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