Stories and Streams

Jon Hickman, Jennifer Jones and Paul Bradshaw, Birmingham City University & University of the West of Scotland

The problem.

Employability.

is this in the exam?is this in the job?“

Consumption.

Collaboration:stories & streams

No more lectures

First 30 mins: role groupsMiddle 90 mins: streamed workshops ...& last 60 mins: investigation workVLE: Moodle, forums per story/roleBlog feedback

'Owning' the learning experience

Workshop topics by vote, and opt-inEmphasis on learning through mistakes and feedbackRole responsibilities and team management - not generic experienceP2P learning across & within groups

 

Week by week work makes it easier to keep on top of the assignment

which means less stress and helps your motivation

“

What worked?

Significantly high quality group workAvoiding 'stories' More independent learning (e.g. FOI)More learning from peersRoles allowed for better "focus"Abandoning technical focus; soft skills

From fellow students I have learned skills that other modules cannot teach. For example, learning how to manage and work with difficult

people or those who do not want to do as well as you.

“

Because people are different I got more from other students who

had different opinions to mine. Hence I got to think in a different

way than I usually do.

“

What didn't work?

Competitiveness undermining P2PUnequal contribution, e.g. Editor roleRole groups not being 'quorate' Lack of role clarityIntegration of alt media class

Outcomes

Identify non-productive studentsUp-front resources on roles, alt mediaRe-order: investigation groups firstLower weighted 1st assignment

Questions?

Module reflections: bcumedia.com/storiesandstreamsStudent investigation blogs: http://t.co/ZNPnVqwM