W2 Interdisciplinary Projects

Slides summarising discussions, activities and links

Example Interdisciplinary reports and posters

Example reports and poster. NB. You are reminded do not use IEEE or ACM formatting in your reports. Specifications have changed over time :-)

W4 Interdisciplinary Projects

Slides, notes and links summarising presentation, discussions, activities and further reading

WEB6203 Interdisciplinary Thinking 15-16 Overview

Basic workplan

Interdisciplinary approaches: Readings 1

Biglan (1975a,1975b) Ortega Gasset (1930) , Chynoweth (2009) All references can be found in your mendeley collection WEBS6203 https://www.mendeley.com/groups/4904781/webs6203/ WEBS2002 https://www.mendeley.com/groups/4931801/webs2002/

Interdisciplinary Approaches: Readings 2

Tiropanis et al 2015 can be used as a model for a comparison of disciplinary approaches Trowler 2013 discusses conceptualising the idea of 'discipline' Hughes 2013 reviews some of the key previous papers All references can be found in the module mendeley collection WEBS 6203 https://www.mendeley.com/groups/4904781/webs6203/ WEBS2002 https://www.mendeley.com/groups/4931801/webs2002/

WEB6203 Interdisciplinary Thinking: Readings 4

Why Blog? read this compelling auto ethnography All references can be found in our mendeley collection https://www.mendeley.com/groups/4904781/webs6203/

Research plan discussion: The socio-technical construction of MOOCs and educator practices in HE

In this seminar slot, we will discuss Steve's research aims and plan. Massive open online courses (MOOCs) have received substantial coverage in mainstream sources, academic media, and scholarly journals, both negative and positive. Numerous articles have addressed their potential impact on Higher Education systems in general, and some have highlighted problems with the instructional quality of MOOCs, and the lack of attention to research from online learning and distance education literature in MOOC design. However, few studies have looked at the relationship between social change and the construction of MOOCs within higher education, particularly in terms of educator and learning designer practices. This study aims to use the analytical strategy of Socio-Technical Interaction Networks (STIN) to explore the extent to which MOOCs are socially shaped and their relationship to educator and learning designer practices. The study involves a multi-site case study of 3 UK MOOC-producing universities and aims to capture an empirically based, nuanced understanding of the extent to which MOOCs are socially constructed in particular contexts, and the social implications of MOOCs, especially among educators and learning designers.