Accessing and Networking with National and International Expertise is a phase 3 FDTL funded collaborative project between the School of Theatre Studies and Centre for Academic Practice at Warwick and the Drama Department at the University of Kent at Canterbury.
Now into its final phase, ANNIE has been piloting innovative approaches that make use of distance technologies to integrate teaching led by remote experts with creative and collaborative learning activities of groups of students in the classroom or online.
The project has successfully established over ten case studies that offer good practice in enhancing student-centred and collaborative learning through videoconferencing and online learning support. The outcomes while of generic value are likely to have the great impact in practice-based and visual disciplines, of which the performing arts is one example, where the effective application of technology for sharing and discussing performance is a challenging area. Materials have been produced that offer good practice guidance in the form of generic guidelines and dos and don’ts tips, specific case studies, media-rich exemplars and project implementation advice. These will shortly be made available on the ANNIE project website.
Antiquity Related Collections Harnessed for Educational Scenarios - ARCHES funded by the JISC under the Exchange for Learning programme, is a collaborative project between the School of Theatre Studies, Centre for Academic Practice at Warwick and City College Coventry.
ARCHES will support and link institutions, departments, courses and modules as they introduce, evaluate and disseminate exemplary, transformative and innovative pedagogy through re-purposing new and existing collections of digital resources pertaining to ancient Greece and Rome.
ARCHES is a collaborative project between the University of Warwick’s School of Theatre Studies, Centre for Academic Practice and IT Services elab together with City College Coventry. The project, which starts in October, has been funded by the Joint Information Services Committee (JISC) under the Exchange for Learning Programme (X4L).
Over this two year project, ARCHES aims to imaginatively re-purpose an exciting range of materials on ancient Greece and Rome between three educational contexts (FE, HE, and an International Online Resource), three subject areas (Theatre Studies, Classics, VR Modelling) and seven modules. Using a variety of delivery modes in modules over a range of learning levels in FE and HE and beyond, creative use of these resources will transform aspects of traditional pedagogy and introduce innovative teaching practices.
Arising from research projects led by Professor Richard Beacham and Dr Hugh Denard in the School of Theatre Studies, the project will make available for national use a substantial new collection of Virtual Reality objects relating to Greece and Rome prepared by the University of Warwick over the course of five years. These objects will be of immense value to disciplines such as Classics, the Performing Arts, Art History, Architecture, IT Modelling, and others. No other VR objects of such high quality or pedagogical value currently freely exist in the public domain. Moreover, enabled by a number of recent grants from the University of Warwick, project members in Classics and Theatre Studies have created a collection of 1,500 original digital images of Roman artefacts. Through this project, these two collections will become freely available to FE, HE and international educational sectors for the first time.
Lecturers from the academic departments across the Warwick and City College Coventry, will working collaboratively with educational developers and technologists from the Centre for Academic Practice and the ITS elab to:
- Collate and catalogue electronic resources within an appropriate metadata scheme;
- Create an online database that tutors and students can both search and browse, and which will seamlessly deliver resources to technically- and educationally-diverse environments;
- Explore ways in which the resources can be re-purposed for a variety of contexts and modes of delivery, and integrated in exemplary fashion into actual teaching practice;
- Implement and evaluate the effectiveness of the pedagogical and technological approaches;
- Systematically document and reflect on these processes in each learning context and extract outcomes that have value for and impact on HE and FE sectors as a whole;
- Incorporate in the collection descriptions of effective learning interactions and user experiences;
- Diseminate project resources and outcomes through generic and subject-specific channels.
It is hoped that the work will provide in a broad sense valuable models for repurposing electronic resources for use in teaching and learning. The technical architecture for submitting educational descriptions of the resources and providing effective access is one area the project will need to address during the first year. It is hoped this will produce a facility whereby staff and students alike can:
- search or browse the resources as thumbnails in a web environment
- choose a selection for their own project or teaching purpose
- save these links to a file or within a web page
- annotate, discuss, edit and so forth the data and metadata descriptions shown, and then
- save this personal collection for publishing to the web.
In the second part of ARCHES, lecturers and students in departments across the two institutions will create and deploy these collections for use in a variety of educational scenarios that span a range of different learning contexts within HE and FE. A large number of exemplar collections will be produced that can illustrate and inspire others for their own institutional and teaching contexts.
Dr Hugh Denard, School of Theatre Studies
Tel: 024 76573100/76524146 Email: H.Denard@warwick.ac.uk
Dr Jay Dempster, Centre for Academic Practice
Tel: 024 76524670 Email: Jay.Dempster@warwick.ac.uk
Over the next year, continuing work of the TELRI Project funded under the transferability phase of TLTP3, is looking at implementation of innovative approaches beyond the individual academic, which was the focus of the original three-year project. This new aspect of work tackles the development of effective institutional strategies for the organisation, planning and evaluation of technology-enhanced learning, building up the capacity to respond to educational innovation in terms of “readiness to implement”.
The Centre for Academic Practice here at Warwick is working in consultancy with Coventry Centre for Higher Education Development (CHED) with seven HE institutions: Warwick and Oxford (the original TELRI consortium), Southampton (an original partner) and additionally Manchester, UMIST, Sheffield Hallam and Bristol.
In association with the transferability project, the Generic Centre of the Learning and Teaching Support Network, a national support service for Higher Education, has agreed to fund the preparation of an evaluation framework that will draw out lessons learned from a number of national projects that TELRI can utilise for its work with institutions. This will precede the TELRI transferability work and strengthen the value of our outcomes by providing a broad basis from which to explore the transferability of implementation and embedding approaches. The work will extract, review and analysis factors in embedding learning technologies at institutional level from the experiences of previous national ICT related projects, such as those funded under programmes such as the TLTPs, FDTL and the Scottish initiative SCOTCIT. A consultation exercise will provide a means to inform policy and practice in future funding programmes of this kind.
Some institutions wish specifically to implement research-based learning and teaching approaches (TELRI), while others may choose to operate at a broader level of supporting educational development. There will be some opportunity for participating institutions to share and discuss experiences and approaches and, where appropriate, to make use of the LTSN Subject Centres for discipline-related aspects of developing practice.
The HE institutions participating represent a range of different institutional contexts and as such generic lessons learnt should be transferable to other institutions.
The Power of Portals:
More colleges create Web services that can be customized to help students and professors By Florence Olsen
(Chronicle of Higher Education, 9 August 2002)
Dozens of schools are deploying wireless networks and turning students loose. As corporations move tentatively toward going airborne and consumer wireless service startups wink in and out of existence, students at many colleges are eagerly embracing life untethered, and creating an environment ripe for explosive innovation.
(Wired magazine, October 2002)