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To develop and enhance student empowerment and academic engagement on the BA Social Policy programme. Specifically the study sought to: • Link issues surrounding the progression , retention and achievement of specific student cohorts in Social Policy as identified in the current annual programme r...
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To develop and enhance student empowerment and academic engagement on the BA Social Policy programme. Specifically the study sought to: • Link issues surrounding the progression , retention and achievement of specific student cohorts in Social Policy as identified in the current annual programme review (APR - BIQAES) and elsewhere, with an evaluation of the potential impact of critical interventions (e.g. revision, study skills, and feedback and assessment sessions). • Seek student feedback of the current approaches towards the development of study skills (e.g. academic reading and writing, critical thinking, revision and exam preparation and performance, and referencing and avoiding plagiarism) and other support measures that scaffold the student transition to enquiry-based learning within the discipline. • Identify and make recommendations for curriculum innovation and development (including those around feedback and assessment) for potential implementation in a staged approach

student transition and embedding skills in the curriculum, student transition, embedding skills, curriculum, action research, study skills, student feedback, academic reading, writing, critical thin...
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student transition and embedding skills in the curriculum, student transition, embedding skills, curriculum, action research, study skills, student feedback, academic reading, writing, critical thinking, exam preparation, revision, plagiarism, enquiry-based learning, feedback, assessment, Skills4study, WebCT, online, EBL, Pass Scheme, PASS leaders, induction, progress, The Study Skills Handbook, retention,

The Medical School aims to encourage students to become independent, self-directed and reflective learners and to have the skills and attitudes to be effective life-long learners: To help achieve this aim the MBChB programme has developed an enhanced Student Selected Component (SSC) element to t...
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The Medical School aims to encourage students to become independent, self-directed and reflective learners and to have the skills and attitudes to be effective life-long learners: To help achieve this aim the MBChB programme has developed an enhanced Student Selected Component (SSC) element to the curriculum, in accordance with GMC guidelines. This approach is being rolled out through a phased implementation starting in 2006-07. As part of this initiative the School will develop an appropriate set of processes to deliver an effective self-review process among its students in the form of an e-Portfolio. The e-Portfolio will be developed in partnership with Corporate Services who will provide the technical components necessary to support this process with the Medical School leading the development of the pedagogic framework. The e-Portfolio will primarily provide a means of recording the evidence of the students’ growing independence, but also, as importantly, will support the process by which the students develop the necessary skills and attitudes by providing feedback to students to promote self-awareness and learner independence.

Clinical and experimental medicine, reflection and e-portfolio, e portfolio, independent, , self-directed, reflective learners, lifelong learners, life long learners, e-Portfolio, effective self-revie...
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Clinical and experimental medicine, reflection and e-portfolio, e portfolio, independent, , self-directed, reflective learners, lifelong learners, life long learners, e-Portfolio, effective self-review, evidence, growing independence, skills and attitudes, feedback to students, learner independence, journey of learning, reflection, portfolios, BEME Best Evidence Medical Education, lip, independence, pebblepad

The aim of this part of the project is to develop a Community of Practice (CoP). It is to build upon the Designing for Enquiry Based Learning (DiBL) event design and related activities and will explore learner independence through enquiry. Part of the intention is to create a range of assets (digita...
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The aim of this part of the project is to develop a Community of Practice (CoP). It is to build upon the Designing for Enquiry Based Learning (DiBL) event design and related activities and will explore learner independence through enquiry. Part of the intention is to create a range of assets (digital and print) that can be used to support and maintain this and other CoPs. These assets (case study resources) would include examples, learning designs, lessons learnt, project leaders, related staff and student voice. The CoP would provide one ongoing support mechanism for staff to aid in their enhancement activities around independent learning through enquiry. The staff targeted would include PGCert participants and those staff who are willing to engage with the L&T strategy but require ongoing support and up skilling. This proposal to create and sustain a CoP is designed to contribute to the plans that existing in the L&T strategy re creation and sustaining L&T CoPs (APOD lead) within UoB.

The main aim of this project is to incorporate modern teaching and learning methods into the MSc Highway Management and Engineering Course to the benefit of both students and lecturers in terms of efficiency and quality. Selected courses of the MSc Highway Management and Engineering programme wer...
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The main aim of this project is to incorporate modern teaching and learning methods into the MSc Highway Management and Engineering Course to the benefit of both students and lecturers in terms of efficiency and quality. Selected courses of the MSc Highway Management and Engineering programme were taught using modern computer-based teaching and learning methods to replace and/or support some of the existing traditional methods currently used. To achieve this WebCT was used to deliver course content and support students both on and off campus. To extend the scope of this IT environment, formative learning and assessment on the content was developed using the TRIADS software which was integrated into WebCT.

The project will support the School of Public Policy’s initiative to create a distance learning version of the Public Service MBA with the aim of creating a high-quality programme that offers students a learning experience as rich as that provided in the classroom. The priorities will be: • T...
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The project will support the School of Public Policy’s initiative to create a distance learning version of the Public Service MBA with the aim of creating a high-quality programme that offers students a learning experience as rich as that provided in the classroom. The priorities will be: • To facilitate interactive learning for DL students in order to create a robust and effective learning community; • To develop and provide high-quality learner support to students; • To support students from many different backgrounds / countries to learn from each other and be able to draw lessons that apply to their own situations.

The project was designed to develop a 20-credit optional final year module on the LLB programme which incorporated several forms of ‘flexible’ (‘enquiry based’) learning into the School of Law curriculum, including: (a) the use of a multifaceted case study of a politically and/or legally controversi...
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The project was designed to develop a 20-credit optional final year module on the LLB programme which incorporated several forms of ‘flexible’ (‘enquiry based’) learning into the School of Law curriculum, including: (a) the use of a multifaceted case study of a politically and/or legally controversial episode as the focus of study; and (b) embedding explicitly ‘reflective’ learning into a module. Developing the new module brought with it an understanding of how student formative assessment of other students’ work can be supported and managed; how material collected for the multifaceted case study can be presented using WebCT; what staff skills are needed to organise and support collaborative team working by undergraduates; and (crucially) how methods for organising, supporting, and assessing explicitly ‘reflective’ and ‘enquiry based’ learning can be identified and incorporated into a module.

This project aims to develop Electronic Personal Development Plan (EPDP) software for our undergraduates so that it is running for the beginning of the academic year 2006. We wish to tailor the generic Progress system to the particular needs of our undergraduates and integrate it into our undergradu...
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This project aims to develop Electronic Personal Development Plan (EPDP) software for our undergraduates so that it is running for the beginning of the academic year 2006. We wish to tailor the generic Progress system to the particular needs of our undergraduates and integrate it into our undergraduate program. This will involve merging Progress software with our existing departmental information regarding induction, study skills and support, and career progression, as well as with our WebCT based course information. The wider aim of the project is to increase undergraduates’ awareness of their personal development and to enhance learner independence.

Developing electronic personal development plan software, Progress, Self evaluation, Induction, skills and support, Study, WebCT, marks, feedback, careers advice, personal development, learner indepen...
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Developing electronic personal development plan software, Progress, Self evaluation, Induction, skills and support, Study, WebCT, marks, feedback, careers advice, personal development, learner independence, Electronic Personal Development Plan, EPDP, personal development, learner enhancement, leap,

This project sought to facilitate the process of students enhancing their skills in the use of Geographic Information Systems (GIS) and using these to develop practices of independent learning. The focus was on producing resources for staff to help embed GIS within the curriculum within GEES. Prim...
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This project sought to facilitate the process of students enhancing their skills in the use of Geographic Information Systems (GIS) and using these to develop practices of independent learning. The focus was on producing resources for staff to help embed GIS within the curriculum within GEES. Primary among these resources was a generic skills training course made available via WebCT. This self-guided course operates at a number of levels, from complete novice to more advanced user seeking to augment their existing skill set. Undergraduates, doctoral researchers and staff alike are able to use these materials and apply these techniques to their own research/teaching interests. This material is not only used within GEES, offers the potential to make these techniques accessible across the College of Life and Environmental Sciences, as well as the wider university.

learner independence, LiP, generic WebCT, WebCT, module leaders, data-specific case studies, base maps, ArcGIS and mobile ArcPad, GPS in ArcPad,field data,GEES, Geographic Information Systems' techniq...
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learner independence, LiP, generic WebCT, WebCT, module leaders, data-specific case studies, base maps, ArcGIS and mobile ArcPad, GPS in ArcPad,field data,GEES, Geographic Information Systems' techniques accessible,

The project was designed to develop the School of Biosciences practice of providing problem-based Learning (PBL) for a minority of students, Biochemists, by integrating it into the curriculum for all cohorts. In aiming to give students a deeper understanding of the theories and principles of biosci...
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The project was designed to develop the School of Biosciences practice of providing problem-based Learning (PBL) for a minority of students, Biochemists, by integrating it into the curriculum for all cohorts. In aiming to give students a deeper understanding of the theories and principles of biosciences, traditional didactic teaching formats, such as lectures, by this interactive form of learning were complimented. The added diversity of this student-led form of learning was intended to benefit the increasingly diverse educational background of students. Some PBL exercises consisted of assigning undergraduates to small teams to work together to research topics. The topics were set with limited guidance that required student teams to identify key areas to research in order to deliver the required product for an exercise, for example a team pamphlet or poster. Additionally each team member delivered a short individual talk to other students who had researched different topics. Students reflected on their own contributions and those of their team-mates, and returned their appraisals. They received academic assessment of and feedback on the pamphlet or posters produced, and gave and received peer-assessment of their oral presentations. The project has provided much improved communication with Exchange Tutors and other key contacts in academic departments, both via Exchange Tutors’ Forum and via day-to-day correspondence and conversation It is envisaged that the findings from this can be transferred to other placements, such as the Year in Industry and clinical electives.

problem-based learning, small teams, curriculum, student-centred, student centred, active learning, deeper learning, transferable skills, didactic, traditional, student-led, Biosciences, student led, ...
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problem-based learning, small teams, curriculum, student-centred, student centred, active learning, deeper learning, transferable skills, didactic, traditional, student-led, Biosciences, student led,

This project developed systems and procedures to support the effective use of learning technologies across the School of Historical Studies. It targeted a range of programmes and modules that benefited from the development of such systems and procedures, but focuses on two areas, the effective use ...
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This project developed systems and procedures to support the effective use of learning technologies across the School of Historical Studies. It targeted a range of programmes and modules that benefited from the development of such systems and procedures, but focuses on two areas, the effective use of digital images in the Department of History of Art and the further development of video dissertations in the Department of American and Canadian Studies (ACS).

effective use of learning technologies, systems, procedures, learning technologies, digital images, video dissertations, WebCT, database, electronic evaluation, copyright, teaching, research, digit...
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effective use of learning technologies, systems, procedures, learning technologies, digital images, video dissertations, WebCT, database, electronic evaluation, copyright, teaching, research, digital images, slide library,

The Foundation Degree in Rural Tourism is designed to equip locally based, young and mature people, with a range of business and entrepreneurial skills plus a broad understanding of regional resources of value to tourism enterprises. The programme will be run from September 2002 initially in Herefo...
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The Foundation Degree in Rural Tourism is designed to equip locally based, young and mature people, with a range of business and entrepreneurial skills plus a broad understanding of regional resources of value to tourism enterprises. The programme will be run from September 2002 initially in Hereford, Shrewsbury and Worcester. A Foundation Degree Consortium has been established to develop and deliver this new initiative, which brings together the University of Birmingham (the lead HEI), University College Worcester, FE Colleges and employer partners. The project intends to develop a Web based Learning Environment (VLE or Virtual Learning Environment) so that it will be possible to ensure the same high quality of learner support across the partner institutions.

This project is centred on the creation of a WebCT-based learning environment to support a Postgraduate Certificate in Heritage Management, to be delivered by Distance Learning and completed by students over one year. Students are likely to be in full-time employment in the heritage industry and ...
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This project is centred on the creation of a WebCT-based learning environment to support a Postgraduate Certificate in Heritage Management, to be delivered by Distance Learning and completed by students over one year. Students are likely to be in full-time employment in the heritage industry and seeking a CPD upgrade. The project establishes: - An online tutorial system and discussion groups to support students throughout the programme - Web-based learning resources to support the one-week Study School The project acted as a model for other School of Historical Studies programmes, in the first instance the Ironbridge Institute will adapt its existing postgraduate programmes for Distance Learners.

The project will develop systems and procedures to support the effective use of learning technologies across the School of Humanities. It will target a range of programmes and modules that will benefit from the development of such systems and procedures, but focus in the beginning on support fo...
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The project will develop systems and procedures to support the effective use of learning technologies across the School of Humanities. It will target a range of programmes and modules that will benefit from the development of such systems and procedures, but focus in the beginning on support for programmes that do not have any online elements. The project will highlight good practice within the School and use it as an example of best practice.

learning technologies, WebCT, Good practice, Online Learner, Independence in the Arts, workshop, Collaboration, ePDP, student handbooks, WebCT based support, online teaching material, support material...
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learning technologies, WebCT, Good practice, Online Learner, Independence in the Arts, workshop, Collaboration, ePDP, student handbooks, WebCT based support, online teaching material, support material, online communication, assessment, best practice, my bham portal, leap,

This project has completely changed the way that the School manages the provision of information (both teaching and administration-related) for undergraduate students. The Chemistry VLE is now at the heart of undergraduate teaching and learning. An example of the student use of the Chemistry VLE is...
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This project has completely changed the way that the School manages the provision of information (both teaching and administration-related) for undergraduate students. The Chemistry VLE is now at the heart of undergraduate teaching and learning. An example of the student use of the Chemistry VLE is reflected in the tracking data since the beginning of Spring term - all 325 students have used the VLE. The average time of use per student to-date is 4 hours and 7 minutes, with variation between ca. 1 hour up to a maximum of 31 hours. Staff engagement with the Chemistry VLE is also impressive – of the 25 staff involved in undergraduate teaching, 20 self-manage the uploading of their material (after appropriate training), and 2 require help in uploading material but still make use of the VLE. The Chemistry VLE is constantly evolving – each year more of the WebCT tools are used within the VLE, including online submission of assessments and assignments (where possible electronically), use of discussion tools, use of the “My Grades” tool for feedback of student marks, and the use of Questionmark Perception is being piloted as an assessment tool in the area of Spectroscopy, alongside some interactive animations. It is likely that use of Turnitin will begin next academic year, following a recent successful small-scale pilot.

LEaP, technology enhanced learning, learning technologies, staff structures, VLE, tracking data, Turnitin, material, WebCT, My Grades, feedback, student marks, Questionmark, Perception, Spectroscopy, ...
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LEaP, technology enhanced learning, learning technologies, staff structures, VLE, tracking data, Turnitin, material, WebCT, My Grades, feedback, student marks, Questionmark, Perception, Spectroscopy, uploading, lessons learnt

This project developed systems and procedures to support the effective use of learning and learning-support technologies within the School of Engineering. It targeted a range of modules that will benefit from the development of such systems and procedures across all levels of the programmes, and al...
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This project developed systems and procedures to support the effective use of learning and learning-support technologies within the School of Engineering. It targeted a range of modules that will benefit from the development of such systems and procedures across all levels of the programmes, and also addressed the learning, teaching and assessment support infrastructure within the School. In addition, the project benefits in part from the involvement of the LTSO with the Schools of Mathematics and Chemistry in the development of similar systems and procedures. This feature of the project provides an excellent mechanism for dissemination of best practice.

To create a postgraduate module using WebCT to encourage self-directed learning using the diverse communities in the City of Birmingham as a learning resource to develop anti-oppressive reflective social work practice. The educational purpose of the project tackles the issues of preparing social...
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To create a postgraduate module using WebCT to encourage self-directed learning using the diverse communities in the City of Birmingham as a learning resource to develop anti-oppressive reflective social work practice. The educational purpose of the project tackles the issues of preparing social work students to work in a team environment, develop the skills to interact and empathise with members of Birmingham’s diverse communities and to reflect upon and research the barriers that they face in accessing appropriate social work services. Through the delivery of this module the students will have the opportunity to develop professional abilities such as accurate recording, ICT, co-operative working, time management and report writing skills. By emulating as closely as possible “real world” issues and circumstances students prior to going out on their first assessed practice will have the opportunity to learn how to link issues of theory and practice, they will also be able to experience at first hand the realities of working with members of socially excluded communities.

Diverse communities implications for professional practice, WebCT, self-directed learning, diverse communities, reflect, ICT, co-operative working, time management, report writing skills, real world i...
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Diverse communities implications for professional practice, WebCT, self-directed learning, diverse communities, reflect, ICT, co-operative working, time management, report writing skills, real world issues, web-based resources, action learning sets, als, formal lectures, ICT skills, learner enhancement, leap,

The production of documentary videos has been an innovative and dynamic feature of course delivery in the Department of American and Canadian Studies. The Department is now building on this experience to introduce an audio-visual documentary dissertation as an option for Single Honours students. ...
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The production of documentary videos has been an innovative and dynamic feature of course delivery in the Department of American and Canadian Studies. The Department is now building on this experience to introduce an audio-visual documentary dissertation as an option for Single Honours students. The project examines - Design of a WebCT course and further training elements to support students in the making of the documentary video dissertation. They will also develop a training programme in documentary video production, including camerawork, storyboarding and editing techniques - Creation of a WebCT course to support training and documentary dissertation, and a linked website to chart progress

Documentary video dissertation, video dissertation, documentary, video, production, camerawork, storyboarding, editing techniques, WebCT, documentary, dissertation, website, visual comprehension, pres...
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Documentary video dissertation, video dissertation, documentary, video, production, camerawork, storyboarding, editing techniques, WebCT, documentary, dissertation, website, visual comprehension, presentation of research, dissertation, primary and secondary resources, audio-visual, interviewing skills, camera use, editing, sound, lighting, independent research, leap,

This project concerns induction within the School of Engineering and in particular examines direct admission, usually for overseas students to second and exclusively overseas students to the third year of BEng and MEng. The project provides second year undergraduate students with an opportunity...
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This project concerns induction within the School of Engineering and in particular examines direct admission, usually for overseas students to second and exclusively overseas students to the third year of BEng and MEng. The project provides second year undergraduate students with an opportunity to gain practical experience of site work in a controlled environment and at a time when their other work is not top priority. The project examines pre-induction and induction processes as well as skills, transition and student retention.

Learner Independence, LIP, Learner independence project, induction, independent learners, plagiarism, Pre-Induction, WebCT, Freshers, learning styles, welfare,learning skills, transition, retentio...
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Learner Independence, LIP, Learner independence project, induction, independent learners, plagiarism, Pre-Induction, WebCT, Freshers, learning styles, welfare,learning skills, transition, retention, vle, ivle, welcome week

The assumption was that the availability of a series of voice tools would be the ideal extension of the development of e-learning and independent learning material on WebCT. This has certainly happened: with the new Wimba voice tools, students can complete listening, speaking and pronunciation t...
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The assumption was that the availability of a series of voice tools would be the ideal extension of the development of e-learning and independent learning material on WebCT. This has certainly happened: with the new Wimba voice tools, students can complete listening, speaking and pronunciation tasks out of the classroom, can send and receive voice e-mails, can work with webpages with audio clips added to them and can record their work on these webpages, they can down load podcasted audio material for listening exercises. This tools allow the students to practise these skills independently at a distance and also actively in class, as the recording procedure is very easy. They also allow tutors to create material and activities that are not only read or written on WebCT. The single interface has been well received both by students and tutors, who find it easy and intuitive to use. The technology used is familiar to students and this encourages them to use it. Finally, it has allowed students much needed additional oral practice.

This project deals with providing a one-stop open learning resource that students of the French department, of whatever level, can use to answer any questions they might have about learning the language, and to: * find out about what resources are available to them when they are studying the Fren...
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This project deals with providing a one-stop open learning resource that students of the French department, of whatever level, can use to answer any questions they might have about learning the language, and to: * find out about what resources are available to them when they are studying the French language (particularly in the Language and Media Resources Centre), * get advice on good learning methods, and how to make best use of those resources * download worksheets on specific grammar points * find out how to improve their French vocabulary

The project aimed to promote learner autonomy, especially in the areas of listening, reading, vocabulary acquisition and the development of grammatical competence. Supplementary aims included: • to extend staff’s pedagogical expertise to areas of e-learning of direct benefit to CML programmes; •...
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The project aimed to promote learner autonomy, especially in the areas of listening, reading, vocabulary acquisition and the development of grammatical competence. Supplementary aims included: • to extend staff’s pedagogical expertise to areas of e-learning of direct benefit to CML programmes; • in Stage 1, to prepare non-specialist learners from across campus for residence abroad; • on Open Access courses, to widen access to digital learning resources for part-time students of the University whose commitments or attendance patterns mean they are unable to use the facilities of the LMRC; • to support student’s preparation for both, coursework assessments and summative assessments; • to increase non-specialist language students’ exposure to the target language and direct their learning of key linguistic and cultural features, in order to achieve the module outcomes more effectively, especially those relating to ‘receptive’ language skills.

Open Access modules, commercial training, learner autonomy, listening, reading, vocabulary acquisition, pedagogical expertise, e-learning, non-specialist learners, residence abroad, digital learning, ...
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Open Access modules, commercial training, learner autonomy, listening, reading, vocabulary acquisition, pedagogical expertise, e-learning, non-specialist learners, residence abroad, digital learning, WebCT, work autonomously, leap,

This project aimed to develop a complete on-line resource for Ab Initio students in Hispanic Studies in order to prepare them to join the post A-level group in the second year. Furthermore, it also aimed to assist students from other programmes with important gaps in their knowledge of Spanish. T...
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This project aimed to develop a complete on-line resource for Ab Initio students in Hispanic Studies in order to prepare them to join the post A-level group in the second year. Furthermore, it also aimed to assist students from other programmes with important gaps in their knowledge of Spanish. These materials serve two main educational purposes: a)Reinforcing classroom material with activities oriented towards lexical and grammatical practice as well as reading and listening comprehension. This set of materials provides the students with tools and techniques for revising the content presented in the classroom, for deepening their understanding of particular key concepts and for analysing their own process of learning. b) Developing learning strategies to enhance autonomy and responsibility, as the students are encouraged to reflect on their learning in order to improve the outcome. This helps them to examine their own contribution to their learning as well as to monitor their own progress. This constitutes a useful guidance for independent study time and practical guidance on how to learn.

The project will result in the creation of a skills suite using WebCT, designed for use in conjunction with face-to-face learning in individual modules as appropriate, or as a supplement to conventional teaching contexts such as seminars and lectures. The project has successfully assessed the cur...
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The project will result in the creation of a skills suite using WebCT, designed for use in conjunction with face-to-face learning in individual modules as appropriate, or as a supplement to conventional teaching contexts such as seminars and lectures. The project has successfully assessed the current skills and pre-induction provision. It has gone on to create a complete the generic skills resource Skills4Arts, made available to students in October 2008. In addition, the project has created discipline-specific skills materials in information retrieval, with the collaboration of the library’s subject specialists. As the project attempted to engage with specific departments, it became clear that the focus should be shifted from an all-encompassing approach to a narrower focus on specific disciplines and modules, where there were both need for the material but also collaboration on the part of academic staff.

This project aims to enhance the School of Humanities postgraduate portfolio by developing the first stage of a web-based generic research skills module for postgraduates in the School of Humanities, to support the activities of the current classroom-based module running in semester 1 and to provide...
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This project aims to enhance the School of Humanities postgraduate portfolio by developing the first stage of a web-based generic research skills module for postgraduates in the School of Humanities, to support the activities of the current classroom-based module running in semester 1 and to provide a free standing skills acquisition opportunity for research students registering in semester 2.

leap, Humanities generic research skills on the web, generic research skill, WebCT, access to information, postgraduate training, flexible, skills, generic skills acquisition, interactive, centre of e...
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leap, Humanities generic research skills on the web, generic research skill, WebCT, access to information, postgraduate training, flexible, skills, generic skills acquisition, interactive, centre of excellence,

ICT skills development and support for level 1 Information Services used Learning Development Unit funding to develop web-based support for learning and teaching ICT skills across the University. This project builds the first phase of the project, which used LDU funding to support and deliver ...
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ICT skills development and support for level 1 Information Services used Learning Development Unit funding to develop web-based support for learning and teaching ICT skills across the University. This project builds the first phase of the project, which used LDU funding to support and deliver ICT skills training to level 1 BA Humanities students in the School of Education, Selly Oak. This report presents key issues that have arisen from individual interviews with staff and a survey and focus group discussions with students from the School of Earth Sciences and the School of Education (Selly Oak) about their experiences of the ICT component of the Core Skills Module that has been piloted within these schools.

ICT skills development, best practice, ICT skills, Higher Education sector, on-line advice, support, integrating, ICT, web-based support, WebCT, central resource, curriculum, summative assessments, i...
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ICT skills development, best practice, ICT skills, Higher Education sector, on-line advice, support, integrating, ICT, web-based support, WebCT, central resource, curriculum, summative assessments, integration, rlo, reusable learning object, leap,

This phase of the project developed reusable learning objects aimed at the IT and Information Literacy needs of 2nd and 3rd year undergraduates, and made available in the WebCT interface. The learning objects are designed to be useful to students whether the course designer embeds them within e...
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This phase of the project developed reusable learning objects aimed at the IT and Information Literacy needs of 2nd and 3rd year undergraduates, and made available in the WebCT interface. The learning objects are designed to be useful to students whether the course designer embeds them within existing WebCT courses as they are, or after adaptation. Utilising the learning objects reduces the School/Departmental workload by eliminating duplication of effort.

ICT skills development, best practice, ICT skills, Higher Education sector, on-line advice, support, integrating, ICT, web-based support, WebCT, central resource, curriculum, summative assessments, ...
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ICT skills development, best practice, ICT skills, Higher Education sector, on-line advice, support, integrating, ICT, web-based support, WebCT, central resource, curriculum, summative assessments, integration, rlo, reusable learning object, leap,

This project is aimed at developing skills among academic staff in the Division in WebCT, by training the project leader, who will then disseminate skills by: 1. Developing one programme (the distance option of the MSc in Learning Disability Studies) as a model for the remaining programmes in the...
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This project is aimed at developing skills among academic staff in the Division in WebCT, by training the project leader, who will then disseminate skills by: 1. Developing one programme (the distance option of the MSc in Learning Disability Studies) as a model for the remaining programmes in the use of the full capabilities of WebCT. 2. To have academic and support staff who are responsible for taught postgraduate programmes to be fully competent in using the full capabilities of WebCT. 3. To have effective induction programmes for all taught postgraduate programmes in the use of WebCT.

WebCT, distance, induction programmes, distance learning, distance materials, distance students, conversion of traditional seminar-based programme, flexible learning, video-conferencing, leap, campus...
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WebCT, distance, induction programmes, distance learning, distance materials, distance students, conversion of traditional seminar-based programme, flexible learning, video-conferencing, leap, campus-based,

This project is aimed at developing students’ key skills relating to fundamental approaches to geographical enquiry by embedding the use of Geographical Information Systems (GIS) and mobile technologies into students’ course of study. The use of Geographical Information Systems (GIS) and mobile ...
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This project is aimed at developing students’ key skills relating to fundamental approaches to geographical enquiry by embedding the use of Geographical Information Systems (GIS) and mobile technologies into students’ course of study. The use of Geographical Information Systems (GIS) and mobile technologies in the work place has increased significantly in recent years; hence, there is a pressing need to develop courses that embed this new technology and enhance graduates’ skills base (Naismith, 2005). After 1 year, the aim was to have a fully functioning Level 1 10 credit module comprising 2 new projects employing mobile technologies and delivered via a WebCT platform together with the adaptation of a third project for delivery by WebCT. The module aims to use a flexible, student-centred approach along with groupwork to develop key subject-specific and transferable skills. The project mapped directly onto this School’s learning and teaching strategy which places emphasis on responding in a timely and effective way to changes in disciplinary, educational, technological and professional environments and to producing graduates with high quality transferable skills so as to be effective participants in their post-university careers.

The School of Chemistry Undergraduate Teaching Programme is largely research-led and teacher-centred. In order to move the ownership of learning more towards students, and therefore to foster independent learning. In order to achieve these objectives, it was decided to introduce students to enquiry...
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The School of Chemistry Undergraduate Teaching Programme is largely research-led and teacher-centred. In order to move the ownership of learning more towards students, and therefore to foster independent learning. In order to achieve these objectives, it was decided to introduce students to enquiry-based learning as early in the Degree Programme as possible, both to help students to make the school to university transition more smoothly and to encourage learner independence at the first possible opportunity

Learner independence, LIP, enquiry-based learning, Chemistry, employability skills, Advisory Committee, research, teaching practice, curriculum, lecture, laboratory-based, teaching, EBL, Flexible ...
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Learner independence, LIP, enquiry-based learning, Chemistry, employability skills, Advisory Committee, research, teaching practice, curriculum, lecture, laboratory-based, teaching, EBL, Flexible Learning, Blended Learning, Online Assessment, Feedback, case studies, teacher-centred, research-led, foster independent learning, transition, retention, induction, Student buddies, welcome week, effectiveness,

The key aim of the project was to help establish independent learning in new students and to give them a sound start in the skills required to be independent learners. An initial evaluation of new students’ understanding of independent learning was undertaken through questionnaires and focus grou...
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The key aim of the project was to help establish independent learning in new students and to give them a sound start in the skills required to be independent learners. An initial evaluation of new students’ understanding of independent learning was undertaken through questionnaires and focus groups. The project then developed academic skill development modules within the School of Education based upon these results and focus groups held with staff. The modules have been successfully used in the first semester of year one to assist students in making the academic transition to University work. One of the key elements that the modules aim to develop is students’ ability to reflect upon their work. This is developed in the modules through a structured reflective journal within webCT which is built upon in other modules on the programmes. The reusable learning objects and module webCT section have been adapted and used throughout the College of Social Sciences

LIP,Learner independence project, independent learning, new students, skills,independent learners, learners choosing method, embedding, student curriculum, research skills, group working, peer asses...
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LIP,Learner independence project, independent learning, new students, skills,independent learners, learners choosing method, embedding, student curriculum, research skills, group working, peer assessment, initial evaluation, questionnaires, focus group, academic transition, transition, reflect upon work, reflection, reusable learning objects, RLO, portfolio, webCT, module webCT,

Project Overview: The School of Education, Selly Oak, is a multidisciplinary and multi-site School. Students are mature adults, rather than 18-21 year olds, who live over a wide geographical area and attend courses on a part-time basis. This project is intended to explore the benefits and problems ...
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Project Overview: The School of Education, Selly Oak, is a multidisciplinary and multi-site School. Students are mature adults, rather than 18-21 year olds, who live over a wide geographical area and attend courses on a part-time basis. This project is intended to explore the benefits and problems associated with supporting the delivery of 1 30-credit module, 'The History of Ideas' with Web-based learning. This is a multi-disciplinary module within an Integrated degree, delivered by a range of tutors in Birmingham, Hereford, Shrewsbury and Worcester. The intention is to establish a Learning Community.

Learner support, continuing education, formative question, WebCT, quizzes, Bulletin Board, Chat, community of tutors, community of students, discussion, submission, asynchronous, web discussion, asy...
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Learner support, continuing education, formative question, WebCT, quizzes, Bulletin Board, Chat, community of tutors, community of students, discussion, submission, asynchronous, web discussion, asynchronous web discussion exercise

This project will develop support systems and procedures for the effective use of learning technologies within the School of Mathematics and Statistics. Recently released mathematical software will be used to allow the development of web-based learning resources for students. By integrating the...
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This project will develop support systems and procedures for the effective use of learning technologies within the School of Mathematics and Statistics. Recently released mathematical software will be used to allow the development of web-based learning resources for students. By integrating these with the managerial benefits WebCT can deliver, a more effective support system for students can be established. Support materials for staff wishing to use the developed learning technologies will be generated. The evaluation of the resources produced and the varied uses envisaged by the various staff involved will help to define procedures for its effective use across Campus.

Mathematics and learning technologies MALT in WebCT, MALT, WebCT, learning technologies, learning experience, questions, mathematical content, summative quizzes, interactive mathematical demonstration...
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Mathematics and learning technologies MALT in WebCT, MALT, WebCT, learning technologies, learning experience, questions, mathematical content, summative quizzes, interactive mathematical demonstrations, mathematical software, effective support, integrating web-based learning, resources, leap,

This project centres on the methods and skills module within Sportex, which we regard as pivotal in providing students with the skills to enable active and independent learning that will benefit them throughout our programme. The overall aim is to develop systems that will enhance students’ exp...
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This project centres on the methods and skills module within Sportex, which we regard as pivotal in providing students with the skills to enable active and independent learning that will benefit them throughout our programme. The overall aim is to develop systems that will enhance students’ experience in this module and optimise their capacity for independent learning.

The bulk of this project seeks to develop a fully online administrative and student support system for modules involving a substantial component of independent learning (e.g. dissertations, mapping projects). This will allow students to easily access the required materials and submit coursework ele...
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The bulk of this project seeks to develop a fully online administrative and student support system for modules involving a substantial component of independent learning (e.g. dissertations, mapping projects). This will allow students to easily access the required materials and submit coursework electronically. Staff will also have access to the necessary databases to track students through these modules, submit marks to module leaders as well as being able to post material for student information.

Online assessment and course administration, leap, Online assessment, submit marks, summative, formative, assessment, course materials, administrative procedures, assessment, student support system...
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Online assessment and course administration, leap, Online assessment, submit marks, summative, formative, assessment, course materials, administrative procedures, assessment, student support system, independent learning, submit coursework electronically, track students, course administration

This project is designed to deliver a WebCT (virtual learning environment) course and was introduced into a programme that had no previous experience of managed or virtual learning environments. The course was piloted with 55 students and their tutors and was developed to take evaluation of the pilo...
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This project is designed to deliver a WebCT (virtual learning environment) course and was introduced into a programme that had no previous experience of managed or virtual learning environments. The course was piloted with 55 students and their tutors and was developed to take evaluation of the pilot into account. As part of the project staff and students were inducted into its use, including staff development about e-tutoring.

The project aimed to build on the expertise gained by geology teaching staff in order to deliver online course material, including practical classes and assessment, for undergraduate teaching in mineralogy, and igneous and metamorphic geology in general. As well as migrating the existing course cont...
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The project aimed to build on the expertise gained by geology teaching staff in order to deliver online course material, including practical classes and assessment, for undergraduate teaching in mineralogy, and igneous and metamorphic geology in general. As well as migrating the existing course content to WebCT this will provide new and innovative learning resources that will have direct applicability to other Earth Science disciplines and other subjects taught within the University. In particular, two of the proposed innovations will provide a template for other Schools within the University. In common with Medicine, Dentistry, Biological Sciences and Archaeology, Geology involves the substantial use of microscopy. Although the types of microscopy vary in detail an attempt at developing a fully functional online petrological microscope should provide a framework that these other subjects can adapt. Furthermore, the project also intends to develop online fieldtrips that will include maps, video and other resources thus providing a template for other field based subjects such as Geography and Archaeology.

The project will provide a web based method of delivery, learning and assessment for a section of the Hygiene Management module. Students are required to have a good understanding of the ecology, biology and control of common food associated pests. The WebCT course will deliver this in a manner tha...
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The project will provide a web based method of delivery, learning and assessment for a section of the Hygiene Management module. Students are required to have a good understanding of the ecology, biology and control of common food associated pests. The WebCT course will deliver this in a manner that will be accessible from remote sites, reducing the need for students to travel to the University Campus.

The project examines the use of undergraduates with recent experience of introductory university history to assist beginning students to discuss significant methodological issues in small groups and enhance the quality of student-led seminars. - To facilitate independent learning through the use ...
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The project examines the use of undergraduates with recent experience of introductory university history to assist beginning students to discuss significant methodological issues in small groups and enhance the quality of student-led seminars. - To facilitate independent learning through the use of experienced undergraduates as peer mentors - To enhance the quality of discussion in student-led seminars

This project is to develop web-based software, giving classes of up to 30 Level H and M students doing the Petroleum Exploration Geology module experience in the management, analysis and interpretation of a modern petroleum industry dataset. A WebCT-based undergraduate practical exercise was deve...
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This project is to develop web-based software, giving classes of up to 30 Level H and M students doing the Petroleum Exploration Geology module experience in the management, analysis and interpretation of a modern petroleum industry dataset. A WebCT-based undergraduate practical exercise was developed using one of the School’s industry 3D seismic datasets to evaluate the petroleum geology of a prospective basin. Instruction in modern interpretation and visualization methods gives students hands-on experience of the unique and exciting views of the subsurface afforded by 3D seismic data. To date, a comparable exercise has employed paper copies of 2D seismic data. The recent introduction of a network licence server by SMT, the US company who donate their seismic software to the School, makes possible for the first time a whole-class exercise using 3D seismic data. The software runs on any PC which can connect to WebCT, assuming it has sufficient graphics capability.

Petroleum exploration, computerized interpretation, 3D seismic data, web-based software, WebCT,3D software,Design an exercise, practical exercise, assessment protocol, Leap, ivle,vle, learner enhance...
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Petroleum exploration, computerized interpretation, 3D seismic data, web-based software, WebCT,3D software,Design an exercise, practical exercise, assessment protocol, Leap, ivle,vle, learner enhancement,

The purpose of the project is to develop learning communities where students will share experiences and learn from each other. This project will provide a modular structure within WebCT to enable the students working in learning communities to work with neurological case studies. The elements of the...
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The purpose of the project is to develop learning communities where students will share experiences and learn from each other. This project will provide a modular structure within WebCT to enable the students working in learning communities to work with neurological case studies. The elements of the unit will include media clips, text, references and discussion pages, enabling the students to prepare a presentation of their case to the other learning communities. Material generated will then be available within WebCT for all participating students and a record of their learning trail will be posted to discussion groups.

learning communities, resource, web design, student learning, ICT, independent study skills, on-line, environment,learning, WebCT, modular structure, media clips, web based managed learning environmen...
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learning communities, resource, web design, student learning, ICT, independent study skills, on-line, environment,learning, WebCT, modular structure, media clips, web based managed learning environment, presentation skills,

To provide an interactive tutorial using WebCT for students to fully integrate biomechanical analysis of gait with clinical practice, and provide greater understanding of how injury or disease processes will affect this analysis. The project will enable students to access selected detailed analy...
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To provide an interactive tutorial using WebCT for students to fully integrate biomechanical analysis of gait with clinical practice, and provide greater understanding of how injury or disease processes will affect this analysis. The project will enable students to access selected detailed analysis through WebCT, eliminating the need to attend practical campus-based demonstrations. The intention is to provide a tutorial that has flexibility depending on student responses, with links to allow correction or progression to different areas.

This project was aimed at providing an interactive tutorial using WebCT for students to evaluate their performance and achieve the required level of competence in statistics and research before beginning their postgraduate programme The project also allowed staff to be able to identify students...
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This project was aimed at providing an interactive tutorial using WebCT for students to evaluate their performance and achieve the required level of competence in statistics and research before beginning their postgraduate programme The project also allowed staff to be able to identify students who may have difficulty with this element of the module. In particular the project aimed at achieving the following objectives 1.To produce an interactive tutorial running on WebCT that will: 2.Identify competence in understanding of statistics and research methodologies 3.Provide study materials to assist student learning 4.Provide a discussion area for students. 5.Answer FAQ of students

This project allows students to access video clips, within WebCT, of patients with different movement disorders due to neurological damage. These video clips will be used in conjunction with class-based teaching and formative assessment to develop the observational and analytical skills required in...
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This project allows students to access video clips, within WebCT, of patients with different movement disorders due to neurological damage. These video clips will be used in conjunction with class-based teaching and formative assessment to develop the observational and analytical skills required in the clinical situation together with the development of clinical reasoning skills.

The project examines existing practice across UoB and at other institutions, determines “best practice” and develops guidelines for students and staff to ensure consistent approaches to placement and to enable students to gain more from the experience The project has provided consistent informati...
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The project examines existing practice across UoB and at other institutions, determines “best practice” and develops guidelines for students and staff to ensure consistent approaches to placement and to enable students to gain more from the experience The project has provided consistent information for all students going on a year abroad in the form of a standard toolkit/folder, centrally delivered briefing sessions and online resources The project has provided much improved communication with Exchange Tutors and other key contacts in academic departments, both via Exchange Tutors’ Forum and via day-to-day correspondence and conversation It is envisaged that the findings from this can be transferred to other placements, such as the Year in Industry and clinical electives.

This project will be run in collaboration with an FDLT project funded by HEFCE at the Centre for Higher Education Practice at the Open University. This national project is looking at the needs of part-time teachers in Social Science and is already working with a number of UK Universities. The Open U...
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This project will be run in collaboration with an FDLT project funded by HEFCE at the Centre for Higher Education Practice at the Open University. This national project is looking at the needs of part-time teachers in Social Science and is already working with a number of UK Universities. The Open University can provide consultation and training materials for mentors, departments and part-time teachers.

This project provided pre-entry academic writing skills support. Although the initial aims and objectives for the module were not all achieved, the module has formed an important element of the Access to Birmingham Higher Education Learning Module, replacing the Foundations of Learning Module. The ...
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This project provided pre-entry academic writing skills support. Although the initial aims and objectives for the module were not all achieved, the module has formed an important element of the Access to Birmingham Higher Education Learning Module, replacing the Foundations of Learning Module. The main advantage from this is that the students can access learning materials flexibly either at college or at home, rather than having to attend sessions at the University. 356 pre-entry applicants to the University were provided with academic writing skills support through the online module. Through working with these materials students are encouraged to analyse written texts and to consider carefully their use of language in writing and presenting for academic purposes. The module prepares students for the A2B summer academic assignment through its emphasis on understanding and avoiding plagiarism and its insistence on thorough and accurate referencing. 146 students completed the end of module test and these results were presented to Admissions tutors at the time of exam results publication, thereby providing additional information to help tutors when making decisions about borderline applicants. Although the module has met several of its aims, we would now like to take the project forward into a second phase using remaining project funds, in order to further develop the learning experience for the students.

Access to Birmingham (A2B) scheme, academic writing skills, transition from school, conventions, presentation skills, plagiarism, critical analysis, essay writing, remote marking, learning materials, ...
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Access to Birmingham (A2B) scheme, academic writing skills, transition from school, conventions, presentation skills, plagiarism, critical analysis, essay writing, remote marking, learning materials, A2B A2B

This project aims to develop and integrate the support of students on placements using WebCT into the programme of study. This support to include the development of online learning materials and communities of practice with fellow students, tutors and clinicians. Clinical psychology skills are b...
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This project aims to develop and integrate the support of students on placements using WebCT into the programme of study. This support to include the development of online learning materials and communities of practice with fellow students, tutors and clinicians. Clinical psychology skills are best learnt in practical situations, but clinical placements in practice are isolated, and they can also be emotionally and technically demanding. Constant support and communication from the training institution and the student’s peer group are needed in order for students to succeed. Recent developments in Web-based teaching can help with this, including bulletin boards, chat rooms and noticeboards. This project will develop Web-based training material for Clinical Psychologists, contributing towards a more self-directed, modular model of training, important given probable large-scale expansion in Clinical Psychology training (due to recent NHS developments). It will create a learning community, including opportunities for support and reflection for Clinical Psychology students in the West Midlands; the project will also benefit NHS clinical supervisors who by tradition work in a relatively isolated manner.

Web-based infrastructure, communications, WebCT, online learning materials, communities of practice, cop, disseminate, book reviews, extensive placement, descriptions, quizzes, placement supervisors, ...
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Web-based infrastructure, communications, WebCT, online learning materials, communities of practice, cop, disseminate, book reviews, extensive placement, descriptions, quizzes, placement supervisors, learning community, forum, exchange of ideas, special interest groups, sig, leap,

Over the lifetime of this project the School aims to explore the potential for providing dedicated opportunities for developing learner independence through interactive, iterative teamwork exercises where students play the roles of the professional participants in hypothetical legal case studies. ...
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Over the lifetime of this project the School aims to explore the potential for providing dedicated opportunities for developing learner independence through interactive, iterative teamwork exercises where students play the roles of the professional participants in hypothetical legal case studies. The School aims to explore the learner experience as well as logistical and organisational issues associated with running such exercises. Upon completion of the project the School aims to have developed a framework for learning, teaching, and assessment using this methodology which can supplement the orthodox didactic methods presently employed in our large-cohort (circ 250 students) core modules.

Promoting peer feedback through a judicial review exercise, resource effective alternative learning, orthodox didactic, group work, student directed, group work exercises, interactive, iterative, te...
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Promoting peer feedback through a judicial review exercise, resource effective alternative learning, orthodox didactic, group work, student directed, group work exercises, interactive, iterative, teamwork, exercises, case study, RIT, Research Informed Teaching, EBL, Enquiry based learning, LIP, Learner independence,

The purpose of this project is to facilitate the development of learner independence within the School. A Learner Independence Project Task Group would be set up to review current teaching provision to identify existing good practice and to highlight areas of teaching that might be enhanced by more...
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The purpose of this project is to facilitate the development of learner independence within the School. A Learner Independence Project Task Group would be set up to review current teaching provision to identify existing good practice and to highlight areas of teaching that might be enhanced by more learner independence teaching techniques and strategies. Due to the large numbers there will be a focus on how to improve and enhance learner independence among international students, but attention will also be given to how to innovate and provide more student-centred learning generally. The key roles for the Task Group will be to manage expectations, make explicit the purpose of learner independence so that all students are clear about what it can deliver, provide a range of support materials for staff and students and ensure that there is appropriate staff development.

Public policy learner independence, review, current practice, purpose of learner independence, think critically, transferable skills, knowledge and its application, Learner Independence Toolkit, learn...
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Public policy learner independence, review, current practice, purpose of learner independence, think critically, transferable skills, knowledge and its application, Learner Independence Toolkit, learner enhancement, lip,

The Learner Independence Project was designed to be closer to students and cover their everyday needs. Based on the fact that WebCT covers students’ academic and formal requirements, L.I.P. was aiming to be the place that covers informal and everyday students’ requirements. With the use of a more ...
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The Learner Independence Project was designed to be closer to students and cover their everyday needs. Based on the fact that WebCT covers students’ academic and formal requirements, L.I.P. was aiming to be the place that covers informal and everyday students’ requirements. With the use of a more informal and user friendly environment LIP includes chat rooms, tips and hints blogs, thoughts blogs, plagiarism tests, experience surveys and threads that can be shared with links and information, contact with business school staff and assessment section. All incoming students now have access to a student mentor before they come to induction. The scheme is being extended to Singapore students in 2010/11. Eight students on the BSC International Business (Singapore programme) came to Birmingham for a study abroad placement from March – May 2010. Six of these have elected to finish their programme in the UK, and they will mentor the 25 on the second intake who will visit Birmingham in 2011.

learner independence, Web-CT, transferable skills, Study Skills, Progress, Pod-casts, best practise, plagiarism, LIP, chat rooms, blogs, WebCT, Lessons learnt, Survey monkey, Personal tutor system, tr...
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learner independence, Web-CT, transferable skills, Study Skills, Progress, Pod-casts, best practise, plagiarism, LIP, chat rooms, blogs, WebCT, Lessons learnt, Survey monkey, Personal tutor system, transition, retention

The transition from school/college to university life is one of the most challenging events in a student's life and can often mean the difference between successful completion of their studies and early withdrawal from studies. Therefore we must take student induction seriously and where possible im...
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The transition from school/college to university life is one of the most challenging events in a student's life and can often mean the difference between successful completion of their studies and early withdrawal from studies. Therefore we must take student induction seriously and where possible improve on current practice. Many students withdraw from higher education during the first few weeks of study. This suggests the importance of starting to build institutional and disciplinary engagement and commitment as early as possible. This can be achieved by helping students to understand the programme they are able to participate in, developing communities of learners and encouraging the formation of friendships and social networks’ (Crosling, 2007:173). This paper will consequently report on work we have done over two years to redesign how we approach the early induction process for Computer Science students at Birmingham.

student induction transition, induction, transition, institutional, disciplinary, engagement, communities of learners, formation of friendships, social networks, transition, independent, enquiry bas...
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student induction transition, induction, transition, institutional, disciplinary, engagement, communities of learners, formation of friendships, social networks, transition, independent, enquiry based, ebl, learning, Welcome Week, early academic and social engagement of students, learn how to learn, attendance monitoring, PDP, buddy systems, personal tutoring, Learner Independence,

This project is split into two facets: The first involved a teaching assistant working to develop a system that employs the University's iVLE as much as possible for getting into contact with students before they join the University. This consists of information explaining what the students can e...
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This project is split into two facets: The first involved a teaching assistant working to develop a system that employs the University's iVLE as much as possible for getting into contact with students before they join the University. This consists of information explaining what the students can expect once they come to Birmingham, and advice on how to prepare for this experience (aspects of student life addressed: student life, academic work (specific to Computer Science), and study skills (learner independence)). The teaching assistant also followed a focus group of first-year students to evaluate the effectiveness of this element in the induction process. An additional task was to review material developed by other schools for this purpose and integration or adaptation of this into web pages. The second part of the project examined feedback, a second teaching assisted worked with specific lecturers of first-year modules to develop mechanisms for more effective and timely feedback. Possible ways for improving feedback are on-line self-assessment questionnaires, interfacing with the University's >>Progress>> system, and others. An important element of this work involved working with the students concerned so that they became aware of the feedback mechanisms that exist and that are being newly developed. Via the standard questionnaire described above, monitoring of the success of these mechanisms was enabled.

transition, retention, feedback, technical nature, standardised questionnaire, teaching assistant, iVLE, getting into contact with students, information explaining,Computer Science, study skills, focu...
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transition, retention, feedback, technical nature, standardised questionnaire, teaching assistant, iVLE, getting into contact with students, information explaining,Computer Science, study skills, focus group, evaluate, induction process, effective timely feedback, improving feedback, Progress,

Learning Dentistry is challenging for young people who are expected to undertake a spectrum of learning encompassing academic, practical and professional skills. The pre-clinical/clinical interface is a transitional point within the course where the development of professional skills is most cr...
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Learning Dentistry is challenging for young people who are expected to undertake a spectrum of learning encompassing academic, practical and professional skills. The pre-clinical/clinical interface is a transitional point within the course where the development of professional skills is most crucial. The School wished to support the students at this point; by developing generic skills that underpins their clinical interactions with patients and other members of the dental team throughout the course and their careers. The provision of a range of virtual learning materials increased students’ confidence in managing clinical situations and in interacting with clinical members of staff. The way in which students are directed to these learning tools is being strengthened to ensure they are easily accessible by all.

virtual patients,1Learner Independence,LIP, Dentistry skills, Dentistry, transition, clinical environment, electronic interactive learning tools, role-play scenarios, self-assessment,knowledge, skills...
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virtual patients,1Learner Independence,LIP, Dentistry skills, Dentistry, transition, clinical environment, electronic interactive learning tools, role-play scenarios, self-assessment,knowledge, skills,team building,generic skills,clinical interactions,virtual learning materials, confidence,

The focus of this study was the design, development and evaluation of online problem-based learning resources for use with postgraduate teachers studying through distance education at the University of Birmingham. Following their participation in online problem-based learning within two modules of a...
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The focus of this study was the design, development and evaluation of online problem-based learning resources for use with postgraduate teachers studying through distance education at the University of Birmingham. Following their participation in online problem-based learning within two modules of a restructured programme, feedback from the students was collected and analysed. The findings suggest that ‘traditional’ campus based learning and teaching approaches such as problem-based learning (PBL) can be adapted for use in professional training courses offered through distance learning. They also provide evidence that an appropriate induction programme, together with clear guidance on time management, as well as adequate tutor and technical support are important to enable students to overcome potential barriers to online learning and participation. The broader implications of the findings for embedding e-learning within PBL for similar profiles of students are explored in a Final Project Report with recommendations made for future practice.

problem-based learning, PBL, problem based, online resources , professional development, specialist teachers, visually impaired Learner enhancement project, LEAP, leap, LeAP, on-line problem-based lea...
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problem-based learning, PBL, problem based, online resources , professional development, specialist teachers, visually impaired Learner enhancement project, LEAP, leap, LeAP, on-line problem-based learning resources, online, problem, e-learning

This project aims to: • seek out good practice in inducting students into the higher education learning environment • review good practice in embedding skills into the curriculum • review currently available learning resources in study skills that academics can adapt for their own subject areas...
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This project aims to: • seek out good practice in inducting students into the higher education learning environment • review good practice in embedding skills into the curriculum • review currently available learning resources in study skills that academics can adapt for their own subject areas This research will provide the ground work for the larger Learner Independence Project that will be run by the Schools of Historical Studies and Humanities. The main outcome of the research will be to produce a report of the key findings and to make recommendations in the development and implementation of the Learner Independence Project Action Plan.

Student induction and core skills survey, induction, good practice, embedding, skills, curriculum, ePortfolio, WebCT, learner independence, leap, lip, assessment, feedback, instant marking, learning b...
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Student induction and core skills survey, induction, good practice, embedding, skills, curriculum, ePortfolio, WebCT, learner independence, leap, lip, assessment, feedback, instant marking, learning backgrounds, structured dialogue, quantities of information, tutor-student relationship,

This project deals with an identified gap in supporting students who do not have a learning support agreement. The project involves giving specific training to postgraduates who would then support undergraduate students and utilises existing on-line resources already available within the college. ...
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This project deals with an identified gap in supporting students who do not have a learning support agreement. The project involves giving specific training to postgraduates who would then support undergraduate students and utilises existing on-line resources already available within the college. Postgraduates are given training in how to support specific skills and then they run workshops and one-to-one sessions for undergraduates seeking particular help or advice (e.g. essay writing; punctuation; referencing; understanding feedback; exam techniques). The aim is to involve 10 postgraduates across the College in the pilot, ideally spread across enough disciplines to help the majority of students.

small groups, face-to-face learning, retention agenda, employability skills, confidence building, peer-support, Improve retention figures, on-line materials, LiP, student transition, transition, reten...
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small groups, face-to-face learning, retention agenda, employability skills, confidence building, peer-support, Improve retention figures, on-line materials, LiP, student transition, transition, retention, postgraduate teaching,PGTA, Postgrad teaching,

The design of a WebCT site which is used to provide a significant volume of diverse support material for the course, including references, links to topical news stories and additional lecture notes, copies of power point files, instructions for residential weeks, etc. Both course leaders update the ...
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The design of a WebCT site which is used to provide a significant volume of diverse support material for the course, including references, links to topical news stories and additional lecture notes, copies of power point files, instructions for residential weeks, etc. Both course leaders update the site frequently and students also send in material and links to be added. A forum facility for the exchange of ideas between students was also instigated. Students are mature adults, rather than 18-21 year olds, who live over a wide geographic area Aim iii) was not fully achieved – instead we have moulded the project to support our part-time students in the manner most suited to their requirements, and have focussed on using WebCT to provide extra material to supplement course meetings. It became apparent that on-line learning units were not suitable for all of the students: some students in the current cohort do not have regular access to the internet and most use dial-up internet connections on a pay-as-you-go basis. Obviously these students are not keen on being on-line for long periods of time. Consequently the production of lectures that could be directly downloaded and studied off-line were trialled. However it was found that dial-up is not suited to downloading the kind of quantity of material that would be needed for an on-line lecture. As access to the internet was not a pre-requisite of the course, this meant the use of WebCT was unable to be used to provide core on-line lectures for this particular programme. However this aspect was successfully implemented for another programme The project will act as a model for other Bioscience programmes of study

discussion groups, online tutorial system, WebCT, learning environment,learning resources,on-line, learning environment, studied at home, exchange of ideas, ideas, learning communities, tutorial group...
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discussion groups, online tutorial system, WebCT, learning environment,learning resources,on-line, learning environment, studied at home, exchange of ideas, ideas, learning communities, tutorial groups, tutor development, forum, reporting system

The principal aim of this project was to construct an online ‘Interactive Learning Environment’ to facilitate first-year philosophy students’ active and collaborative learning of philosophical logic, to accompany a module on the topic (Philosophy of Thought). It was envisaged that the ILE would comp...
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The principal aim of this project was to construct an online ‘Interactive Learning Environment’ to facilitate first-year philosophy students’ active and collaborative learning of philosophical logic, to accompany a module on the topic (Philosophy of Thought). It was envisaged that the ILE would comprise a network of web pages, of the following kinds: (i) Online versions of the module handouts, enhanced with hyperlinks to other parts of the ILE and to external www resources. (ii) Exercises, games and other activities designed both to stimulate interest in the subject-matter of philosophical logic, and to encourage informal practice of its methods. (iii) Discussion forums, for online collaboration on various exercises and topics arising in the module. (iv) An annotated reading list with hyperlinks to www and online Birmingham IS resources where the reading is available free. (v) An ergonomic glossary of technical terms commonly used in philosophical logic. Two further objectives were included in the original proposal. First, that the system would foster students’ general familiarity and competence with IT learning and research resources. And second, that the project leader would improve IT and pedagogical skills.

The philosophy of thought, online Interactive Learning Environment, active, collaborative, learning, network of web pages, Online handouts, hyperlinks, Exercises, games, forums fora, hyperlinks, ergo...
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The philosophy of thought, online Interactive Learning Environment, active, collaborative, learning, network of web pages, Online handouts, hyperlinks, Exercises, games, forums fora, hyperlinks, ergonomic glossary, discussion boards, annotated reading list, leap,

The project is aimed at designing and implementing in WebCT a two-week Research Methods module which will introduce students to social science research methods, focusing particularly on approaches to studies in organisational, development and governance contexts. The module will be delivered online,...
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The project is aimed at designing and implementing in WebCT a two-week Research Methods module which will introduce students to social science research methods, focusing particularly on approaches to studies in organisational, development and governance contexts. The module will be delivered online, through a combination of theoretical discussion of key concepts and approaches; guided group discussions and practical tasks drawn from fields relevant to the students' interests. There is no formal assessment for this module.

Using WebCT to develop a postgraduate research methods module, WebCT, Research Methods, social science research methods, delivered online, theoretical discussion, guided group discussions, practical t...
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Using WebCT to develop a postgraduate research methods module, WebCT, Research Methods, social science research methods, delivered online, theoretical discussion, guided group discussions, practical tasks, learner enhancement, leap,

WebCT, information, content depository, student feedback, student tutor communications, enhancement, development, learner independence, LIP, progress, e-learning Web based learning student l...
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WebCT, information, content depository, student feedback, student tutor communications, enhancement, development, learner independence, LIP, progress, e-learning Web based learning student lead notice boards’

The fundamental aims of this project are • to improve and enhance student learning in the important first year module Mathematics Core • to improve student support and to implement better monitoring in the crucial transitional phase of undergraduate study in mathematics. To achieve these aims, w...
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The fundamental aims of this project are • to improve and enhance student learning in the important first year module Mathematics Core • to improve student support and to implement better monitoring in the crucial transitional phase of undergraduate study in mathematics. To achieve these aims, we will introduce in a phased and planned fashion the integrated use of web-based, computer algebra assisted learning and assessment tools into the revised first year provision in mathematics. AIM, a Maple based software package, freely available and increasingly taken up by academics world wide, will provide the vehicle for the test delivery. The impact of students learning and the student's opinions will be studied using various feedback mechanisms.

Mathematics and learning technologies MALT in WebCT, MALT, WebCT, learning technologies, learning experience, questions, mathematical content, summative quizzes, interactive mathematical demonstration...
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Mathematics and learning technologies MALT in WebCT, MALT, WebCT, learning technologies, learning experience, questions, mathematical content, summative quizzes, interactive mathematical demonstrations, mathematical software, effective support, integrating web-based learning, resources, leap, aim,

This project aims to promote and facilitate world-wide access to the MA Shakespeare and Theatre Programme and thus: • Increase student numbers • Extend availability, flexibility and choice of pathway • Enhance students’ learning experiences and the acquisition of skills • Improve delivery and...
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This project aims to promote and facilitate world-wide access to the MA Shakespeare and Theatre Programme and thus: • Increase student numbers • Extend availability, flexibility and choice of pathway • Enhance students’ learning experiences and the acquisition of skills • Improve delivery and support of the programme • Sustain the Shakespeare Institute as an international centre of excellence for Shakespeare Studies • Support the University’s commitment to equal opportunities and lifelong learning • Respond to the recommendations of the Shakespeare Institute Development Group

Web-based distance learning modules for MA Shakespeare and Theatre, Shakespeare Institute, Shakespeare Studies, web-based DL, distance learning, standard web browser, electronic communication, virtual...
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Web-based distance learning modules for MA Shakespeare and Theatre, Shakespeare Institute, Shakespeare Studies, web-based DL, distance learning, standard web browser, electronic communication, virtual tutorial, Humanities Generic Research Skills, Distance Learners using WebCT, leap,

The project issues around web-based learning and tutorials and is designed to be a pilot scheme whose results will be disseminated to all colleagues within the School and beyond. In addition, the project team aim to work closely with the School’s web officer once he/she has been appointed. The p...
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The project issues around web-based learning and tutorials and is designed to be a pilot scheme whose results will be disseminated to all colleagues within the School and beyond. In addition, the project team aim to work closely with the School’s web officer once he/she has been appointed. The project is divided into two parts: 1) WebCT and teaching and 2) WebCT-based evaluation of student development.

Web-based learning and tutorials, virtual learning, environments, web based learning, WebCT, evaluation, student development, write references, personal CV, self development, learner enhancement, le...
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Web-based learning and tutorials, virtual learning, environments, web based learning, WebCT, evaluation, student development, write references, personal CV, self development, learner enhancement, leap,

This project developed the first stage of a 20 credit, self-standing, key skills module for level 1 students on the UoB Westhill, BA Humanities Programmes. Key within the project was to develop the ICT component of the new module, identifying the learning outcomes, assessment methods, learning m...
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This project developed the first stage of a 20 credit, self-standing, key skills module for level 1 students on the UoB Westhill, BA Humanities Programmes. Key within the project was to develop the ICT component of the new module, identifying the learning outcomes, assessment methods, learning materials and support systems needed to enhance the students' learning experience throughout level 1.

To increase the number of iMBA modules supported by WebCT to include all 4 core modules and at least 3 optional modules by the start of the Autumn Term 2002. The second phase of this project built upon the first phase by aiming to increase the number of iMBA modules supported by WebCT. The proj...
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To increase the number of iMBA modules supported by WebCT to include all 4 core modules and at least 3 optional modules by the start of the Autumn Term 2002. The second phase of this project built upon the first phase by aiming to increase the number of iMBA modules supported by WebCT. The project aimed to ensure that all participating staff were proficient in managing their modules via WebCT and that the Communications Tools for interactive learning between tutors, students and their peers were utilised. The project also aimed to enable some of the current administration functions of the programmes to be done through the use of WebCT tools (handouts, notice board, diary etc). In doing so, this project intended to provide support to i-MBA students, all of whom were mature postgraduate international students with at least 3 years’ work experience, but had not studied in the UK before.

The first phase of this project aimed to enhance the learning experience of MBA (International Banking and Finance) students by utilising WebCT to develop an intranet based central learning support package. The project aimed to supplement paper-based course information traditionally given to studen...
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The first phase of this project aimed to enhance the learning experience of MBA (International Banking and Finance) students by utilising WebCT to develop an intranet based central learning support package. The project aimed to supplement paper-based course information traditionally given to students during their induction with online learning resources, which include a frequently answered question page, a programme notice board and calendar, online student discussion group and tutorial facilities and downloadable course materials. A short questionnaire was delivered to MBA students about their views and usage of WebCT.

The principal objective of this project is to provide Law based students with web-based materials in support of their programme of study. This will include ready access to • materials which would otherwise be available only in printed / photocopied form; • collections of existing web-based...
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The principal objective of this project is to provide Law based students with web-based materials in support of their programme of study. This will include ready access to • materials which would otherwise be available only in printed / photocopied form; • collections of existing web-based resources which are currently available from a range of websites; • a range of interactive web-based materials; • specially written material which would not be available elsewhere (including self-tests) • web-based discussions in support of learning.

WebCT in Law, self-tests, WebCT, communications, course material, Web Development Co-ordinator, links to cases, statutes, periodical, news pages, surveys, discussion boards, group reports, surveys, su...
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WebCT in Law, self-tests, WebCT, communications, course material, Web Development Co-ordinator, links to cases, statutes, periodical, news pages, surveys, discussion boards, group reports, surveys, support learning and teaching, voting, collaborative working, self-tests, leap,

The project aims to develop Web based systems and teaching materials designed to enhance learner independence. Initially we will build on a LDU project (awarded June 2006 – see CLAD – HIST067 - see additional information below for link) to develop Electronic Personal Development Plan (EPDP) software...
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The project aims to develop Web based systems and teaching materials designed to enhance learner independence. Initially we will build on a LDU project (awarded June 2006 – see CLAD – HIST067 - see additional information below for link) to develop Electronic Personal Development Plan (EPDP) software for our undergraduates. The new project would extend this system to meet the particular needs of our postgraduates. In addition we will develop our existing Web based study skills materials to support the development of writing, critical thinking, research skills and use of feedback. Finally we will investigate Problem Based Learning materials to support learning in undergraduate modules as well as postgraduate taught populations.

Developing electronic personal development plan software, Progress, Self evaluation, Induction, skills and support, Study, WebCT, marks, feedback, careers advice, personal development, learner indepen...
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Developing electronic personal development plan software, Progress, Self evaluation, Induction, skills and support, Study, WebCT, marks, feedback, careers advice, personal development, learner independence, Electronic Personal Development Plan, EPDP, personal development, learner enhancement, leap, lip, pepplepad, eportfolio,e-portfolio,