What Are We Up To Now On Studentcentral

What are we up to now on student central ? Sharing experience of use in, out and instead of the classroom 10 th May 2006 BeL research group

How are VLEs being used in HE?
Britain and Liber (2004) suggest that this is mainly for e-administration and e-content management ie information transmission
They speak of types of delivery which get squeezed out by HE resource constraints such as collaborative, discussion-led, student-centred and resource-based learning and propose a role for VLEs in re-balancing delivery to cater for an increasingly diverse range of students and student needs

This workshop
Is about showcasing current examples of using studentcentral for learning purposes – see if there’s something you don’t currently do that might work for you
We can talk about what, why and/or how
We welcome your examples of use to add to ours on this slide set.

Currently in the business school 1
Using studentcentral live at induction
Introduces the student immediately to resources available
Acts as taster to encourage personal trial
Important to show students what can be seen and tracked on studentcentral by instructors
Reinforced by paper handout and subsequent hands-on session
E.g. PMPPD

2
Starting a session at the module announcements page
Ensures students are up to date with latest news
Reinforces role of studentcentral within the module
Reminds students of the range of resources available for the module
E.g. HRM51

3
Using poolrooms for an early or mid-module session
Real time exercise or activity, possibly involving module tour, research and posting in group discussion boards
Allows support in early sessions to ensure all students can and do access all appropriate areas, gets over the problem of someone who tells you half way through term they still can’t get in
Initial quizzes can capture information on students’ level of familiarity with topics, positively contributing to learning and teaching approach in subsequent classes
Mid-module poolroom sessions can stimulate different kinds of interaction, ensuring all produce some work for formative feedback
EG PMPPD

4
Simple projection of PowerPoint files direct from studentcentral
Removes need for fragile disks in and out of classroom laptops or desktops
File is always web-accessible for hotlinks
Doesn’t have to be tutor-written PowerPoints – can be shared examples of student work forming a reference resource within the learning group
E.g. HRM55

5
Simple navigation of module or course area in class to show as well as tell students about resources available
As studentcentral areas grow, so it becomes more difficult for students and teachers to remember the range of resources available, reinforcement in the classroom encourages better take-up
Quick reference enabled to tutor lists, handbook, Green Pages (generic Professional Programmes information), plagiarism pack etc
Links to e.g. BBC business news site to check current news stories and add currency to class discussion
E.g HR391-2

6
Use of web search tools in the classroom
Supports students still unused to searching effectively
Encourages students to find and suggest useful sites
Develops equality of learners and teacher – possible to say “let’s look”
Opportunities for serendipity
E.g HRM53

7
Using discussion boards to capture brainstorm output or group presentation summaries
Longer-term capture than flip chart output
Easy to see listing of points as they are typed in
Possible for students to access such outputs after session – using them for further work
E.g HRM55

8
Using weblinks for live case studies
Visual material to provide richness for problem based learning where there is more visual material than can reasonably be reproduced for the student on paper
Access to broad range of corporate material on websites to support modern case studies – including video streaming eg Parliamentary speeches
E.g HR391-2

9
Accessing online journal articles
Counter student resistance to searching for this kind of information – show them in class
Encourages students to suggest search terms and see scale of results
Explore relevant journal databases through the Online Library linked to module areas
Using dedicated discussion board to summarise and critique journal articles and share these with other learners (This input now being assessed)
E.g HRM51/HRM55

10
DVD streaming
Opportunities to provide examples of expertise, demonstration, situations for critique in the classroom, window into organisations via interview
Wins over plain video and invited guest speakers etc by being seamless with VLE and downloadable by students after the event for review or further work
Maintains copyright – files not released to downloading user
Simultaneous instead of time-wasting sequential download
Eg HR391-2

11
Wikis (team sites)
Student pages on which to park useful references for themselves but available to others
Putting up a regularly changing relevant news story, so students can comment
Group work – instant sharing and commenting without having to follow threaded discussion
Theory parks – building through a module
E.g. HRM55, HR391-2, HRM53

12
“Blended” delivery mode
In this case substituting some class sessions for online sessions
Using online sessions to have tutor available for individual questions (online and in BBS) but giving this time to guided study
Discussion board as basis for topic discussions of guided reading
Discussion boards also used here to share professional experience relevant to topic – building example database
E.G. HRM51

13
Sharing teaching (multiple schools)
Students on different courses
Different sites
Even different cities (Brighton & Hastings)
Accessing the same materials
Sharing in the discussion
Answering each others questions
E.G. IT380

14
Building a portfolio online
A year through module with only coursework
Near to work based (but for full time UG students)
Testing ideas as they are encountered
Using feedback to improve
Developing ideas through dialogue

15
Self review and peer review
All activities have a ‘self review’ grid
Students asked to reflect on their activity
Best activities published anonymously so students can learn from good example
Some activities reviewed by fellow students (such as presentations)
Some activities critiqued by fellow students (such as postings to a structured discussion)

a ‘self review’ grid

activities reviewed by fellow students

What Are We Up To Now On Studentcentral

by arospigliosi on Sep 15, 2008

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What Are We Up To Now On Studentcentral — Presentation Transcript