eSIGs or Pandora

1
eSIGs or Pandoras Box?Tools and techniques for
managing complexity through independent and
interdependent learning in virtual groups

• Jim Gilligan
• CEMS, UWE Bristol
• jim.gilligan_at_uwe.ac.uk

2

• Modularity plus popularity led to complexity.
• e-Commerce module recruited 200 students spread
  from humanities to business school to software
  engineers.
• Option 1 Prerequisites and multiple modules?
• Option 2 Use technology to encourage
  interdependent/independent, facilitated learning?
  e-Special Interest Groups.

3

• Special Interest Groups
• Weeks 1-3 Directed literature review, SIG topic
  proposal and subscription.
• Weeks 4-6 Negotiation of individual assignment.
• Weeks 7-12 Collaborative Self-Interest
• Individual SIG topic assignment 50
• SIG component in exam 25
• Core taught programme 25

4

• Choice of Tools VLE
• Good news content management
• Bad news poor interactivity
• Tutor centred or student centred?
• Administration or education?

5

• Choice of Tools Basket of student centred
  products
• Yahoo Groups
• Instant Messenger
• Mobile phone/SMS
• Webcam videoconferencing
• Blogs
• VLE for core material content.

6

• Changing role of the tutor
• Shift from teacher to facilitator
• No longer chooses syllabus content in advance
• No longer distributing knowledge but becomes a
  partner in learning
• Changing role of student
• Shift from dependent to interdependent/independent
  learners
• Loss of structure, boundaries, authority.

7

• Works well
• Level 3 undergraduates comfortable with
  environment
• Students who see themselves as early adopters
• Staff who see themselves as partners in learning,
  early adopters and readily available.
• Not so good
• Postgraduate overseas students unfamiliar with
  environment, learning approach and cultural
  differences
• Staff who see themselves as traditional
  teachers, presenting materials, scheduled office
  hours, etc.

8

• eSIGs where now?
• Increasing student demand for structure
• Business computing students less likely to be
  early adopters (shift to media)
• Need for staff training in what it means to
  facilitate an eSIG.
• Detailed research into student response
• Need for flexibility which sometimes means the
  opposite of what is expected!