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Infinite Space: An Innovative & Collaborative e-Learning Approach to Large Cohort Delivery

Infinite Space: An Innovative & Collaborative e-Learning Approach to Large Cohort Delivery. David Fevyer*, Brian James**, Kathryn Cheshir* Bournemouth University *Library and Learning Support, **School of Applied Sciences. Background.

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Infinite Space: An Innovative & Collaborative e-Learning Approach to Large Cohort Delivery

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  1. Infinite Space: An Innovative & Collaborative e-Learning Approach to Large Cohort Delivery David Fevyer*, Brian James**, Kathryn Cheshir* Bournemouth University *Library and Learning Support, **School of Applied Sciences

  2. Background ‘Academic Practice’, a common, cross-framework first-year undergraduate unit within the School of Applied Sciences Approximately 300 students The unit began using myBU extensively in 2008/9 Use expanded further for 2009/10

  3. Challenges/Requirements • Engaging students, throughout the academic year, in individual developmental processes • Enhance Student Experience • Develop student’s independent learning skills • Supporting students ‘in transition to HE’ Further Education

  4. Organisational Changes • Adoption of frameworks • Increased cohort sizes • Reorganisation of Professional Services • Drive to release research and enterprise potential for academic staff

  5. Emerging Student Expectations • Availability of online information (JISC, 2007) • ‘On Demand’ Access to information (Motorola, 2008)

  6. The approach

  7. Collaboration • 1 Senior Lecturer (Unit Leader) • 2 Postgraduate Research Students (feedback) • 1 Subject Librarian • 1 Learning Technologist • 16 Guest Lecturers (one lecture each)

  8. Delivery • Two ‘tracks’ of content • Academic Skills Activities • Academic Scholarship Activities

  9. Delivery - Lectures • Skills Lectures • Lectures Electronically Captured (Echo 360 ) • Made available at the start of week • Scholarship Lectures • Booking System on myBU (Blackboard) • Students on relevant unit pre-booked • Remaining spaces available to others

  10. Delivery - Tasks • Weekly E-submissions • Scholarship lecture reflections • Skills tasks • Constant monitoring/reviewing • Postgraduate Student • Regular generic formative feedback • Postgraduate Student

  11. Assessment • Two Standard Coursework Assignments (totalling 70% of unit mark) • ‘Portfolio’ of e-tasks (30% of unit mark) • ‘Portfolio’ assessed via Grade Centre

  12. Student Feedback • “After errors were highlighted in my first AP essay, I adapted my approach and my marks improved significantly concerning my second AP essay.” • “I did not know how to lay out references using this style, and now I find I don’t struggle with it anymore. This was developed by completing assignments and just referencing using guides provided on myBU. I used this skill in all of my written assignments, as well as referencing where needed in my e-tasks for academic practice.” • “From undertaking Academic Practice skills tasks, I have learnt to perform tasks and analyse data using computer software.” • “Academic Practice helped me build note taking skills through weekly summary submissions”. • “This skill would be an advantage for any career as an ability to record accurately and summarise notes would be required in most positions.”

  13. The Infinite Space These tools were used and combined in various forms in creating the learning environment • Echo 360 • Online Testing • Online Assignment Submission • Plagiarism Detection (SafeAssign) • Grade Centre/My Grades • Sign-up lists • Discussion Boards • Groups • Adaptive Release

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