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What were your expectations and aims for the module?
The rationale for using the VLE was based on the two third year cohorts that I was teaching on this module, which had very different backgrounds – archaeology and biology. The course environment aimed to serve as an interface between the two, and that’s why the VLE was so attractive. As Instructor I can direct the student learning experience in different ways, which I can’t do in standard web-based courses.
The aim was to make the archaeologists aware of the potential of biological studies and vice versa. I wanted to have biologists tackle the archaeology questions, and the archaeologists pick up biology techniques.
How is the module unfolding relative to your aims?
The initial up front costs are quite high, in terms of the question writing. But students got a lot out of it – a lot more if they are required to do the background work. The module has forced both groups to think more deeply about the subject, and to cover areas which they wouldn’t normally cover. It stretched them to tackle different questions and issues.
My expectation of the level of computer awareness amongst archaeology students was too high. I assumed that every student is computer literate. If we run the second year course, I will go through the VLE with them before the module starts.
The introduction of Safe Assignment (SA) made a big difference. Students were aware that I was using the tool to check their work and this was very helpful. This was an extra, and although no plagiarism was detected, I was able to hand back the SA reports in class and discuss them with students.
What plans do you have for your future modules?
I will encourage second year students in the new module that I am preparing to develop their own wiki pages. They will do it all, and be given blank pages to develop their own work with instructions on what to do. They will build components of the wiki, demonstrating their understanding of key concepts such as DNA, chronology. They will build these pages in parallel to the running of the course.
If students create web pages and their own structure, they will become much more involved in this. So, I am enthused to try this approach next year and let students take ownership of the tools.
Next Steps
- Contact Matthew via email at mc80@york.ac.uk
- Contact the E-Learning Development Team via email at vle-support@york.ac.uk