This document discusses an English language module taught primarily through e-learning at the University of Birmingham. It focuses on using group projects to teach research skills. Students collaborate online and in-person to conduct small investigations on language topics. Projects include analyzing online dating ads and attitudes towards swearing. Feedback is provided through audio emails and a group exhibition. The assessment consists of a group project and individual report reflecting on the learning experience. Key issues discussed are the importance of collaboration between students and staff, as well as accepting challenges that come with less structured learning.

1. E-LEARNING AND
ASSESSMENT IN AN
ENGLISH LANGUAGE
MODULE
Alison Sealey
University of Birmingham

2. Research Skills in English
Language
 Yr 2 module
 Learning Outcomes
Upon completion, you will have shown that you
can:
 collaborate with others to conduct a small-scale
investigation on an appropriate language
topic, including making a contribution to:
 a review of relevant key findings reported in the literature
 the design of an empirical project, with due regard for
ethical concerns as appropriate
 the collection of relevant language data
 the analysis of the data using appropriate methods
 presentation of the project to an audience of peers

3. Research Skills in English
Language
 mainly taught online
 group work managed face-to-face and via
blogs
 resources available via the module wiki
 drop-in sessions with tutor
 audio feedback sent by email

9. Some group projects
 the language of online dating ads
 attitudes to swearing
 the language of ‘hard’ and ‘soft’ news
 synonyms for ‘good’ used by speakers of
different ages
 diachronic change in the language of the UoB
student newspaper
 glottal stops in careful and casual speech

10. Interim feedback
Here is a voice email message in
response to your Group Learning
Agreement. Well done on getting to
this stage. You have an interesting
and potentially very viable project,
but, as you'll see from my comments,
I think you need to refine it a bit
opening of interim feedback further before you start to collect your
data. Do a pilot along the lines I'm
suggesting, to test out your ideas, and
don't forget the ethical issues and
consent procedures.
conclusion of interim feedback
I look forward to seeing how you get
on - and do come back to me if you
have any questions or would like to
see me for clarification.
Keep up the good work.
Alison

11. Although it was a bit daunting at
the start knowing that the style of
this module was going to be
completely different to what we
are used to, I definitely feel that
everything is working out - the
convenience of reviewing the v-
lectures and posting comments
on blogs/blog entries is very
helpful.
"I like the concept of this
module as it is a very different
style of teaching and learning
than I have been exposed to
before.I will admit that the lack
I feel a specified slot each week would be of a formal contact session has
better, because it has been difficult getting meant that I sometimes haven't
everybody to meet up. I also think there is too been as on top of the work as I
much room for error, miscommunication, and should have been."
things just not working like they are supposed
to.

14. Sharing group projects
 presentations
uploaded and
displayed at
‘exhibition’
 staff and students
view and complete
feedback sheets
 tutor reviews ‘at
leisure’ and sends
audio feedback to
every student

17. Assessment:
Group Project
 Pass/fail – pass required for credit
 Feedback on each project
 ‘live’
at the exhibition, from staff and students
 by tutor’s audio email to individuals in each group,
soon after the exhibition, based on
 collatedfeedback sheets completed at exhibition
 review of full, uploaded presentation
 feed-forward into individual project
summative feedback

18.  Individual project assignment
 Mainly (80%) a report on individual project
 Also (20%) a reflective piece on learning from
group project

19. Respond to TWO of the three sections below from
(genuine) application forms, with reference to the group
project you have done for Research Skills in English
Language. Write between 200 and 250 words for each,
totalling no more than 500 words.
1. EITHER
a. Please give an example of a situation where you had to use your
team working skills to achieve an objective. Please also indicate
what role you played in the team in question.
OR
b. Give an example where you have made a significant contribution to
the successful achievement of a team goal. What and how did you
contribute?
2. EITHER
a. Please give an example of an activity you have undertaken which
demonstrates that you are confident and self motivated.
OR
b. Describe a situation where you had to use investigative skills to
reach a solution to a problem.
3. Please give an example of when you have learned a new IT
skill, how you learned it and details that demonstrate how it is useful
for your academic development.

20. Key issues
 Importance of collaboration
 e-learning
staff
 academic staff
 students
 Acceptance of risk, discomfort – even failure
 Balance of freedom & trust with support &
monitoring

21. Thank you
Questions?
a.j.sealey@bham.ac.uk