Lisa Harris
https://twitter.com/lisaharris

Olja Rastic Dulborugh
https://twitter.com/call_me_olya

Cristina Costa
https://twitter.com/cristinacost

Lorraine Warren
https://twitter.com/doclorraine

5 topics, each lasting 2 weeks

Students answer a set question

Comment on work of others

Reflective summary

50% Assessed through contributions to set topics,
50% Through development of professional online portfolio

All work done on their own blogs, aggregated into the course blog

UOSM2008 2014 - Blog
http://blog.soton.ac.uk/uosm2008/

UOSM2008 is based on learning from teaching on Liverpool online MBA

Draws on the online learning work of Diana Laurillard and Gilly Salmon

Lessons in "connectivism" from participation in CCK08 (the first MOOC)

Lessons from Web Science MOOC - discussions provide instant feedback

Students "eat the dog food"

Inspired 3 new Digichamps so far

see http://blog.soton.ac.uk/uosm2008

Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge

The diagram demonstrates the stages learners go through. As their confidence increases, the need for tutor support diminishes.

http://www.gillysalmon.com/five-stage-model.html

Image source:
http://users.chariot.net.au/~michaelc/nw2001/emod_newlang.htm

Individual feedback emailed throughout the module within 2 days of each topic end

General tutor feedback published on blog

Ongoing interaction with and between students via twitter

Topic 1 is formative, 2-5 are assessed

Peer feedback via blog comments

Realisation that the learning happens through interaction, kicks in around week 3.

This interaction shows Kim's interaction with and feedback from Jeanette, a Huffington Post blogger and tech entrepreneur based in the USA

It just gets better from there as everyone gains confidence and uses new skills to interact with the world outside the module.
Bingo, transferable skills.

This feedback from students demonstrates the value that they obtain from peer feedback

We would like the module to form part of student induction to embed digital literacy from the start of their course.
Then the challenge is to develop the approach all the way through their studies and beyond!

Olja Rastic-Dulborough

Took part in UOSM2008 in 2013.

Before joining:
- a techie with an interest in digital literacy
- early adopter of emerging technologies, digital and social media tools
- less confident interacting and contributing
- aware of missing out on important skills, affecting employability

Explosion of content and interaction but in a supportive, structured environment.

The unexpected delights and benefits:

Learning happens through interacting with peers.

Tutors are facilitators**.

**Sugata Mitra - http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html - **The method of the grandmother is around the 9min mark.

Granny cloud - http://grannycloud.wordpress.com/

Rounding up the journey:
- sourcing the information
- discussing with peers
- reflecting on a more rounded understanding reached through seeing the topic from more than one point of view

By the end of topic 5 we are independent learners, can create our own learning networks and have the tools and the confidence to join the big bad online world.

Following such scary activities, feedback from the module tutors is the final validation.
Getting feedback in smaller chunks and often - invaluable.