social pharmacy d-pharm 1st year by Pragati K. Mahajan
Collaborative Social Learning for Montreal #WWW2016
1. 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.
2. 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
6. HE PEDAGOGY AND THE SELF-REGULATING
STUDENT
• Flexibility in where and when we learn
• ‘real-world’ Authenticity
• Learner-centred
• Self-direction
7. INNOVATION IN HIGHER EDUCATION
More Teaching Hours More Student
Engagement ?
Pedagogically-driven Innovation Increased
Engagement ?
Department for Business, Innovation
and Skills, 2015
11. ASSESSMENT
50 % Topics 2 – 5 :
blog posts,
comments and
reflections
50% Topic 6 :
reflection on
learning and digital
development
FINAL MODULE GRADE
12. 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 doneQuotations from official student end-of-module feedback
forms, 2014-16
13. 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 farQuotations from official student end-of-module feedback
14. 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
16. WE NEED YOUR HELP PLEASE!
• Is there a role for PEER ASSESSMENT?
17. 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.
18. PEER ASSESSMENT CONSIDERATIONS:
• How will it be received by diverse students?
• Clear conflict resolution systems.
• Comprehensive and easy-to-use marking criteria.
19. PEER ASSESSMENT BENEFITS:
• Part of the learning process.
• Enhances the collaborative learning cycle.
• Enhances engagement, learner-centredness and self-
direction.
20. 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.