The time has come for me to reflect on my uosm2008 journey. In order to facilitate my critical reflection, I will employ Gibbs (1988)’s reflective cycle model. This is broken down into the following phases:
The reason I picked this strategy for this reflection is that perhaps the road never comes to an end…I don’t think I’ll let this experience be a one-off, and I’ll certainly be blogging and learning again. The cycle perfectly demonstrates that, and I can use it in future (especially the action plan phase).
Description: what happened?
Whilst learning about living and working online, I studied 4 topics which each gave me something to think about:
As shown above, all the topics are interlinked, so when writing my posts, I always built on the knowledge from previous topics and highlighted how they connect, so that my knowledge wasn’t simply forgotten about like after an exam. This was the great thing about the learning method in this module!
I created a word cloud based on the number of views I got for each post (excluding intro), to see which one was most popular:
According to statistics, the topic of fake news was my most successful topic, and I would say this is true considering the best feedback I got was on this topic.
Nevertheless, I am proud of all the posts I produced after the Intro topic. I made massive improvements following the intro topic as it was my first one and my skills weren’t developed yet. For example, my in-text referencing was poor and most of the multi-media I used were not self-produced. But that only goes to show how much my skills have developed throughout this module.
Apart from the skills that I’ve developed myself, learning from others was key in this module:
As you can see, interactions took place continuously, and the above are only a few examples. This was useful because whilst I focused on only particular aspects of topics (in order to fit into the word limit), reading others’ blogs and learning about various perspectives on other aspects of the topics enabled me to learn the topic in more depth.
In the same way, FutureLearn enabled me to see different perspectives from all over the world. I also feel I got the most out of it when I engaged with the tasks. For example, I analyzed a fake news article which helped me to gain the skills for spotting fake news:
Whilst I’ve chosen to employ Gibbs (1988)’s reflective method, I noticed that de Cossart and Fish (2005) and Waring and Evans (2015)’s adapted reflective strand method for surgeons included the question ‘what were the key moments?’ in the factual strand which I thought was suitable/useful to implement here:
As a result of all of this, these are the skills that I developed:
Feelings (what was I thinking and feeling?)
Take a guess: how did I feel at the beginning of this module?
I must admit, whilst I was excited, I was apprehensive at the start. I was nervous that my skills weren’t good enough for this module and completely underestimated the support I would get from module convenors and peers.
Additionally, I was confused about how learning could be achieved through this unusual method. I value the benefits of it now – in fact, I think it’s the best method and works for me. That’s because this module is a continuous process – you don’t just learn something, forget it and leave it. I developed my skills consistently, without any exams/lectures. The consistency of deadlines helped with the development of skills. Practise, practise, practise!
Simultaneously I was excited (I was told you can do the module from your bed, and so I assumed that it wasn’t going to be too challenging). I was wrong: my time management and digital skills have both been challenged!
Evaluation: the GOOD
Created by Filipek (2018) on Biteable
Evaluation: the BAD
Created by Filipek (2018) on Biteable
Analysis (what can I make of it all?)
Action Plan: moving forward
It’s definitely not the end of the road for my blog, skills and information I have gained through this module. I have already started incorporating these skills into my other modules. Although I can’t provide a link (as someone might steal my work), here’s an example:
This is an example of a website I created to present a portfolio for one of my other modules, instead of submitting it on Word. I wouldn’t have been able to do this without the skills gained in this module.
Another direct result of this module is that I will continue to develop, update and professionalize my online profiles (as I did at the start of this module on Twitter):
What will I do now?
I think that says it all!
UOSM2008 has been my favourite university module by far and I hope that other modules will implement some of UOSM2008’s methods!
On that note, farewell UOSM2008 and Thank You!
Word count: 902
De Cossart, D., & Fish, D. Cultivating a thinking surgeon: New perspectives on clinical teaching, learning and assessment. Shrewsbury: TFM Publishing Limited.
Filipek, A. (2018) UOSM2008: The Good. Youtube. [online]. Available at: youtube https://www.youtube.com/watch?v=JUjoPo3OMdA&w=560&h=315
Filipek, A. (2018) UOSM2008: The Bad? Youtube. [online]. Available at: youtube https://www.youtube.com/watch?v=yLd0WwyetNA&w=560&h=315
FutureLearn, (2018). Learning in the Network Age. University of Southampton. Available at: https://www.futurelearn.com/courses/learning-network-age/ [Accessed 20 April 2018].
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.
Knight, S. (2011) Digital literacy can boost employability and improve student experience. The Guardian. [online]. Available at: https://www.theguardian.com/higher-education-network/blog/2011/dec/15/digital-literacy-employability-student-experience
Waring M., & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to teaching and learning. New York: Routledge.
White, D. and Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, [online] 16(9). Available at: http://journals.uic.edu/ojs/index.php/fm/article/viewArticle/3171/3049 [Accessed 10 Feb. 2018].