Case Study 1 – Distance learning

 


The MA programmes in the Department of   Education are using wikis to make learning materials available to distance learning students. Two or three members of staff develop the materials together. They can refer to units already created in the wiki for ideas about format and style.

There are some parts of the unit which are generic and these are cloned across all units. Students can leave their feedback as a comment on any wiki page. Some tutors make links to group activities located in Moodle.

 

What purpose does the technology serve?


 

 

 

 

 

 

 

 

 

 

Case Study 2 – Engaging foundation degree students

 


Students on a sports foundation degree unit work in groups to design and record an interview with an expert coach. Each   group analyses their own interview to draw out how the coach identifies talent in   a particular sport. The groups then exchange the video via Moodle (the   Virtual Learning Environment) to gain further understanding about the similarities and differences across different sports.

 

What purpose does the technology serve?


 

 

 

 

 

 

 

 

 

 

Case Study 3 – Peer learning

 


There is a move to diversify assessment on an undergraduate programme. To this end, students taking a first-year unit were set the task of creating a ‘digital story’ (audio   +   images) that captured reflections on an individual’s own effective learning. Students were encouraged to share their developing stories (via Voicethread, a   web-based service) and seek critique from their peers. These critical comments and those of the tutor were then used to help students refine their stories. This activity prompted students to engage with the assessment criteria.

 

What purpose does the technology serve?