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Enhancing Learner Progression Project 2 - Case Studies

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ELP 2 Case Studies

Case Institutions Title Users Tools
1 Download Case Study 1 Bradford Communicating in an Information Age Module Combined Studies Wikis, Blogs, e-portfolio
2 Download case study 2 Bradford Develop Me! Using technology for student transition into Higher Education New students post A-level but pre-university. Moodle
3 Download case study 3 Bradford Using Social software to support distance learners Distance learners on a professional development course Ning and other web 2.0 tools
4 Download case study 4 Leeds Leeds WP Medical Conference 16-19 students considering medicine Blogs
5 Download case study 5 LeedsMet Progression module via independent study 16-19 students considering study at university e-portfolio, MSN
6 Download case study 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.

[download case study 1]

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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.

[download case study 2.]

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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.

[download case study 3]

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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.

[download case study 4]

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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.]

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