ELP 2 Case Studies
| Case | Institutions | Title | Users | Tools |
|---|---|---|---|---|
1  |
Bradford | Communicating in an Information Age Module | Combined Studies | Wikis, Blogs, e-portfolio |
| 2 |
Bradford | Develop Me! Using technology for student transition into Higher Education | New students post A-level but pre-university. | Moodle |
| 3 |
Bradford | Using Social software to support distance learners | Distance learners on a professional development course | Ning and other web 2.0 tools |
| 4 |
Leeds | Leeds WP Medical Conference | 16-19 students considering medicine | Blogs |
| 5 |
LeedsMet | Progression module via independent study | 16-19 students considering study at university | e-portfolio, MSN |
| 6 |
Summary case study 1: Communicating in an Information Age Module
A new method of delivery was being piloted on a module called “Communication in an Information Age”. The module used a range of blogs and wiki functionality in the Blackboard VLE and the PebblePAD e-portfolio. Group blogs and wikis were used to facilitate group discussion and the planning of group tasks. Students were also assessed on contributions to an online group discussion, a group wiki and an e-portfolio.
Summary case study 2: Develop Me! Using technology for student
transition
into Higher Education.
Use of social forums in Moodle for new students to ask questions to staff and
current students before they arrived at University and in their first few weeks.
It also aimed to help them network with other new students.
Nine forums were set up. These included general forums for students, student
forums for international and mature students and forums to contact staff about
finance and accommodation. Initially the idea was to use existing students to
moderate and respond to posts. However, limited use of the forums meant this was
not an issue.
Summary case study 3: Using Social software to support distance learners.
The course is a professional part-time, distance learning degree for those
working in Training or Human Resource Development. Distance learning students
need some form of remote support to help them in lieu of the regular face to
face contact that students who attend regularly get.
So called ‘white label’ social networks (such as Ning) allow anyone to set up
social networks based around any subject or theme. These tools are easy to use
and provide a number of features that encourage networking and socialization.
It was felt that using such a social network would increase the socialization
between the students and allow a greater deal of peer support, communication and
social learning.
Summary case study 4: University of Leeds Widening Participation Medical Conference.
This case study describes the use of a blogging tool to compliment attendance
and learning at the annual Leeds University Widening Participation Medical
Conference. Students who attended the conference were offered the opportunity to
participate in online communities designed to build upon the activities and
medical issues introduced to them at the conference and encourage continued
learning after the physical event. Each student was placed in a group before the
conference and remained within this group throughout the day. These groups were
then replicated on line and an undergraduate medical student was assigned to
each group to act as an e-moderator.
The blogging tool was launched to the students in March 2007 and was moderated
for 6 weeks after the conference.
Summary case study 5: Progression module via Independent Study.
Black Minority & Ethnic (BME) year 12 students in Leeds, who had previously
been engaged through the Junior Windsor Fellowship in year 11,
completed an assessed module that aims to get them thinking about going to
university or work (links to previous ELP case study 2).
The module was a distance learning module using an e-portfolio and self-directed
learning material. Students attended monthly face to face sessions at the
university to check progress. [download case study 5.]