Tag Archives: virtual

POSTER – Developing student engagement through online narratives: the Cambridge Literature Timeline

Elizabeth Tilley & Charlotte Hoare
@LibTil / @kclapk

Parallel session 2,  Thunderstorm 2.1 – POSTER

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Poster Outline
The timeline is a visual online resource populated with ‘stories’. The purpose of the timeline is to provide students with a resource that encourages knowledge and understanding of literary context. It is populated by library staff and students crowdsourcing the timelines, both in and out of the classroom.

The Cambridge Literature Timeline was developed for undergraduate students studying English Literature. Over the course of three years students will study all periods of literature from Medieval to Contemporary, and therefore placing authors within an historical context is crucial. What was happening around them when authors were writing is likely to be crucial to understanding and interpreting the literary content eg studying Alexander Pope without being aware of wider philosophical debate in the Enlightenment Period would be to their detriment. Examiner reports from the Faculty of English indicate that students regularly fail to understand the historical and literary context within which the author they are studying falls. Students themselves recognize that this information will help them, and frequently spend time creating their own timelines. An online timeline would provide a resource that they could return to time and again, and would be available for all students to access.

The software used for the timeline is tiki-toki and through the account we were using we could add student groups for editing content. Ownership of the content in the timeline – in order that the students would find information relevant and useful – led us to setting up scenarios where they could crowdsource the timeline (whether virtually, or as a group activity).  Content would be moderated by library staff, and the timeline regularly promoted at the beginning of new courses. The results of the face-to-face crowdsourcing sessions along with subsequent engagement with the timeline will be presented in this poster along with examples of the student’s work.

We considered that the timeline could be used in a number of different ways with students and that the idea of crowdsourcing content in this manner could be utilized by others.

 

2012 Virtual meeting and tutorial spaces

Melanie Levick-Parkin

Design is traditionally a studio-based subject and thus design education has also always centred around the physical creative space. This space has not just been important for the physical production of things, but as a joint thinking space. Modern Universities room utilisation systems and hourly based timetabling have made the time and space available for traditional studio teaching very sparse and the issue affects subjects far beyond the studio culture of art & design. 

This problem is not unique to the design discipline, because many subjects have at their core creative processes, which need mental space to flourish and make joint physical space desirable.

To the uninitiated any creative process can seem quite unproductive and unfocused at times, and it is sometimes difficult to argue for the need to have space for students to just be in and for teachers to drop in on.

So teaching and contact has had to become very focused and compartmentalised and all other activities such as production and ‘creative idling’ have to be taken elsewhere.

This creates a physical and mental distance between the teachers, the students and their peers, and severely limits the times and spaces in which feedback or exchange can occur. 

Is it possible to use the digital realm to create spaces where this contact can take place in a more responsive, organic way, more sympathetic to the creative process? Will students participate and take advantage of the space and the extra contact offered and will it have an impact on their achievement and learning experience? With Case study example to discuss

D7 – (EN56, EN11, EN22, EN28) 15.30