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Students as partners in the learning process. Dr Ben Brabon. E- Gothicist. Overview of presentation: Project Background: P edagogical context, initial data and aims. e- Gothicist . Key Themes:

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Presentation Transcript
slide2

E-Gothicist

  • Overview of presentation:
    • Project Background:
      • Pedagogical context, initial data and aims.
    • e-Gothicist.
  • Key Themes:
    • TEL has an important role to play in facilitating effective peer feedback and student mentoring.
    • Web-based educational resources can help to develop academic communities that draw upon informal learning opportunities to foster mutual responsibility at the heart of the learning process.
    • The successful development of students as partners in the teaching and learning process is grounded upon a sense of ownership.
slide3

E-Gothicist

  • Project Background:
  • Research and teaching context – Gothic as a research and teaching strength within the English Department at Edge Hill University.
  • Approximately 250 students each year across levels 4, 5, 6 and 7 undertake taught modules with a Gothic/ supernatural flavour.
  • Pedagogical context:
  • Gothic identified as a literary form that invokes ‘threshold concepts’ that are ‘transformative’ (Wisker 2007).
  • As Hoeveler and Heller note in Teaching Gothic Fiction, more needs to be done to share good practice in the teaching of Gothic texts/modules.
slide4

E-Gothicist

  • Initial Data:
  • 67% of students surveyed thought that the VLE is an integral part of the teaching and learning experience for all of their modules.
  • 25% of students surveyed thought that the VLE is an integral part of the teaching and learning experience for some of their modules.
  • 67%of students surveyed thought that the VLE was used to improved their subject knowledge.
  • 58% of students surveyed thought that more training in the use of the VLE would improve the quality of their engagement.
  • 33% of students surveyed thought that the VLE is an excellent interactive resource that enhances their learning experience and is integral to their studies.
slide5

E-Gothicist

  • Aims:
  • To enrich the experience of students studying Gothic modules by utilising technology to promote partnership and flexibility in the mode/pace/place of delivery in order to enhance their performance.
  • To develop and share models of good practice for teaching Gothic Studies in order to improve teaching quality.
  • To advance pedagogic research into Gothic and e-learning in order to contribute to knowledge and understanding in this area.
    • A more integrated approach.
slide6

E-Gothicist

  • Pilot Study:
  • One Level 5 module:
    • LIT2035 Vampire Fictions (47 students)
  • Expectations
  • Delivery: Webinar
  • Assessment: Critical Blog
    • Formative and summative elements
    • Partnership
  • Pilot study developed using Edublogs platform
    • Online worksheets
    • Key Concepts
    • Student blogs
    • Visiting blogger series
slide7

E-Gothicist

  • Feedback:
  • ‘The Blog was a really innovative assessment – really creative.’
  • ‘It has opened my eyes to different ways of reading vampire fictions.’
  • ‘I think this module has encouraged my originality through the blog.’
  • ‘Loved the course especially the ‘blog’ essay.’
  • ‘My skills with Blackboard, the computer and the blog function have improved massively.’
  • ‘I thoroughly enjoyed the blog – I thought it was creative and thought-provoking. I will be sad to see the module end.’
  • Results:
  • Over 70% of students achieved at least a 2.1
slide8

E-Gothicist

Recommendations:

  • Integrated
  • Expectations

Partnership

Multimodal

Peer Review

slide9

E-Gothicist

The Future:HEA funded Teaching Development Grant

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