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Jim Gilligan CEMS, UWE Bristol jim.gilligan@uwe.ac.uk

eSIGs or Pandora’s Box? Tools and techniques for managing complexity through independent and interdependent learning in virtual groups. Jim Gilligan CEMS, UWE Bristol jim.gilligan@uwe.ac.uk. Modularity plus popularity …led to complexity.

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Jim Gilligan CEMS, UWE Bristol jim.gilligan@uwe.ac.uk

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  1. eSIGs or Pandora’s Box?Tools and techniques for managing complexity through independent and interdependent learning in virtual groups Jim Gilligan CEMS, UWE Bristol jim.gilligan@uwe.ac.uk

  2. Modularity plus popularity …led to complexity. • e-Commerce module recruited 200+ students spread from humanities to business school to software engineers. • Option 1: Prerequisites and multiple modules? • Option 2: Use technology to encourage interdependent/independent, facilitated learning? e-Special Interest Groups.

  3. Special Interest Groups: • Weeks 1-3 Directed literature review, SIG topic proposal and subscription. • Weeks 4-6 Negotiation of individual assignment. • Weeks 7-12 “Collaborative Self-Interest” • Individual SIG topic assignment 50% • SIG component in exam 25% • Core taught programme 25%

  4. Choice of Tools: VLE • Good news – content management • Bad news – poor interactivity • Tutor centred or student centred? • Administration or education?

  5. Choice of Tools: Basket of student centred products: • Yahoo Groups • Instant Messenger • Mobile phone/SMS • Webcam videoconferencing • Blogs • + VLE for core material content.

  6. Changing role of the tutor: • Shift from teacher to facilitator • No longer chooses syllabus content in advance • No longer distributing knowledge but becomes a partner in learning • Changing role of student: • Shift from dependent to interdependent/independent learners • Loss of structure, boundaries, “authority”.

  7. Works well: • Level 3 undergraduates comfortable with environment • Students who see themselves as early adopters • Staff who see themselves as partners in learning, early adopters and readily available. • Not so good … • Postgraduate & overseas students unfamiliar with environment, learning approach and cultural differences • Staff who see themselves as “traditional” teachers, presenting materials, scheduled office hours, etc.

  8. eSIGs – where now? • Increasing student demand for structure • Business computing students less likely to be early adopters (shift to media) • Need for staff training in what it means to facilitate an eSIG. • Detailed research into student response • Need for flexibility – which sometimes means the opposite of what is expected!

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