The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.

1. Social Media used as part of Co-
Created Undergraduate
Learning
Dr Lisa Harris, Tom Davidson, Thomas Rowledge – University of
Southampton
@lisaharris, @tomjdavidson, @tdrowledge – #SBSCoCreate

2. Overview of SACACA Project
The project is now in its third year. Detailed review here: http://bit.ly/2h1AUkq
• Supported the development and introduction of new BSc Business Management
in 2015
• enhance pre-sessional/induction
• make the curriculum more 'relevant' and 'practical' to the interests
of first years (including visiting speakers and field trips)
• build a learning community/identity (including raising awareness
of the business school and with employers)
• Now has approx. 400 students across levels 1 and 2
The co-creation team now includes 20 students and 4 staff – increasing complexity

3. Students as Creators and Change Agents

4. SEMESTER 1 SEMESTER 2
Financial Accounting 1 Management Accounting 1
Ideas that shaped the business world
1: Government and society
Ideas that shaped the business world
2: Markets and consumers
Technologies that shaped the
business world 1: Mechanical age
Technologies that shaped the
business world 1: Digital age
Business Analysis OR Foundations of
Business Analytics
Key Skills for Business
BSc Business Management

5. Learning with ubiquitous technology
RSA (2016) Creative Public Leadership: How School system leaders can create the
conditions for system-wide innovation, RSA Innovation Unit, p. 52

6. ‘Blended’ module delivery
Ubiquitous technology
Curriculum
PowerPoint
WhatsApp
Facebook
YouTube Pinterest
Wikis
books
blogs
VLE
EdShare
Email
Lectures
Cafes
Self-managed learning
Assessment
& Feedback

7. Introductions and Project Snapshot
• What’s happened in the past
week
• What’s happened in the past
month
• What’s happened in the past
year
1 Week
1 Month
1 Year

8. What We Do….
Blog
Social Media
Digital Literacy Education
Modlets
Innovated Technological Engagement
Partners Communication

9. Blog - http://bit.ly/1RJPObC

10. Social Media - @SBSBusProgs

11. Modlets

12. Digital Literacy Education
Digital
Literacy
Information
Management
Creating
Materials
Effective
Communication
Identity

13. Innovative Technological Engagement

14. Partners Communication

15. Feedback from Student Participants
Examples of Positive Feedback:
• ”…enabling unprecedented engagement in one's course…”
• “…never have known of the impending challenges higher education has if not for the group…”
• “…provides a platform built upon the ethos of truly improving everyone's experience
implemented by those within the current education system, not by those who are, in any way,
detached from it…”
More here: goo.gl/FAmNKs
Challenges we face:
• Logistical and timetabling concerns
• Governance of the group
• Support internally for staff and for students
• External Reception for Students

16. The Future
• Continue to increase student engagement through innovative methods
• Continue to increase student’s Digital Literacy
• To build Social Media as a key component of the emerging enterprise
angle
• Foster connections between Students and Staff, by making both more
digitally literate
• To reform assessment and feedback practice with student input
• To collect more feedback on all elements of the project
• To help spread awareness of the power of Co-Designed Learning

17. Identified benefits
• Greater engagement with learning through enhanced autonomy, self-
direction, authenticity and learner-centredness.
• Deep learning as a result of social learning pedagogies which
encourage students to read, comment and reflect on the work of
peers; or present their work to peers and at conferences.
• Employability benefits in terms of presentation skills, communication
skills, project management skills, networking skills.

18. More benefits…
• Enhanced digital literacies in building professional digital networks
through effective use of digital affordances and services (blogs,
Twitter, LinkedIn)
• Enhancing student awareness of the appropriate use of language and
style in communications with wider cohorts/groups (both online and
offline)
• A sense of self as part of a wider world, as a member of international
communities, and increased knowledge of career possibilities

19. Thank You – any questions?

20. References
• Drexler, W. (2010) The networked student model for construction of
personal learning environments: Balancing teacher control and student
autonomy, Australasian Journal of Educational Technology, Vol 26, No. 3
• Healy, M., Flint, A. & Harrington, K. (2014) Engagement through
partnership: students as partners in learning and teaching in higher
education. York: Higher Education Academy
• Kelly, P., Fair, N. S. R., Evans, C. (2017) Fulfilling whose potential? The
engaged student ideal in UK higher education. Journal of Higher Education
Policy. [Forthcoming]
Further Reading: Rowledge, T., Davidson, T., Harris, L.J., Fair, N., Gatenby, M.
(2016) Creating and Sharing Content Through Open Virtual Platforms: The
Student Perspective, EDULEARN16 Proceedings, pp. 8352-8359.