Queen’s University Centre for Educational Development
Case Study: Active and Interactive Learning at Stage 1
Title
‘Digital Society’
Context
This module enables students to develop a critical understanding of the social and
political impacts of information and communication technologies (ICT), including
sociological theories, on the information revolution, online social research, childhood
and the internet, surveillance, the internet and social capital, and the social division
in the use of ICTs which is often referred to as ‘the digital divide’. Students have the
opportunity to examine some of the key themes and issues associated with online
social research and to gain an understanding of how ICTs are used within the social
sciences.
The module aims to:
 Introduce students to the social and political implications of the ‘information
revolution’ and ‘internet society’
 Provide a practical introduction to a range of ICTs commonly used in the
social sciences.
School/Subject: Sociology, Social Policy and Social Work
Degree programme: the module is taken by students enrolled on the following BA
degrees: Sociology; Sociology and Criminology; History and Sociology; Social Policy
and Sociology; Criminology; Criminology and Sociology; Criminology and Social
Policy
Module: SPY1002 (one of two introductory modules taken in year one)
Learning environment (e.g. lecture, tutorial, lab., field work):
The course is taught through a combination of weekly lectures, computer-based
workshops and face-to-face tutorials. Workshops and tutorials begin in week 2.
Preferred room type
Lecture theatre, Seminar Room and Computer Laboratory
Timetabling of session
From 2010-12
Lecture: Wednesday 10-11
Tutorial: Wednesday and Thursday afternoon
Workshops: Monday
Academic year 2013-14
Lecture: Monday 9-10/ Wednesday 10-11
Tutorial: Monday and Wednesday afternoon
Activity
What do you do? (content, assessment etc.)
The module is taught by a team of staff from the School.
The course is a combination of weekly lectures, computer-based workshops and
face-to-face tutorials. Workshops and tutorials begin in week 2. Students are
expected to do the reading for each tutorial or lecture before it takes place – a
comprehensive reading list is provided. Tutors provide guidance, direction and
support at each session and may also be contacted by email. Informal feedback may
be requested at any time and formal feedback is given promptly on the essay and
group project.
Material relating to the course may be accessed via QOL and students are given an
introduction to this at the first lecture and workshop. Additional web-based resources
are provided during the computer-based workshops.
Assessment is as follows:
1. Tutorial attendance and participation = 5% and workshop attendance = 5%.
2. Group project = 40%. Practical academic skills (research, team-working and
presentation skills are assessed by means of a group presentation using
PowerPoint. Each group must choose one of the following topics:
a) What’s wrong with a surveillance society?
b) Children are at risk when using the internet?
c) The digital divide is narrowing?
Students may agree, or disagree, but views must be based on evidence which may
include personal experiences and observations, but must also include research and
evidence drawn from the literature. The tutor organises students into groups, but it is
up to each group to agree on a topic, decide how best to tackle the project and to
allocate tasks. Students are provided with an online template to be completed by
week 8 in order to produce a progress report. Students who do not contribute to the
group project receive a grade of 0%.
3. Essay: a 2,000 word essay which is worth 50% of the module mark. Students
must select either of the following titles:
a) Critically evaluate the proposition that new information and communication
technologies (ICTs) have produced a revolutionary change in society.
or
b) The internet can enhance social capital amongst its users? Critically assess
this statement.
How do you do it? (method including tips)
Active/ interactive and collaborative learning
*Group presentation – to provide students with an opportunity to work as a group. It
is a part of collaborative learning. It will enhance communication skills.
Students have to write a ‘group progress report’ by week 8 or 9. This report includes
the detail of group meetings (e.g. who participated in the meeting, what was the main
discussion and what to be done in the next meeting, etc.)
*Tutorials – Encourage students to actively participate in discussions. Questions and
topics are given to the students each week. Students will discuss in a small group (45 students in each group) and will have opportunities to participate actively in the
group discussion. The small group discussions will be shared with the whole class at
the end of each session.
Workshops – Workshops were held in computer labs from 2010-2012. Students were
taught to do QOL/ information and library services, collect information from the QUB
website, how to use PowerPoint and the Turn-it-in programme, essay writing skills,
etc. However, workshops were cancelled from 2013, as a response to the feedback
from students (module evaluation), as most students said they knew how to use
PowerPoint, QOL, and web browsing, etc. However, the ‘Turn-it-in’ programme
training has been kept but was done in a tutorial session, as students found it useful.
Reflecting upon students’ feedback has been the key to change when staff revise the
module each year.
Lectures – serve to enhance critical and analytical thinking; students are encouraged
to evaluate and interpret information. During lectures students were given different
theoretical perspectives in relation to lecture topics, such as the ‘digital divide’, ‘the
internet and social capital’, ‘information society’, ‘children and the internet’,
‘surveillance society’, and ‘disability and social media’. A staff member from
Information and library services provides a lecture on how to use QOL and the library
system. We also provide one hour lecture on ‘essay writing skills’. Lectures on
information services and essay writing skills can be useful for students as it is a first
year module.
Why do you do it that way?
Students have the opportunity to develop the following skills:
Intellectual skills: analyse, evaluate and interpret information; develop and defend
reasoned opinions; develop and demonstrate independent thinking; critical and
analytical thinking.
Employability skills: communication – using the spoken word, participating in
discussions; using the written word; being able to work effectively with others.
ICT – searching for and obtaining information; presenting information.
Improving own learning and performance – demonstrating a degree of independence
while learning; reviewing progress and achievements.
Problem solving – identifying a problem; exploring options; selecting an appropriate
solution; use of appropriate resources; synthesis, critical analysis and interpretation
of information.
Technology (if any) used to support activity (brief description)
Computer lab:
ICT and Library resources/ PowerPoint/ Turn-it-in Programme
Evaluation/Reflection/Outcomes
How do you know it works? (measures you adopted, student feedback outcomes,
staff feedback)
Mainly from the students’ feedback (module evaluation). Students stated that
they enjoyed the lectures and tutorials. Below is the feedback from students:
Some positive comments on the module: “It was interesting and gave me some
useful websites to use in the future. Working with new people in the group
presentation was interesting. The group project was enjoyable – getting to meet
people. Enjoyed learning more about digital society. Turn-it-in system will help in the
future with essays. I enjoyed lectures that were relevant to modern society. The
enthusiasm of tutor and lecturer making the information on module more
interesting. Enjoyed gaining skills, e.g. presentation skills. Enjoyed the fact that you
have the opportunity to perform a presentation with a group. Learning about the
digital divide – it was interesting and useful. Enjoyed learning more about
surveillance and the digital divide. Enjoyed learning about internet and social
capital.”
Some not so positive comments on the module: Did not enjoy the computer based
class – had learnt most of it before. The powerpoint presentation being marked as a
group.
Challenges/Issues/Problems
Group work – some students found it challenging to work together as a group. Some
students complained that some members of group did not participate in group work.
Workshops – students have different levels of knowledge and skills in relation to
computer-based skills. Most students nowadays have a good knowledge and
information on ICTs. Therefore, it was decided to cancel the workshop sessions.
Advice and Tips
The group progress report can be a useful way to encourage participation from the
students. Tutors keep in close contact with student group members, in order to
advise them to participate in group work and to monitor the groups’ progression.
Looking forward
Towards active, interactive, collaborative and independent learning
Making group discussions more interesting – to encourage critical and analytical
thinking and debate in relation to contemporary issues and policies.
Support Material (please upload/attach or give URL)
https://learning.qol.qub.ac.uk/2131/SPY/1002-AUT-QUB/default.aspx
References (if available)
Ragnedda, M. and Muschert, G. W. (eds.) (2013) The Digital Divide: The Internet
and Social Inequality in an International Perspective, Abingdon: Routledge.
Tredinnick, L. (2008) Digital Information Culture: The Individual and Society in The
Digital Age, Oxford: Chandos Publishing.
Norris, Pippa. (2001) Digital Divide: Civic Engagement, Information Poverty, and
The Internet World. Cambridge: Cambridge University Press.
Contact Details
Dr Sirin Sung
e-mail: s.sung@qub.ac.uk
ext. 3469