Author: Dr. Deirdre Burke, deirdre.burke@wlv.ac.uk
JISC e-Learning Activity Area: technology-enhanced learning environments
Higher Education Academy Subject Centre: philosophical and religious studies, history classics and archaeology
Case study tags: online learning, 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 recruitment, 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, tangible benefits of e-learning, university of wolverhampton, technology-enhanced learning environments, philosophical and religious studies, history classics and archaeology
Background & Context
This case study explores the development of a website Religions in Wolverhampton to support student learning, specifically in an introductory module and generally throughout their course. Materials were developed within the VLE but formatted as a website to allow wider access.
Why did you use this e-learning approach?
This approach was taken to allow students easy access to electronic resources through which they could explore the rich variety of religious communities in Wolverhampton.I wanted to develop a resource to support and stimulate student learning, and in addition for the project to be one that students themselves could contribute to. Thus, the decision was taken to develop a website and embed it in WOLF (Wolverhampton Online Learning Framework). Mudge's guidance was implemented to "Provide the information in such a fashion that students feel they have some control over the way they learn." (1999, 15) The website can be accessed through a Google search for Religions in Wolverhampton, or at http://asp2.wlv.ac.uk/hlss/Religion%20in%20Wolverhampton/index.html.
What was the context in which you used this e-learning approach?
Religious Studies is an undergraduate option for students within the Combined Awards framework in the School of Humanities, Languages and Social Sciences. Student recruitment reflects the general diversity of intake at the University of Wolverhampton, and our success in widening participation. There are two main features to note in the Religious Studies intake, firstly, a wide range of religious and ethnic backgrounds, and secondly, a significant percentage of students with a minimal academic profile. An analysis of student perceptions of their skills on starting their degree course in 2006 revealed that 62% of Religious Studies students were considered to be at risk, set against an average of 32% for the school. Thus, within the subject we recognize the need to support student learning, and have identified e-learning as an important part of such support.Some of our students find the opportunity to access materials between sessions enables them to develop their knowledge and confidence in a non-threatening manner. In addition Religious Studies aims to provide students with a learning experience which utilises up to date technology to support and enhance learning and improve employability.
This report focuses on developments within a level one module Religions in the West Midlands. The module aims to provide students with an understanding of the religious map of the West Midlands, its character and the main religious historical developments. This covers problems of adaptation and interfaith relationships. Field visits are an integral element of this module. The academic study of religion requires access to suitable materials for students to gain knowledge and develop their theoretical understanding. This has been a major challenge for this module due to the lack of published academic materials on religions in the locality. In previous years this module was taught via folders in WOLF, the University's Online Learning Framework.
What was the design?
The pedagogic principle that underpinned the approach, set out by Grimmitt (2000), offered students an experiential encounter with religion through a synchronic and diachronic study of religious communities. The e-learning approach through the website supported this encounter through the provision of learning materials, and also encouraged greater interaction through e-activities such as WebQuests and treasure hunts.
The theoretical foundation for this approach is based on the work of Biggs, 2003, who identified metacognitive skills as a third level of skills, which goes beyond generic and study skills. Metacognitive skills are in essence involved with 'what a learner does in a new context' (2003, 94). Thus, the provision of electronic resources allowed students to interact with each religion, to learn facts, figures, and practical issues such as pronunciation of key terms through the sound glossary.
This foundation was important in preparing students for their own visits and report on a particular religious community. Whilst students are prepared for field visits in the first weeks of the module through whole class visits, they often find themselves in a situation where they need access to information on the religion to understand their findings. Thus, resources provided an important backup for students.
In addition, e-learning supported interaction with the wider community, and thus contributed to community cohesion. The website was used as a portal to provide access to publications by the Wolverhampton Inter Faith Group and local community websites. Ongoing work by students in the module contributes to this process through the posting of their reports on visits to local communities in the website. One strand of reporting contributes to social justice by exploring the experience of congregants and their interaction with other communities.
How did you implement and embed this e-learning approach?
Staff training was an incremental mix of general ICT development through Learndirect and ECDL which provided a sound platform for the use of and understanding of ICT. In addition a range of specific sessions on aspects of e-learning offered through the corporate staff development programme were used. Links with central ICT support, e-materials developers and the school ICT co-ordinator were all important in developing an understanding of what new technologies could offer, and then working out how to implement developments.
The design of the website developed through attempts to include features such as sound and flash elements. In each case I was able to either show something similar or describe it to the e-materials developers, who were then able to develop a template within Dreamweaver for me to use.
Particular learning activities included were treasure hunts and WebQuests, both of which were introduced during the technology retreat by e-learning consultants. Further support was available in staff development sessions and individual discussion with the consultants. A major challenge was the development of a book format for student reports, to allow a book to open and pages to turn.
Teaching and learning sessions took place in a modern computer lab which also has three data projectors and an interactive whiteboard. This enabled students to have hands-on use of computers in each session, which allows for the development and consolidation of basic ICT skills. This worked best where students had to use technology to complete assigned tasks, fulfilling the guidance offered by Grandgenett et al: "Perhaps the most important key to the successful integration of technology into the teaching and learning process... is to carefully modify the curriculum to include specific technology appropriate activities." (1997, 254) Tasks required students to download material from WOLF and then upload completed tasks back into WOLF, supporting an incremental development of confidence and competence.
Student evaluation of the hands-on approach was generally positive, recognising the benefit of instant access to materials, and enabling students to 'do it instead of watching on the board.' However, some students struggled at the start as they found it difficult to concentrate in a computer lab, and they also had to develop a new paperless style of learning. In addition some students lacked confidence in the use of ICT and struggled to keep up during sessions. This was overcome within all groups by a collegiate approach, whereby students talked about what they were doing, and showed other students how to access materials. This approach empowered many students who had ICT skills but lacked confidence in Religious Studies, and allowed for them to link up with students with a good knowledge of religions.
Technology Used
What technologies and/or e-tools were available to you?
WOLF, the Wolverhampton Online Learning Framework, uses 'server side technology' which places material on the University's server. In addition WOLF provides pre-programmed functionality, which enables staff to utilise pre-set features for the development of material and activities. There is a WOLF aspect for each module, which allows for the common presentation of module information within the school. In addition there is vast freedom for staff to develop their own subject learning materials. (We completed an evaluation of our use of WOLF for the PRS Subject Centre in 2001).
The Religions in Wolverhampton module has a WOLF aspect, but the main development was a website, which could be housed within WOLF, to allow for easy access for updating. I was introduced to Dreamweaver on a technology retreat and an e-materials developer worked with me to develop templates and then show me how to add content. I was advised to use Dreamweaver as it was less complex than Flash, but could have flash elements embedded within it.
Tangible Benefits
What tangible benefits did this e-learning approach produce?
The tangible benefits can be divided into internal and external benefits. Internally, benefits can be identified for staff and students. Firstly, for the students themselves module evaluation feedback reported that this approach increased motivation, developed competence, and allowed for empowerment through the sharing of individual reports on visits. Using past student reports as a way of exploring local communities enabled learners to access peer writing, and identify the strengths and weaknesses of reports. They then had added motivation when completing their reports of knowing that future cohorts, pupils in local schools and the general public could read their work. Students reported that the interactive map was an excellent way of accessing information which made looking at religion fun. They also enjoyed WebQuests, stating they were an excellent way of learning key skills for future employment. These positive features also contributed to a higher pass rate on this module than other Religious Studies modules at level one.
For staff, essentially me, benefits were in the areas of increased motivation and excitement with the possibilities opened up by the use of technology to develop the interactive website. I found that involvement in this development opened up new doors, new contacts, and reinvigorated my career. I was awarded a National Teacher Fellowship in 2005, drawing heavily on e-learning developments in my claim for fellowship.
External benefits essentially group around challenging the view of Religious Studies held by particular constituencies. Our University's commitment "to making a major contribution to the social and economic prosperity of the West Midlands" through applied research and consultancy can be linked to research undertaken by undergraduate students and shared via the website. We are starting to engage in knowledge transfer through the website so local schools can draw on materials to support the teaching of Religious Education. This insight into undergraduate work is also proving to be of interest to prospective students at open days and in Aimhigher events. In addition, one of our graduates has been employed as a faith development worker by English Heritage to open up local religious places of worship to the wider public.
Did implementation of this e-learning approach have any disadvantages or drawbacks?
Implementation faced a number of obstacles: Firstly, developments have been very time consuming. Our Centre for Excellence in Learning and Teaching helped to support developments through allowing a researcher, who was a Religious Studies graduate, to work on the project for one day a week. In addition the school (Humanities, Languages and Social Sciences) has provided secretarial support to make the website live. However, the time spent on developments is probably ten times greater than the development of earlier Word based resources.
Secondly, institutional policies for web materials required all pages to be copied into a template. This was a very time consuming exercise which meant that the updated web resource is still not yet live for external users (the updated version was available for students in WOLF). It is likely that all video material will have to be taken out as we do not have the resources to provide transcripts or sub-titles, as required by the University policy for equal access.
Moving from the development of the web resources to implementation there are still challenges to be met to encourage students to become fully interactive learners. Whilst Mudge's guidance to "Provide the information in such a fashion that students feel they have some control over the way they learn." (1999, 15) had been followed it was clear that more time needed to be spent on building up proficiency with technology. Working from Heppell's (1993) taxonomy of modes of interaction it appeared that students remained fairly passive at the 'narrative' stage. Thus, despite the specific aim to give students navigational control over materials they did not fully utilise opportunities. Students are active in workshop sessions, but tracking through the VLE reveals minimal use of the website resource out of sessions.
Finally, perhaps due to this innovation being an individual initiative there is no real departmental commitment to this approach. Thus, despite the fact that other staff have been invited to contribute and have actually provided ideas and content, there is no real commitment to the initiative and only limited use of the website with students.
How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?
The approach developed out of insights into the potential of e-learning provided during a technology retreat, thus, developments went hand-in-hand with the institutional drive to enhance student learning through creative uses of e-learning.
Religious Studies has a long history of engagement with technology in teaching and learning. Staff have always utilised up to date technology in presenting information and designing learning activities, and students have been encouraged to develop their own use of ICT for the process and outcomes of learning.
Specific ICT initiatives started with an internally funded project to provide guidance on internet sites for religions in 1998. Details of this development can be seen in the Guide to Religious Studies on the Internet, and in the website for Religious Studies developed by Dr Chyrssides. http://www.wlv.ac.uk/~fa1896/rsnet.htm.
The interactive and contributory nature of this approach was a development, and one which differed from earlier authoritative guides to information. Part of the process was to encourage student writing through supportive feedback on drafts, to ensure that each student could produce a report that they would be happy for others to read. However, not all staff buy into such an approach, taking a more summative approach to marking student work.
The development of this approach within this module and the wider subject has been limited this year due to staff illness and the time consuming nature of developing materials for the web. However, even with full staff application and the completion of the updated website, there is a need for all subject staff to be involved in a discussion about the best way to utilise the resource. Future developments involving all staff may ensure that all staff buy into the development to enhance student learning.
Lessons Learned
Summary and Reflection
In essence the design of the web resource aimed to provide an easy to access resource, which provided basic information, visual and electronic resources and exemplars of student work. Resources were presented to support interaction with each religion, providing a map showing location of places of worship, a summary of main beliefs and practices and an explanation of denominational structure. Particular electronic resources included a sound glossary, virtual tours of places of worship, video clips of main prayers/ reading from scripture, video clips of explanations and being a portal for Wolverhampton Inter Faith Group publications.
Student responses to interactive e-learning from the 2005-6 cohort and their overall module results compared to the more traditional approach taken by a visiting lecturer in 2006-7, suggest that this e-learning approach helped students learn more effectively.
Despite school encouragement we do not really have a subject e-learning strategy for the approach to fit within. Whilst the current approach enables staff to follow and develop their interests, students may become confused by too much diversity. There is clearly a benefit for students to get used to a particular format and use that platform to support their learning within a subject.
My main refection on this experience is to value the opportunities I have had to develop my awareness of the possibilities of e-learning and to develop my proficiency in developing electronic materials. However, I am still struggling to develop a comprehensive pedagogy for e-learning which will blend with face-to-face sessions and visits. I am committed to an approach which empowers students through subject research and the development of skills to present their knowledge and understanding to others, and feel that aspects of this e-learning approach have great value for both Religious Studies as a subject and for engaging students in active learning.
Bibliography:
Biggs, J. (2003) Teaching for Quality Learning at University. Second Edition. Open University Press
Grandgenett, D. Topp, N. Fluckiger, J. Ostler, E. & Martenson, R. (1997) Integrating Technology into Teaching and Learning: The Three Keys to the Kingdom. Innovations in Education and Training International, 34.4
Grimmitt, M. (Ed) (2000) Pedagogies of Religious Education: Case Studies in Research and Development of Good Pedagogic Practice in RE. Great Wakering, McCrimmon Publishing
Heppell, S. (1993a) 'Eyes on the horizon, feet on the ground?' in Latchem, C., Williamson, J. and Henderson-Lancett, L. (1993) Interactive Multimedia: Practice and promise, pp97-114 London: Kogan Page
Mudge, S (1999) Delivering Multimedia Teaching Modules via the Internet. Innovations in Education and Training International, 36.1
Further Evidence
The theoretical foundation for this approach is based on the work of Biggs, 2003, who identified metacognitive skills as a third level of skills, which goes beyond generic and study skills. Metacognitive skills are in essence involved with 'what a learner does in new context' (2003, 94). Thus, the provision of electronic resources allowed students to interact with each religion, to learn facts, figures, and practical issues such as pronunciation of key terms through the sound glossary.
In addition, e-learning supported interaction with the wider community, and thus contributed to community cohesion. The website was used as a portal to provide access to publications by the Wolverhampton Inter Faith Group and local community websites. Ongoing work by students in the module contributes to this process through the posting of their reports on visits to local communities in the website. One strand of reporting contributes to social justice by exploring the experience of congregants and their interaction with other communities.
