Author: David Gill, d.w.j.gill@swansea.ac.uk

JISC e-Learning Activity Area: Technology-enhanced Learning Environments

Higher Education Academy Subject Centre: History, Classics and Archaeology

This case study illustrates...use of video, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, an influence on educational research, staff satisfaction with e-learning, staff personal development, a positive effect on retention, an influence on policy, use of resources, modifications to learning spaces, management of learning assets, an effect on social equality

Background & Context

Why did you use this e-learning approach?

Video-conferencing allowed students to benefit from the range of expertise within classics departments in Wales. Smaller institutions could draw on the broad range of academic skills from across three institutions. It allowed the development of parallel MA schemes which could be taught collaboratively across three institutions.

What was the context in which you used this e-learning approach?

Video-conferencing is used to support and deliver modules for Swansea University's MA in Ancient History and Classical Culture, University of Wales Lampeter's MA in Ancient History, and Cardiff University's MA in Ancient History. The initial scheme (from c. 1994) was to have an intercollegiate University of Wales MA in Ancient History under auspices of the University of Wales Institute of Classics and Ancient History (UWICAH). However with the growth of institutional modular schemes the three institutions operate parallel schemes with a pool of modules. The initial design was to have blocks of video-conferencing (2 hour sessions) with the lecturer in one institution and students in the other three; twice a term there would be live sessions when a series of live seminars would be held in one of the three institutions. However pressure on timetables has meant that the live element has been dropped and the modules are delivered in total by video-conferencing.

Some modules are taught jointly by staff in the three institutions. The Greek and Latin epigraphy module covers 5th (Swansea) and 4th (Cardiff) century BCE material from Athens, Latin epigraphy from the western provinces (Cardiff, Swansea) and Greek epigraphy from the Roman east (Lampeter). Other modules are taught by a member of staff from one institution but are taken by students in other institutions. The further advantage is that the students from the three institutions can form a useful seminar group.

What was the design?

The video-conferencing for the MA in Ancient History and Classical Culture is co-ordinated by David Gill in Swansea who acts as the chair of learning and teaching for UWICAH. Lampeter and Cardiff have named representatives. The MA seminars are booked for 2 hours and students in any of the three locations are asked to prepare material as for any other class.

A video-conferenced module is supported by a Blackboard site where teaching materials can be placed.

Modules were chosen to be delivered across the network for their appeal to the schemes in the other institutions. It was decided that each institution should be responsible for research methodologies due to differences in library holdings, electronic resources etc.

The design of modules is monitored by the School Learning and Teaching Committee and confirmed by the Faculty. The Swansea University form for new modules asks for information about the e-learning component(s).

How did you implement and embed this e-learning approach?

Video-conferencing is an integral part of the Swansea MA in Ancient History and Classical Culture. Some students choose not to take modules in this format but others have enjoyed the variety.

Modules were selected where staff members felt comfortable with the technology.

There was training provided to staff and students by members of the WVN team. More experienced staff tend to come along to initial seminars to ensure that a new member of staff understands the equipment.

MA modules are more seminar-based so that there is not an emphasis on a staff member delivering a lecture. Their type of class is more informal with a high degree of student participation.

The dynamic of the class is changed as staff are (usually) seated rather than standing at a lectern.

Modules are assessed in the normal way (by double blind marking). This means that there is usually a degree of externality at the initial marking level (perhaps one lecturer in Lampeter and one in Swansea) as well as with the external (institutional) external examiner.

There is feedback from students at the end of each year as part of the module and scheme review. This draws attention to any problems with the use of the WVN.