Conference, April 2000
Embedding ICT in the Curriculum
Kath Holden presented an excellent paper on the student evaluations of a first-year core course on Revolutionary Europe. Student perceptions of course and resource design and the course's pedagogic underpinning highlighted how important it is to involve students in these processes. Although it is difficult to make comparisons between previous courses and this newly adapted module, there was a sense amongst students and staff that integrated ICT provision could enhance the learning environment when combined with face-to-face methods. However, facilities, training and navigation are crucial.
Graham Roger's paper focused upon the pedagogic framework for an on-line second-year course which is due to run in Semester 1 of 2000-2001. The module analyses Enclosure in Croston in the first half of the eighteenth century and has a thoughtful, constructivist methodology. The on-line elements bring together face-to-face and electronic delivery in order to provide mutual reinforcement of student learning in a more active manner than in previous years. It is hoped that this development will underpin independent and collaborative work amongst the students.
Kevin Gould, a postgraduate himself, investigated web-based developments from a student's perspective. He pointed out the momentum that was being generated in the 'real' world in terms of hardware and software development and made recommendations for having web sites that appealed to students. Kevin's central thesis was that it is vital for departments and institutions to seek advice on web design, either externally or internally, if what they produce is to be meaningful to students. Navigation and appearance are key issues.
The main focus of discussion in the session was on the clear need for collaboration between students, academic and technical staff and designers if courses are to be delivered effectively. Enhancing student learning can be achieved by fully integrating face-to-face and on-line methods only when learning outcomes, teaching processes and assessment criteria are aligned. Where this is the case there are clear benefits to students.
The presentations will go on-line at http://chic.tees.ac.uk, under 'documents' and then 'abstracts'.
Richard Hall, CHIC, University of Teesside
This page was last updated on 25 May 2000