1. Using technology to support learning through group work Bland Tomkinson Visiting Lecturer, School of MACE

2. Project Managing Humanitarian Aid Part of MSc Management of Projects Programme Arose out of “Interdisciplinary Sustainable Development” module (MSEC) Collaboration with Keele & Staffordshire funded by NTFS

3. Project Managing Humanitarian Aid F2F PBL - social constructivist approach; No formal lectures; Handbook to provide supplemental information and exercises on group processes; Small, interdisciplinary groups (~8 students); Tackling four “wicked problems” (scenarios): all assessed formatively, last two summatively; Discussions facilitated by postdoc/PhD student; Group, individual and peer-assessed reports

4. Project Managing Humanitarian Aid Developments Issues of scalability and logistics; Feasible for Distance Learning? Technology elements introduced gradually over 3 years; Move to design entirely online unit.

5. Online Groupwork PBL? Example scenario Agro-forestry in Mali Evaluate BLF funding project proposal Links given to journal articles about projects in Cameroon No face-to-face collaboration Only online collaboration allowed.

6. Structure & Tools Information Collaboration and Communication Assessment Online briefing material Screencasts/videos News websites Documentary (BoB) Group discussion forum File exchange Group Wiki External eg Facebook, Skype Group Wiki report Reflective journal Submission through turnitin Peer assessment

7. Information Introduction to Humanitarian Aid Projects [video] http://www.youtube.com/watch?v=t5hVrF2DuGs Critical concepts –Reflective practice [screencast]

8. Collaboration Supplementary exercises online to aid group processes; Use of external collaborative tools.

9. Assessment Online submission of group and individual reports, some using wikis; Individual reflective reports compiled from blogs (?); Peer assessment using MCQ fed into spreadsheet.

10. 10 Nominal Group results - positive + Interactivity; + Learning by doing; + Skills development; + Real-life problems; + Working with others (across cultures).

11. 11 Nominal Group results - negative -BlackBoard dysfunctionality; -Unclear requirements; -Wiki not user friendly; -Group dynamics; -Difficulty of managing diversity of opinion; -Time!

12. 12 Examples of questionnaire feedback Q7. My group used additional online tools (e.g. Facebook) to collaborate online. (14/15 agree) – Facebook:11 – Skype:12 – Email:12 – Mobile Phone:5 – Google Docs:1

13. 13 Examples of questionnaire feedback Q9. I prefer meeting online to meeting face- to-face. (3/15 agree) Q10. I contributed more to the online discussions than I would in a face-to- face meeting. (2/15 agree)

14. Examples of questionnaire feedback Q7. My group used additional online tools (e.g. Facebook) to collaborate online. (14/15 agree) Facebook:11 Skype:12 Email:12 Mobile Phones:5 Google Docs:1

15. Examples of questionnaire feedback Q9. I prefer meeting online to meeting face-to- face. (3/15 agree) Q10. I contributed more to the online discussions than I would in a face-to- face meeting. (2/15 agree)

16. Conclusions Limited success – All groups collaborated and submitted. – Effective group communication part of the challenge. – Acceptability increasing over the years. – Some students cheated – used communication tools to set up face-2-face meetings. Lessons learned – Allow students to choose own tools.