Timeframes and Course Outlines

Timeframes and Course Outlines

Project timetable with timeframe and expected outcomes from students

, e.g.:
  • Initial social introductions and interaction
  • YouTube introductions
  • Flickr group
  • community playlist e.g. Spotify, Soundcloud, LastFM...
  • Establishing the use of a common set of Web 2.0 collaborative tools:
  • Individual Wordpress Blogs
  • Individual Twitter accounts
  • Project Hashtag
  • Project Wiki Page
  • Establishment of Google Group or Wiki for sharing Web 2.0 contact details, YouTube channels, Flickr, Picasaweb, etc...
  • Negotiation of student team projects
  • Exploration of co-creation of media
  • Virtual Presentation and critique of team projects

Course Outlines:

Table 1: Overview of the six participating icollab11 groups.

Group Participants
Student Profile
Areas of interest and expertise
Possible issues
and constraints
Core tools
10 May to 28 Nov
20 students, 3rd year Bachelor of Architecture.
elective focused around a weekly community of practice
iArchitecture, Course aim:
To explore the role individual and socially-connected digital presence has in building and participating in a world-wide architectural community using current web and mobile technologies.
Augmented Reality, potentially mobile film making

Use of mobile technologies for Architectural communication/design
Timeframe overlap between NZ academic year and that in other countries
September to November
20 2nd years Bachelor of Furniture & Product Design
Design project module - ‘Design for Exhibition’
(see google doc links below for more info)
Managing an online presence that meets the expectations of the design community
Using student owned devices and some University provided devices.
Smartphones (various)
QR codes
Google Docs
4th Oct 2011 - 11th Feb 2012
n=30 to 40
bachelor and master, technolgy-focused
Module on sociology of technology
Exploration of mobile Web 2.0 and reflection on changes in society
Student owned devices
google docs
26 Sept-16 Dec
20 students
MSc Audio Production (n=17)
MSc Professional Sound and Video Technology (n=3)
Social Media module
Developing practical skills and theoretical understanding of social media across a range of contexts

Emphasis on audio/acoustics industries
Music, Sound recording, Audio Production, Acoustics

Developing a professionalised online presence, personal learning networks (PLNs), bridging education and industry
Student owned devices
Google docs
Smartphones (various)
4th Oct 2011-14 Feb. 2012
n=20 Bachelors (1st-2nd year)
Future-to-be teachers
students n=15
School of Education
Educational technology module
Web 2.0 tools and use of mobile technologies to create student generated content
Student owned devices
Google apps
Twitter & FB
29 Aug
2011 to 19 Oct 2011
3rd year Bachelors students
Public Relations - Knowledge Management and the impact of social media
Communication strategies
Student owned devices
Twitter Polleverywhere Surveymonkey

Unitec (NZ)

The Unitec project is embedded within a third year Bachelor of Architecture elective course, iArchitecture. The aim of the iArchitecture elective is to explore the role individual and socially-connected digital presence has in building and participation in a world-wide architectural community using current web and mobile technologies. This involved exploration of Architecture in a digitally connected society, using: a range of web 2.0 tools, wireless mobile devices (iPhones and iPads), and participation in a community of practice comprised of student peers and content experts (lecturers and a technology steward) focused upon creating student-generated web-based eportfolios enhanced by augmented reality, and social software, within student-generated contexts. Rather than a prescribed curriculum delivered by course lecturers (pedagogy), the course is driven by student-negotiated team projects guided by the lecturers as participants in a dynamic learning community (heutagogy).

The outcomes of the iArchitecture community of practice include:
  • Developing an understanding of the roles of digital identities in online communities.
  • Designing and production of an online presence suitable for inclusion in student’s e-portfolio, using multi-media techniques and leading-edge hardware and software.
  • Gaining experience in international group collaboration.
  • Becoming a technology steward for the architectural community.

The iArchitecture community of practice (COP) bridges the five other participating COPs using Twitter as a commounication and collaboration tool, journaling the iArchitecture student team projects via Wordpress blogs, and personalising the communication and collaboration by introducing students via short YouTube VODCasts, and Google Plus Hangouts. The web-based artifacts generated by the iAtchitecture student teams will be shared and critiqued by the wider international COP via commenting and rating of these artifacts, generating international conversations. By using geolocation within these projects (for example within Wikitude layers and Google Maps), the five other student groups will be able to virtually experience aspects of these projects.

Sheffield-Hallum University (UK)

The Sheffield Hallam University (SHU) project is embedded within a second year B.A (Hons) of Furniture & Product module; Design For Exhibition. The theme of the module is Negative to Positive - reinventing storage with an emphasis on products to occupy un-used spaces. There exists a myriad of design opportunities that designers have not previously explored. Coupled with this and driven by the rising (and set to rise) cost of floor space there is the need for humans to utilize interior and exterior spaces to the maximum. Students have been asked to investigate via a socially-connected digital presence and using current web and mobile technologies the making and sharing of images, geographic locations and ideas about empty spaces within interior environments - contexts that are currently un-used, vacant, and at the extremes of our environmental. This involves the exploration of design in a digitally connected society, the use of a range of web 2.0 tools, wireless mobile devices (smartphones), and participation in a community of practice comprised of student peers and a content expert (lecturer) focused upon creating student-generated web-based blogs. Rather than a prescribed curriculum delivered by course lecturers (pedagogy), the research for this module is driven by student’s projects guided by the lecturers as participants in a dynamic learning community (heutagogy).

The outcomes of the SHU Design community of practice include:

  • Developing an understanding of the roles of digital identities in online communities.
  • Designing and developing a professional online presence (Wordpress blog) suitable for inclusion in student’s e-portfolio using multi-media techniques and ubiquitous hardware and software.
  • Gaining experience in international group collaboration.
  • Becoming ambassadors for using mobile web2.0 tools within the student design community.

The SHU Design community of practice (COP) is to our knowledge the first COPs of its nature to be established within the Design Department at SHU. Students will be using Twitter as a communication and collaboration tool, Wordpress blogs for documentation in project logbook style, photo sharing sites including Picasa and Flickr and YouTube VODCasts, along with Google Plus Hangouts. The web-based content generated by the SHU Design students will be shared and critiqued by the wider international COP via commenting thus generating international conversations.

The same second year students will use their Wordpress blogs throughout the rest of the year, and potentially into their third or fourth year of study.

Universitat Rovira i Virgili, - Catalonia (ES)

The Universitat Rovira i Virgili participates in the project by involving 20 second year students of the School of Education , who are taking a compulsory course on Educational Technology. We thought that including a little module related to Mobile Learning would contribute to a better understanding of the wide range of possibilities they may face as future-to-be teachers at the time that they could experiment with the mobile devices that constitute a very relevant part of their daily life. Basically, the main aim of this module is to introduce learners to a theoretical approach of Mobile Learning, to explore and deepen into it as learning methodology and to encourage them to deepen into its potentialities to Foster collaboration.
Thus, learners are asked to produce and share their content with their international mates by using different web-based toos and by making use of their mobile devices when that is posible. Since these are students of the School of Education, there is a special phocus upon reflective practice and on the pedagogic implications of Mobile Learning. Another phocus would be the exploration and creation of educational content by means of different mobile applications.
Since this is part of an international project, learners are also encouraged to socialise and participate through social media in both content production and content curation. The intercultural exchange among participants constitutes one of the richness of this project, so that one of the expected outcomes includes the fostering of international collaboration as a means to achieve significative learning.

Beuth University (DE)

The project at Beuth University of Applied Sciences in Berlin is embedded within General Studies for bachelor and master students from all faculties. The module “Web 2.0 and the society” is one of the series of modules in the area of technology of sociology. Thematically, it focuses on how social media/web 2.0 changes society in such areas as science, business, politics, journalism and art. The course integrates invited talks from experts in different areas which are delivered online via a web conferencing system – Adobe Connect. These presentations are recorded and documented in the course video channel on Vimeo. Another key element of the course are hands-on sessions in which students test and use different social media/web 2.0 tools, such as wikis, blogs, microblogs etc. The practical application of the tools is connected with establishing contact to social networks and communities outside of the university with the aim of building Personal Learning Networks (PLNs). These networks include peers from universities participating in the iCollaboration project. The engagement in social networks and communities of practice aims at enhancing exploration of current practices in the use of social media in different contexts, such as commercial, educational and civic engagement, in different countries, particularly the ones involved in the iCollaboration project, as well as at understanding the benefits of sharing of ideas and resources. Parallel to these activities, students run their e-portfolios in which they demonstrate how well they understood the theoretical models and current discourses through reflecting on selected real-life examples. Students build up their e-portfolios in the course of the semester, enriching them with new elements and technologies as they tap into the web 2.o world. Each student uses a personally selected set of tools to build and design their e-portfolios.

The outcomes of the modules include:
  • Understanding social media/web 2.0 and how it changes practices in various societal domains.
  • Connecting to social networks and communities outside of the university to get insight into current practices and discussions related to social media/web 2.0.
  • Engaging in discussions with invited experts in virtual settings using web conferencing, blogging and microblogging etc.
  • Creating e-portfolios to document and present personally relevant learning experiences.
  • Developing a number of social skills through international collaboration.

AUT University (NZ)

This project at AUT University, Auckland, involved 24 knowledge management (KM) students, most of whom were majoring in public relations. Knowledge management is a way of deploying the resources and expertise in an organisation (Debowkski 2006). Increasingly businesses are having to respond to the influences of globalisation and amalgamation of organisations and as a result employees are interacting more and more through online channels which demand interpersonal skills as well as technical competency.
The KM course explores how data can become information and then knowledge through identifying patterns and understanding the context (Debowski 2006). Managing the increasing information available is a key aspect of public relations where the need for increased intercultural communication, attention on global issues and more global products has led to public relations becoming increasingly global (Gordon 2011). Social media has become a big online communication enabler with Twitter playing a key role in developing followers, providing information, announcing events and developing public opinion.
The project built on research from GlobCom (__www.globcom.org__), an annual project managed by the researcher, collaborating with 11 universities worldwide where PR students in global virtual teams develop a PR strategy which can be implemented in each of the participating countries (Pritchett and Gordon 2006). AUT’s participation in the 2011 international collaboration project (icollab11)encourages students to develop their academic, technical and interpersonal skills through an authentic learning exercise in which they access and synthesize data across geographical boundaries using mobile devices and engaging with twitter as a research tool.
The objective was for students to develop and implement a survey on an international and current issue that could be tailored to each of the participating countries. The survey explored the participating students’ interest in the Rugby World Can international sporting event that was happening in NZ at the time.
As a heutagogical exercise, the students were expected to form teams, brainstorm the questions and identify how to use Twitter to ask questions. They were to post their a video of their personal profile to YouTube in order to join thei collab11 international learning community. They would then first trial the questions on another local institution (UNITEC) and then apply it abroad, seeking responses to their questions and later compiling the results and presenting them to the class, within four weeks.
The following exam question was created to measure their understanding about the influence of social and technical skills on a virtual research project: Identify knowledge management technological tools appropriate for collaboration, analyze how collaboration tools were used in an international case study to gain knowledge from information, looking at the advantages and disadvantages in a non face-to-face situation, referring to relevant theory in your answer.
Overall the goal was for students to form online collaboration using mobile devices, to build confidence in using Twitter, the impact of smartphones on knowledge management. By introducing this project in final year, it is expected the students will have a degree of competency and subsequently, confidence in identifying how they would develop knowledge from the information they obtained and understand how that this would help to build knowledge assets in another organisation.

Salford University (UK)

In the case of the University of Salford, the project is set within 2 Masters level programmes (MSc Audio Production and MSc Professional Sound and Video Technology) where learners take a compulsory module in Social Media. The aim of the Social Media module is to develop learners’ practical skills and theoretical understanding of social media across a range of contexts, with an emphasis on the audio/acoustics industries. Learners develop a professionalised online presence through a range of web-based open platforms, alongside their own personal learning networks (PLNs) in order to move their practice beyond the classroom through making connections to their peers and industry experts, thus bridging education and industry. The module is learner-centred, using pre-module questionnaires and their individual blogs to highlight their areas of interest. This in turn influences module content and readings, with the aim being to encourage learners to drive their own curriculum which is facilitated by the tutor, thus moving from pedagogy to heutagogy.
The outcomes of the Social Media module include:
· Understanding digital identity and online communities
· Developing a professionalised online presence across a range of platforms
· Participatory media production and content curation (theory and practice)
· Experience social media through international learning networks
· Develop connections with practitioners and industry experts in their field

The learners will connect with their peers from the other institutions participating in the project through Twitter, Wordpress blogs, YouTube Voxpops and Google Plus Hangouts. Mobile devices will be used for just-in-time content capture and production. Through communicating and collaborating with their peers from the other student teams across the globe, they will be able to engage in dialogue and critique not only internationally, but also across disciplines.