Online learning support for students on fieldwork placement

This project is designed to deliver a WebCT (virtual learning environment) course and was introduced into a programme that had no previous experience of managed or virtual learning environments. The course was piloted with 55 students and their tutors and was developed to take evaluation of the pilot into account. As part of the project staff and students were inducted into its use, including staff development about e-tutoring

Creating a high-quality distance learning Public Service MBA programme

The project will support the School of Public Policy’s initiative to create a distance learning version of the Public Service MBA with the aim of creating a high-quality programme that offers students a learning experience as rich as that provided in the classroom. The priorities will be: • To facilitate interactive learning for DL students in order to create a robust and effective learning community; • To develop and provide high-quality learner support to students; • To support students from many different backgrounds / countries to learn from each other and be able to draw lessons that apply to their own situations

Web-based distance learning modules for MA Shakespeare and Theatre

This project aims to promote and facilitate world-wide access to the MA Shakespeare and Theatre Programme and thus: • Increase student numbers • Extend availability, flexibility and choice of pathway • Enhance students’ learning experiences and the acquisition of skills • Improve delivery and support of the programme • Sustain the Shakespeare Institute as an international centre of excellence for Shakespeare Studies • Support the University’s commitment to equal opportunities and lifelong learning • Respond to the recommendations of the Shakespeare Institute Development Grou

Developing a research on a prescribed case study LLB module

The project was designed to develop a 20-credit optional final year module on the LLB programme which incorporated several forms of ‘flexible’ (‘enquiry based’) learning into the School of Law curriculum, including: (a) the use of a multifaceted case study of a politically and/or legally controversial episode as the focus of study; and (b) embedding explicitly ‘reflective’ learning into a module. Developing the new module brought with it an understanding of how student formative assessment of other students’ work can be supported and managed; how material collected for the multifaceted case study can be presented using WebCT; what staff skills are needed to organise and support collaborative team working by undergraduates; and (crucially) how methods for organising, supporting, and assessing explicitly ‘reflective’ and ‘enquiry based’ learning can be identified and incorporated into a module

Development of technology enhanced learning in the School of Chemistry

This project has completely changed the way that the School manages the provision of information (both teaching and administration-related) for undergraduate students. The Chemistry VLE is now at the heart of undergraduate teaching and learning. An example of the student use of the Chemistry VLE is reflected in the tracking data since the beginning of Spring term - all 325 students have used the VLE. The average time of use per student to-date is 4 hours and 7 minutes, with variation between ca. 1 hour up to a maximum of 31 hours. Staff engagement with the Chemistry VLE is also impressive – of the 25 staff involved in undergraduate teaching, 20 self-manage the uploading of their material (after appropriate training), and 2 require help in uploading material but still make use of the VLE. The Chemistry VLE is constantly evolving – each year more of the WebCT tools are used within the VLE, including online submission of assessments and assignments (where possible electronically), use of discussion tools, use of the “My Grades” tool for feedback of student marks, and the use of Questionmark Perception is being piloted as an assessment tool in the area of Spectroscopy, alongside some interactive animations. It is likely that use of Turnitin will begin next academic year, following a recent successful small-scale pilot

Documentary video dissertation in American Studies

The production of documentary videos has been an innovative and dynamic feature of course delivery in the Department of American and Canadian Studies. The Department is now building on this experience to introduce an audio-visual documentary dissertation as an option for Single Honours students. The project examines - Design of a WebCT course and further training elements to support students in the making of the documentary video dissertation. They will also develop a training programme in documentary video production, including camerawork, storyboarding and editing techniques - Creation of a WebCT course to support training and documentary dissertation, and a linked website to chart progres

LIP in the School of Education: skills

The key aim of the project was to help establish independent learning in new students and to give them a sound start in the skills required to be independent learners. An initial evaluation of new students’ understanding of independent learning was undertaken through questionnaires and focus groups. The project then developed academic skill development modules within the School of Education based upon these results and focus groups held with staff. The modules have been successfully used in the first semester of year one to assist students in making the academic transition to University work. One of the key elements that the modules aim to develop is students’ ability to reflect upon their work. This is developed in the modules through a structured reflective journal within webCT which is built upon in other modules on the programmes. The reusable learning objects and module webCT section have been adapted and used throughout the College of Social Science

Petroleum exploration exercise using computerized interpretation of industry 3D seismic data

This project is to develop web-based software, giving classes of up to 30 Level H and M students doing the Petroleum Exploration Geology module experience in the management, analysis and interpretation of a modern petroleum industry dataset. A WebCT-based undergraduate practical exercise was developed using one of the School’s industry 3D seismic datasets to evaluate the petroleum geology of a prospective basin. Instruction in modern interpretation and visualization methods gives students hands-on experience of the unique and exciting views of the subsurface afforded by 3D seismic data. To date, a comparable exercise has employed paper copies of 2D seismic data. The recent introduction of a network licence server by SMT, the US company who donate their seismic software to the School, makes possible for the first time a whole-class exercise using 3D seismic data. The software runs on any PC which can connect to WebCT, assuming it has sufficient graphics capability

WebCT in Law

The principal objective of this project is to provide Law based students with web-based materials in support of their programme of study. This will include ready access to • materials which would otherwise be available only in printed / photocopied form; • collections of existing web-based resources which are currently available from a range of websites; • a range of interactive web-based materials; • specially written material which would not be available elsewhere (including self-tests) • web-based discussions in support of learning

School of Dentistry Skills and Virtual Patients Project

Learning Dentistry is challenging for young people who are expected to undertake a spectrum of learning encompassing academic, practical and professional skills. The pre-clinical/clinical interface is a transitional point within the course where the development of professional skills is most crucial. The School wished to support the students at this point; by developing generic skills that underpins their clinical interactions with patients and other members of the dental team throughout the course and their careers. The provision of a range of virtual learning materials increased students’ confidence in managing clinical situations and in interacting with clinical members of staff. The way in which students are directed to these learning tools is being strengthened to ensure they are easily accessible by all