ENABLING ONLINE CASE-BASED LEARNING FOR MANAGEMENT STUDENTS USING BLACKBOARD

The project developed a directed/supported online case study for 33 internationally-dispersed, distance learning MBA students using the Blackboard virtual learning environment (VLE). The activities included:Devising, designing and producing a case study classroom using Blackboard.Publication of a case study that could be used on the project.Development of student resources that could be used on the project.Implementation of a student application process.Co-ordination of associate tutors and Faculty.Monitoring of student diaries.Establishing evaluation system comprising depth interviews, course statistics, user statistics, questionnaire of user attitudes and observation of online behaviours.Development of an article to discuss the implications of the study

Perspectives on the nature of communities and their needs - conceptualising and researching potential wiki use at UoL.

The potential of informal repositories, such as wikis, to support a diverse range of tasks in higher education is now well documented. However, in evolutionary terms, practical applications are still at an early stage of the innovation-diffusion process, even though wikis have been in existence for more than a decade. Much attention to date among higher education institutions has focused on the practical realisation of the technical possibilities and solutions, in what might be characterised as technology-based ‘push’ approaches. On the other hand, the nurturing and supporting of users and user communities is a vital task in encouraging user-based ‘pull’ approaches, to encourage the knowledge generation and construction that is a necesssary prerequisite for knowledge sharing and exchange through the use of such technologies. From both of these perspectives, a key organisational challenge has been how to develop both the capacity and the capability necessary to explore the potential of wiki-type technologies, and thus to realise the possibilities foreseen that range in scope across teaching, learning, research and administration needs and in scale from the individual to the institutional level. This Working Paper outlines some informal conceptualisations about the nature of communities that have assisted the development, deployment and embedding of wiki technology at the University of Leicester (UoL). It also provides summary points from initial research on user perceptions and potential barriers to introduction and use, and considers the needs and uses of different types of communities and how these might relate to the infrastructure provided

Developing e-learning design capabilities in a dual-mode institution.

Higher education institutions offering open or distance learning provision alongside traditional on-campus delivery can face particular course design, development and delivery challenges on account of their ‘dual-mode’ nature. Such institutions arguably are more typical than ‘mono-mode’ institutions offering either on-campus only or distance-learning (DL) only provision. A single-system approach that meets the majority need can result in disadvantages in the other context, while a twin-track approach can lead to duplication of resources and effort. In contrast, ‘single-mode’ institutions can build systems optimised to support their particular context, with consequent economies and efficiencies to be gained in timescales and costs. In a dual-mode institution, e-learning is often situated within a ‘mosaic’ of disciplinary and departmental differences and similarities, with the challenge of fostering innovation and the development of good pedagogical practices in both on-campus and DL contexts that benefit teachers and learners alike. In the DL context, academics need to be supported to a much greater extent than for on-campus delivery by learning technologists, information librarians, multimedia experts and, most importantly, by pedagogical advisers with access to a strong practice evidence base. Taking the University of Leicester (UoL) as a case, this paper: (a) describes the background to dual-mode provision at UoL; (b) outlines the strategic initiatives relating to learning design enhancements in general and their relevance in the DL context; and (c) summarises the early outcomes in enhancing the e-learning aspects of course design and delivery in both modes

A portfolio-based approach to developing wiki and blog capabilities - from individuals to institution, one 'size' does not fit all.

This short paper reviews and reports on the University of Leicester (UoL) progress in developing institutional capabilities for wiki/blog deployment, as at Autumn 2007. It provides brief illustrations of initiatives in a portfolio-based approach addressing different areas of application in different academic departments. The preliminary results of early operational research are outlined, together with vectors for potential future developments

Piloting innovative uses of informal repositories in campus-based student assessment and associate tutor communities of practice.

Collaborative environments, such as wikis and blogs, offer opportunities in diverse areas of education. Results from early exploration and the perceived potential of such environments are reported. One campus-based assessment initiative was based on student contributions to online discussion boards. Analysis showed evidence of ‘participant fatigue’, and an alternative approach was used of a collaborative writing assignment with students making defined contributions to Wikipedia. The use of informal repositories by associate tutors for sharing and storing resources has also been investigated as part of a JISC-funded project. Institutional-tutor relationships and involvements vary, so an early focus has been on common teaching and learning themes that support personal/professional development needs. Accompanying infrastructure developments have allowed such new technologies to be deployed flexibly, the model adopted allowing full control over how system components are made available and accessed by staff, students and other community network members