Objectives
Marc has led the re-development of a compulsory second year unit "Science and Success: Writing, Speaking and Communicating Science". 18 months ago Marc switched from a paper-based system to e-learning. All aspects including submissions, peer collaboration, feedback, and marking happen online.
e-Learning was introduced in this unit in order to improve learner experience and independence, and reduce staff workload.
Background
This unit delivers a range of transferable skills (particularly writing and oral presentation in a biological context) to 130 students. This is achieved by a range of authentic peer-group activities and work including role play, including:
- Students write and anonymously peer review scientific papers
- Students all give a presentation
- They apply for a job in biology and then shortlist and interview each other in peer panels.
- Because many Bristol students are interested in science journalism they then write texts for ARKive - the audio-visual record of life on Earth. Science journalists annotate and mark these student texts and most get published online.
- By the end of week five each student receives an extensive 10 page feedback package on their performance so far. They then use this feedback to write a Personal development plan.
All elements have a strong peer component (mostly online), so computer-supported collaborative learning, or e-learning 2.0, is at the core of this unit.
What was done
Blackboard is used in a number of ways:
- Course administration, including successive information disclosure, communication, individual student and peer group management and timetabling e.g. of interviews, presentations, and submission deadlines.
- Online group collaboration with repeated peer review and marking of submitted work, using the group file exchange tool
- Providing anonymity in a separate Blackboard site with alias logins, allowing students to mutually peer-review in small groups (much as is standard practice in the academic community)
- Distribution of students’ work to academic tutors and science journalists for marking.
- Individual return of annotated and marked digital copies of student submissions.
- Online tests and grading including collation of peer assessment and tutor marks.
- Providing data for generation (via Excel and mailmerge) of individual ‘feedback packages’ consisting of generic and individual feedback
Outcomes
Marc has been awarded the University e-learning prize 2010-11 for his work on this unit. Students themselves consider it a "great unit", and one said "I went into it thinking it was a waste of time but [it is] VERY helpful!" Another commented: "you will be guided through the process and come out a better, more confident person".
Creative use of Blackboard tools tremendously improved learner experience as well as detail and timeliness of individual feedback. The same unit or its elements but 'flavoured' with a different subject could easily be used in any Department.
Further information
For advice on effective use of Blackboard, email bb-help@bristol.ac.uk.