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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).