lisa's research oct 2014

Lisa’s Research

Lisa Harris3rd October 2014

About.me/lisa.harris

2

About me…• 10 years in banking industry and MBA @ Oxford Brookes

makes me a “pracademic”• PhD @ Brunel, investigating technological change in

banking • Teaching @ Brunel and Director of MBA programme• Teaching @ Soton and course leader of MSc Digital

Marketing • Qualified tutor University of Liverpool e-MBA• Student Digital Champions• Associate Director of CITE and Chair of Digital

Economy Research Group • Deputy Director of Web Science Institute

In a nutshell…

• I’m interested in the innovative applications of technology on education, business and society

• In particular, I’m currently involved in projects investigating social learning and social activism

“Educational innovator & disruptor at University of Southampton. I champion Web Science, Digital Literacies, Student DigiChamps & MOOCs. I make stuff happen.”

I aspire to “Open Scholarship” (Anderson, 2009)

• Archive my own work in a public space (eg ePrints repository, blog)

• Filter, curate and share content with others (via blogs, social networks etc)

• Present at conferences where the work is freely shared online

• Publish in open access journals • Write open textbooks or lead open courses• Act as change agents in traditional institutions

What technologies are referred to here?

“It will create forgetfulness in the learners' souls, because they will not use their memories.“ (Socrates, 469-399BC)“The modern world overwhelms people with data and this is confusing and harmful to the mind” (Conrad Gessner, 1565)

Technology will kill… And the latest from Erik Qualman

7

8

“No more disruptive innovation, please”

The times they are a changing…

• Availability of free content (e.g. video of lectures) by global experts • University reliance upon ‘Russell Group’ arrogance – but this is a

20th century brand. • Expectation from students of flexible evening/weekend/online

learning options, as they seek to maintain job and family commitments

• Accessibility and breadth of information online alters the traditional role of the lecturer as gatekeeper to relevant knowledge

• Difficult economic conditions and higher fees adjust the risk/reward calculation of attending university

• Student profile increasingly international and with a wide range of ages and work experience

“Life

-wid

e” a

nd “

life-

long

” le

arni

ng

Contacts

Experts

Teachers

Classmates Friends

Family

Coworkers

Synchronous Communication

Mobile Texting

Video Conferencing

Microbloging

Instant Messaging

RSS

Wikis

Blogs

Subscriptions readers

Podcasts

Social Bookmarking

Social Networks

Information ManagementLibrary/

Texts

Open CourseWare

Evaluating Resources

Scholarly Works

Locating Experts

Wendy Drexler (2008)

My collaborative projects

• Curriculum Innovation• MOOCS– Web Science– Digital Marketing

• Blog.soton.ac.uk• Student Digital Champions

Digital Literacy (satire by The Onion)

MOOCs

• Showcase the university’s teaching/research /student contributions to encourage enrolments on campus courses and inspire innovation there

• Sharing of participants’ intentions/experiences via social media is integral to the package

• these interactions carry an authenticity that traditional promotional materials lack.

• Mobile/tablet access to course is crucial• Full range of Southampton MOOCs

Digital Literacy• “Digital literacy is the ability to locate, organise, understand,

evaluate, and analyse information using digital technology. It involves a working knowledge of current tools and an understanding of how they can be used”

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

• “an ability to respond positively to change”

Digital Literacies at Southampton

• Raise awareness across the University• Link Education and Research communities• Run series of practical workshops • Digital Literacies Annual Conference • Student Digital Champions (Digichamps)• DL Special Interest group – diverse membership

across all faculties and including Careers, Student Services, Library

• Curriculum Innovation

New CIP Modules: linking research and teaching

“The new media environment can be disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information and knowledge. They need to move from being simply knowledgeable to being knowledge-able.”

Wesch, M., 2011. From Knowledgeable to Knowledge-able: Building New Learning Environments for New Media Environments | UM Events | University of Michigan.

Blogs: pulling it all together• Use the blog framework as a central point pulling in your other social media

content: Digital Economy Blog or to aggregate a series of blogs as per Multidisciplinary Research

• Tweets – Flickr – LinkedIn – Vimeo - Slideshare – Pinterest - Soundcloud - YouTube

• You can also embed other social media within individual blog posts• Video is increasingly important, especially authentic user generated content• Provide sharing buttons so that your readers can share your content on their

own networks• These activities provide a regular supply of googlejuice to the blog• Start your own blog

What does Google like?

• Social media interaction with web content is the *biggest influence* on its search visibility:

1. Facebook shares2. Facebook comments3. Facebook likes4. Tweets

http://www.socialmediastrategist.co.uk/blog/1-news/175-social-media-seo

Living and Working on the WebThis module focuses on the development of online identities and networks to enhance employability in the digital age. It investigates how the digital world is influencing how we:

• collect, manage and evaluate online information – ideal preparation for dissertations• build an online identity for personal or career development• create and curate content via blogging and video production • interact with others for networking, team-building and project management purposes• deal with online privacy, safety and security issues• participate remotely in live events

For more information check out the module webpage and video and the students’ feedback video

Successes

• Employability advantages• Raised awareness of digital literacy and blended

learning across University• Digitally proficient students can mentor less confident

colleagues • Active rather than passive learning • Flexibility of timing/location of learning for students

and tutors• Study recommendations were made between levels

and disciplines

Web Science Institute

• The Web Science Institute brings together world-leading multidisciplinary expertise to tackle the most pressing global challenges facing the World Wide Web and wider society today.

• Events– Barry Wellman 31st October 6pm @unisouthampton

• Funded PhD opportunities• WSI Blog• WSI website

25

Student Digital Champions: Flo Broderick

• Met at SXSC2 in October 2012• Took Digital Marketing and CI modules, learned

interviewing skills and video editing• Helped out in a big way at Digital Media Europe • Masterminded student contribution to

Digital Literacies Conference • Provided student perspective on our research into

online learning MOOCs• Visited Italy to carry out MOOC filming in Portus• Now in Madrid working for Telefonica Digital

Joining the Digichamps

• More information:– Digichamps Blog– Facebook Group– What do the Digichamps do? (video)

• Digichamps help staff and students with educational applications of new technologies, build professional online profiles, and manage social media for live events.

• Students from all University Faculties & all levels of study • Send a note to Lisa explaining why you would like to join the

Digichamps and highlighting the skills you offer / would like to develop

27