/Uol Faculty Conference 2011

15. The “digitally literate” student be proactive, confident and flexible adopters of a range of technologies for personal, academic and professional use use appropriate technology effectively to search for and store high-quality information curate, reflect and critically evaluate the information obtained engage creatively and productively in relevant online communities be familiar with the use of collaboration tools to facilitate groupwork and project management be aware of the challenges inherent in ensuring online privacy and security Have developed appropriate communication skills for peer and tutor interaction within an ‘always on’ environment Laureate/Uol Faculty Conference 2011

16. Digital literacy at Southampton Integration into MSc Digital Marketing programme Curriculum Innovation Programme http://www.soton.ac.uk/cip/ Digital Literacy Special Interest group (cross university) The Personal Learning Environment Conference (#PLE_SOU) www.pleconf.com Laureate/Uol Faculty Conference 2011

17. Questions for group discussion What “good” or “bad” examples of digital literacy have you observed in your students? What aspects of DL do you think should be emphasised? What support might be necessary for tutors? Laureate/Uol Faculty Conference 2011

18. Comments Laureate/Uol Faculty Conference 2011

19. The PLE for marketing students Assessed blog posts: reflections on the learning process, reinforced with face to face meetings Continual assessment and feedback throughout module (online and offline) Students encouraged to find relevant online materials and report back to the group Live tweeting in class, with remote participants Encouragement to use online bookmarking and sharing tools

20. Challenges *Very* variable levels of digital skills amongst students Variable levels of staff ‘buy in’ Entrenched expectations of a ‘traditional’ learning experience. They were not used to: reading or critiquing each others’ work making their work publically available online ‘thinking across’ modules building up assignment work from the start of a module rather than at last minute.com

21. Examples For examples of students who have really embraced the approach, see Natasha’s blog and Maria’s blog. Summary video of Soton MSc student experiences through their whole programme: Http://www.tinyurl.com/mastervideo2