Temporary Examples

This page holds temporary "place-holder" examples while we await fully-elaborated ones - ideally from other projects in the JISC Design for Learning programme.

Problem-based learning (Law)

Sector: HE (undergraduate)
Subject area: Law.
Summary: This example introduces law students to problem-based learning. It encourages them to collaborate in reasoning and problem-solving tasks using a wiki.

The example in detail:
Students work in small teams to research their answers to the tutor’s questions. e.g. they “Post a paragraph saying I’ve been looking into this aspect of the question and I’ve used this resource and this Website, and from that I deduce that part of the answer is such-and-such, and then another student comes in and says well I’m not sure about that because I’ve found this Website which says something slightly different, and they edit their response collectively, which turns out to be more efficient than using a discussion, because you’re working directly on the text, the answer itself rather than a whole series of discussion postings.

Collaborative writing (English Literature)

Sector: FE
Subject area: English literature
Summary: The example is intended to as a revision aid by encouraging students to collect their ideas about the text, then organise and represent it.

The example in detail:
You can read about this example in a  paper by John Webber presented at the JISC Online Conference: Innovating e-Learning 2006.

Using a wiki to develop research skills

Sector: FE
Subject area: General research skills for online learning
Summary: The example is intended to help students on an access course reach a shared understanding about a particular topic and to improve their research skills using a wiki.

The example in detail:
You can read about this example in a  paper by John Webber presented at the JISC Online Conference: Innovating e-Learning 2006.

Introduction to modelling

Sector: HE (postgraduate)
Subject area: Social science, although suitable also for zoology, economics and other complex systems.
Summary: This sequence introduces students to the principle of building computer models and games. It includes a strong collaborative element, as students are invited to share their ideas and the models they produce (even though they actually create their models individually).

The sequence in detail:
This is where we will get into problems of linking and representation! For now, here's a screenshot of the LAMS sequence to act as a placeholder.