Title of the proposed Action Research Project:
Online Seminars: An International Perspective on Problem-based Learning
Name of Applicant:
Michael Bromby
Division and School/Support Department:
Division of Law; School of Law & Social Sciences
Role/Responsibilities:
Research Fellow; also with equivalent teaching load to that of lecturer
Nominated School/Department mentor:
Alison Britton
Rationale, Evidence Base and Methodology
The applicant has already conducted three cycles of online seminars (2006-08) with a level 3 undergraduate option on the LLB programme: Healthcare Law and Ethics. The aim of this project is to refine the current problem-based learning (PBL) scenarios and develop the assessment model which has received positive feedback from students, and to extend the online seminars to include students from other institutions both in the UK and abroad.
The rationale is to enhance the online discussion through internationalisation of the seminars by involving students from external institutions in the UK and abroad. Evidence of the success of this type of approach can be found in the e-communication model devised by Manchester Metropolitan University and funded by C-SAP (HEA subject centre for criminology) [1] and further publications by Jones [2, 3] elaborate upon this. Involving international students would bring added benefit to the module on two levels: firstly, the difference in jurisdiction provides for a richer discussion of different case law, legislation and interpretation of legal principle. Currently, the module touches upon comparative law, which will prepare students for deeper discussion of extra-territorial law with students in other jurisdictions. Secondly, the variation in public attitudes (which influences law-makers) will also broaden the discussion. The prohibition of various medical procedures (such as abortion, euthanasia or stem-cell research) often has religious, societal and institutional influences upon the basis for legal decision making, both within the UK, EU and beyond. A discussion forum will allow students to discuss materials, attitudes, solutions and dilemmas associated with primary legal materials that go beyond the scope of secondary resources such as key texts and journal articles.
The project will build upon work such as Harasim [4, 5] on the topic of online seminars. The structure of weekly activities has also been reported [6]; in addition, pre-class design and planning is significant to the success of online seminars [7] which will be addressed.
Internationalisation has been explored [8] and guidance developed [9] in relation to ICT capabilities, copyright issues and managing evaluation.
Objectives of the Project
To refine and evaluate a model for online seminars (benefits for the students are already identified in terms of flexible delivery, and reflection during longer periods)
To broaden learning from online discussion with students from other jurisdictions (this will enhance the current syllabus with a richer perception of alien laws)
To enrich the student experience with cross-border communication (this will, to some extent promote a cultural exchange of ideas and values, akin to an exchange programme)
To promote an international dimension within the law curriculum (both within the module and beyond the period of study, should group members keep in contact)
Deliverables/Outcomes Expected of the Project
A model for online seminars, including assessment
Peer-reviewed publications, seminars and workshops
Alignment to a current LTAS priority theme
The project will align with the LTAS Flexible Deliverytheme as the online seminars permit students to participate at a time that suits, providing they have computer access. Evaluation of the current online seminars has shown the mode of delivery to be both important and effective for our students taking the healthcare law and ethics module.
The project will also align with the Assessment theme as the model will also include a component to assess student participation on several levels.
Alignment to School/Department Strategic Plans (where appropriate)
The project will align with four of the School’s five priority activities for 2008/09: Research and Knowledge Production with both national and international publication, output etc; Internationalisation of the curriculum and student experience; Knowledge Exchange, Social Enterprise and Community Engagement in relation to engaging with other academic institutions; and Learning and Teaching with collaboration across social, cultural and geographic boundaries to encourage critical reflection and the use of new technologies for learning.
Additionally, the project will align with the University’s internationalisation strategy with curriculum development and will act as an alternative to exchange programmes where students are unable to physically attend another institution.
Timeframe/Schedule for Completion (within 24 months)
Action/Event/Milestone
|
Target Date
|
Identify participatory institutions
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October 2008
|
Develop and refine current PBL scenarios
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January 2009
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Deploy and monitor first IntPBL seminar sessions
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Feb – Apr 09
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Student evaluation
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May 2009
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First iterative cycle review and amendments
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Jun – Sep 09
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Publication and dissemination
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Oct – Dec 09
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Deploy and monitor first IntPBL seminar sessions
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Feb – Apr 10
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Student evaluation
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May 2010
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Second iterative cycle review
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June 2010
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Publication and dissemination
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Jun – Sep 10
|
Indicate the sum of funding requested (max £1,000 per year) and outline how this will be utilised, eg researcher time, conference attendance, questionnaire analysis
£1,000 per annum requested for (1) UK and international conference attendance (likely to be BILETA/ALT/CLEA or others); (2) additional researcher buy-out time to monitor and evaluate the project during the milestone indications above; (3) software/materials for focus group evaluations and questionnaires (both online and in person).
Please indicate if your School/Support Department has offered matched funding and/or if you are or intend applying for external funding to supplement the internal funding
Intend to apply to UKCLE (UK Centre for Legal Education; HEA subject centre for law) for match funding. The UKCLE will also act as an outlet for participatory institution recruitment, dissemination and guidance throughout the project. Possible travel to participatory institutions may be required and funds to support dissemination will be sought.
Please detail the experience and demonstrated capabilities of the applicant in relation to the listed expectations, requirements and essential criteria
The applicant has already conducted three cycles of online seminars to refine the current PBL scenarios and develop the assessment model with positive feedback from students. This model has been presented to two UK conferences (www.bileta.ac.uk and www.lawteacher.ac.uk) along with an invitation to present at an international conference in 2009 (www.cleaonline.org). The applicant has also given several presentations for UKCLE on creativity, e-learning and online seminars, which, along with membership of various editorial boards and associations, has built a network of contacts for collaboration.
Previous experience of embedding e-learning is widespread across other modules in law and criminology. Blogs and collaborative online resources have been embedded within negotiated study modules and honours dissertations, along with extensive use of RSS feeds for both staff and student resource management. The applicant is also involved in a collaborative project to look at Second Life with a departmental colleague, and has previously participated in Caledonian Academy activities (including leading a Reading Group on the topic of online seminars).
Please detail how the project will build on existing expertise of the applicant and/or School/Support Department
The project will enhance the e-learning strategy within the school and may draw from experience in the criminology subject group on their involvement in the C-SAP funded collaborative project referred to above, which was successfully embedded into the undergraduate criminology degree in the academic session 2007/08.
The applicant currently leads the School E-learning Group (reporting to the Learning, Teaching & Quality committee) and takes a pro-active role towards embedding aspects of e-learning in both the LLB law and BA criminology undergraduate degrees, as well as providing a lead on the development of an MSc Social Research student portal for masters students.
The applicant is also an executive member of the British & Irish Law, Education & Technology Association, and was responsible for planning and hosted their 2008 conference at Glasgow Caledonian University, editing two leading legal journals with selected papers from the conference.
Please detail how the project outcomes will have a high impact on students, the School/Support Department, and/or the curriculum
The project will build upon the current online seminars that are well received by the students. An international element will be created that will enrich and diversify the subject matter that is discussed by each group. It is anticipated that the students will engage fully and that a high level of interest will be generated as students are already familiar with electronic methods of communication. The curriculum will be enhanced by augmenting the international aspect and further discussion of the law in other jurisdictions beyond the UK. This may also impact upon student employability as students can evidence an international understanding of both the law and the ethical context, and perhaps widen their horizons for future employment or further studies.
The project will also be used to encourage e-learning within the School and the University on a variety of levels, using discussion forums (and other tools) to promote e-learning both within a module, and if desired, with a national or international dimension.
Please detail how the project will be evaluated in terms of its impact on learning and teaching
The student experience will be evaluated primarily through focus group discussion and anonymised questionnaires based upon the current evaluation methods in use. The group dynamics and interactions between students from differing jurisdictions will be evaluated through thematic analysis of some of the group discussions. This will identify how students identify and discuss materials, and indicate the areas where peer-support provided the solution to the issues encountered by groups.
The possible transferability and re-use of the model and PBL scenarios for other modules within the law curriculum will be looked at, along with use in other disciplines beyond law.
The project sustainability will also be evaluated to assess the long-term use of collaborative cross-institutional resources, staff issues and student ability (where student involvement may be across different levels of knowledge/ability).
The use of student material for research, and possible publication of their discussion in a written form (albeit anonymised) will require consideration of both data protection and confidentiality. The applicant currently chairs the School Ethics Committee and therefore may consider applying to the Caledonian Academy Ethics Committee to avoid any conflict of interest or bias that may occur on a school level. The project will continue to seek the informed consent of students to include their work in academic literature.
Please detail the plans for dissemination/embedding the positive outcomes of the project within the School/Support Department and/or institution
Dissemination within Glasgow Caledonian University will be through the school’s e-learning group and LTQ committee, along with seminars on a school or institution level. Output through the Caledonian Academy may also be included to assist with workshops both internally and externally. The UKCLE will also act as an outlet for the publication of best practice and guidance, as well as external seminars or roadshows in conjunction with BILETA and other conference/organisations with which the applicant is familiar and has a track record of previous attendance, presentation and publication.
References
[1] See http://criminology.pbwiki.com/ IEE+Project
[2] Jones, H. et al. Communicating Across the Atlantic: US and British Students Discuss Criminal Justice Issues, Issues in Information Systems, Volume VI, No 1, 2001.
[3] Jones, H. 3 Years of E-learning – the Guinea Pigs Bite Back! Learning and Teaching in Action, Vol 4 Issue 1 2005.
[4] Harasim, L. What makes onlinelearning communities successful? In: Vrasidas & Glass (eds.) Distance education and distributed learning, IAP, 2003.
[5] Harisim, L. Shift happens: onlineeducation as a new paradigm in learning, in: The Internet and Higher Education, Elsevier 2000.
[6] Putz, P. Communities of Practice: guidelines for the design of online seminars in higher education, Education, Communication & Information, Vol 1:2, 2001.
[7] Ge, X. et al. Pre-class Planning to Scaffold Students for Online Collaborative Learning Activities, Educational Technology & Society Vol 3(3) 2000.
[8] McIssac, M. Online Learning from an International Perspective, Educational Media International Vol 39:1, 2002.
[9] See http://asuonline.asu.edu/facultysupport/resourcecenter.cfm
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