Description+of+module


 * 1. Introduction and Overview of Module**

This purpose of this screencast is to examine how collaboration has enabled the implementation of constructive alignment (Biggs and Tang, 2007) and the 3E framework (Smyth, 2007) in the module Supporting the Blended and Online Student Experience (SBOSE). This is the second module students take on the Edinburgh Napier MSc Blended and Online Education (BOE) Programme. This programme is delivered on a part-time basis, fully online, and is designed to offer educational professionals an opportunity to explore topics important for supporting the distant student experience – e.g. individual and cultural diversity, inclusive design, support needs, and equivalence of experience. This Screencast will offer a critical analysis of the collaborative activities within the module in light of Bigg's and Tangs (2007) constructive alignment model, where all assessment tasks, and learning and teaching experiences are linked to the learning outcomes, and the main development model of the course the 3E approach by Smyth, which describes an approach to curriculum design - specifically one which enables increasing levels of student autonomy through appropriate use of technology and opportunities for collaboration. The screencast will focus on three particular collaborative activities offered to students - the student led seminars, the asynchronous discussion boards and the second life visits. The screencast will offer recommendations to further support the delivery of the collaborative activities and offer some concluding thoughts.

The aim of the module is to offer an “experiential learning” opportunity and allow students to engage with the subject and their fellow students through a range of individual (learning outcomes 1,2,4,5) and collaborative tasks (learning outcomes 1,2,3) that are meant to feed directly into the assessed work. The course is assessed via student led seminars (that are peer assessed), and an individual assignment. The module builds on the 3E Approach taken in the first module on the MSc programme. As learners move through the MSc programme there are opportunities for them to take control of their own learning. In the SBOSE module, the second module in the programme, learners are offered an opportunity to “extend” by, for example, designing and implementing student led seminars which include the design of collaborative opportunities for their peers. The module also offers an opportunity for empowerment since the student led seminars allow students to decide how and what they learn. The module is delivered through WebCT vista and this tool is used to support online collaboration and communication through, for example, the discussion boards, use of Elluminate, and the whose who chat option. The module also gives the students the option to explore and collaborate in the Second Life environment.


 * 2. Curriculum Design Models and Collaboration**

Social constructivism (Vygotsky, 1978) argues that students construct their own learning and mental models. It maintains that learners (and their tutors) need to be active and collaborate to achieve a shared understanding of knowledge in a given topic area. Both constructive alignment and the 3E framework embrace social constructivism and therefore to apply these design models successfully it is necessary to support opportunities for collaboration.

Biggs and Tang's (2007) model of constructive alignment focuses on how well the aspects of the curriculum fit together. Students construct meaning through what they do in learning situations, and teachers align learning situations, teaching methods and assessment tasks with the Learning Outcomes (LOs). Learning, teaching and Assessment activities should therefore be matched to the learning outcomes. As illustrated in the diagram below:




 * Figure 1: Houghton, W. (2004) based on Briggs.**

As noted by Smyth, in the Edinburgh Napier LTA resource bank (2011), the 3E Framework approach used on the BOE programme comprises an //“Enhance-Extend-Empower continuum describing simple uses of technology for enhancing the learning experience through to activities that engage learners in applying knowledge in sophisticated, authentic ways//”. The "extend" opportunity in the SBOSE module means students are facilitated to go furthering in their use of technology to support aspects of individual and collaborative learning and assessment through an increase in their choice and control. In addition, as noted earlier, an argument can be made that, particularly in the student-led seminars, the learners are facilitated to the Empower level of the 3E framework where students are able to chose from amongst the predetermined learning outcomes, but they then decide what to learn and how to learn it.

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