How can e-Learning allow BBS to offer our students more? Business e-Learning Research Group Sue Greener Asher Rospigliosi 30 th January 2008

This presentation Is about what is going on currently among colleagues who are trying new and rewarding ways of using e-learning How we might take this forward as a Business School into learning, teaching and assessment strategy

Is about what is going on currently among colleagues who are trying new and rewarding ways of using e-learning

How we might take this forward as a Business School into learning, teaching and assessment strategy

BBS module leaders summer 2007 usage of Studentcentral 1 = administrative information (eg schedule, descriptor, past exams) as required in the basic template used across the School 2 = admin. functions plus uploaded course materials, reading guidance and weblinks 3 = admin. functions plus uploaded course materials, reading guidance and weblinks & discussion board or quizzes or surveys sample=44, respondents=39

Flexible and distributed learning QAA approach Dimensions of the space for HE learning – f2f to e-modes, cohort to lone learners, on site to off site We may be usually focussed on f2f cohorts on site – but this will not always be the case.

Some practical uses of e-learning in BBS Getting students to develop and collaborate on an annotated bibliography (discussion board or community blog) Do they have to be in class every week? Weekly assignments and feedback (quiz/survey, discussion board, community, other content areas) Substituting the occasional lecture with Powerpoint and audio/video commentary – allows students to replay, or see if actual lecture must be missed (camtasia) Online weeks with activities, optional tutor presence, reducing the problem of missed An extra resource in the classroom, used by teacher or student, quick response, role playing academic search, streaming video to enrich and support or challenge content (internet and studentcentral) Reusable learning design, eg quizzes to reinforce basic understanding, practice exam thinking (quiz or community/studentcentral) Diagnostics to test competence eg in numeracy, foundations of subject, ICT (quiz/survey, workbook including tasks involving studencentral use)

Getting students to develop and collaborate on an annotated bibliography (discussion board or community blog)

Do they have to be in class every week? Weekly assignments and feedback (quiz/survey, discussion board, community, other content areas)

Substituting the occasional lecture with Powerpoint and audio/video commentary – allows students to replay, or see if actual lecture must be missed (camtasia)

Online weeks with activities, optional tutor presence, reducing the problem of missed

An extra resource in the classroom, used by teacher or student, quick response, role playing academic search, streaming video to enrich and support or challenge content (internet and studentcentral)

Reusable learning design, eg quizzes to reinforce basic understanding, practice exam thinking (quiz or community/studentcentral)

Diagnostics to test competence eg in numeracy, foundations of subject, ICT (quiz/survey, workbook including tasks involving studencentral use)

Adapted from Chaffey (2005) Business Information Management , Prentice Hall, p344 students click on the diagram and then the answer displays with a bit of chat/explanation

Case Study Update - Chaffey (2005) Business Information Management , Prentice Hall, p594 Online resources to bring a textbook case study up-to-date - Students need to read the news stories and follow a few related stories links to answer 15 questions about IT outsourcing at Boots

at http:// www.vts.intute.ac.uk /detective/

Discussion boards for range of topics