Case Study: Swansea University, Collaborative teaching and video-conferencing in Classics
Why this elearning approach was used
- Video-conferencing allowed students to benefit from the angle of expertise within classics departments in Wales.
- It allowed the development of parallel MA schemes which could be taight collaboratively across these institutions.
The context in which it was used
- There was a growth of institutional modular schemes that the three institutions operate parallel schemes with a pool of modules.
- Initial design-blocks of video conferencing (2 hour sessions) with the lecturer in one institution and students in the other two.
- Twice a term-live sessions-live seminars in one of the three institutions.
- Pressure on timetables meant that the live element has been dropped and the modules are delivered in total by video-conferencing.
- Modules are taught jointly by staff in the three institutions or by a member of staff from one institution but are taken by students in other institutions.
- Advantage: students from the 3 institutions can form a useful seminar group.
The design
- The MA seminars are booked for 2 hours and students in any of the three locations are asked to prepare material as for any other class.
- A video-conference module is supported by a Blackboard site where teaching materials can be placed.
- Each institution is responsible for research methodologies due to differences in library holdings, electronic resources etc.
Implementation of this learning approach
- Modules were selected where staff members felt comfortable with the technology.
- Training provided to staff and students. Experienced staff was attending to the seminars too in order to ensure that a new member of staff understands the equipment.
- MA modules are more seminar based-more informal-high degree of student participation-no emphasis on the staff member delivering the lecture.
- The dynamic of the class is changed. Staffs (usually) are seated rather than standing at a lectern.
- Modules are assessed in the normal way (double blind marking).
- Feedback from students at the end of each year as part of the module and scheme reviews -> Draws the attention to any problem with the use of WVN (Welsh Video Network).