Case study 2 is that of Glasgow University and their use of moodle to encourage active learning in the Classics. I selected this case study as I am interested in how the traditional classroom environment can be enhanced with the forums and support of Moodle. I also mentioned in the introductory forums that I have no background in the Classics but have come across them repeatedly in my reading.
This case study is quite refreshing in the author's honesty. Ian Ruffell clear identifies the objectives as being to encourage learners to take an active and critical role in their learning. This can happen in the classroom but also in a moodle environment where there's plenty of opportunity for discussion and reflection. It is also suggested that a sense of community can be fostered through this intervention, this is interesting as many learners would argue that elements of socialisation are lost in elearning.
Learners were encouraged and rewarded for their on-line presence with assessment marks for their contributions. This was in reaction to less successful courses where contributions were unassessed. I wonder does the assessment element encourage interaction and eventually becomes habitual and enjoyable or do some learners just do it because they have to.
The author believes that there "was a marked increase in their [learners] capapcity for critical discussion through different media". For me, this is a substantial comment as it achieves what I have always wanted to achieve, an increase in active or participative learning due to a strategic innovation with technology.
Finally, this case study compares the activity and community of learners with a previous run blended learning course. Interestingly there are actions that can be taken to combine the positives from both courses.
K