1. Alex Sims Josie Wirjapranata Neda Zdravkovic
Online learning environments for large classes in a compulsory commercial law course
Alex Sims
Josie Wirjapranata
Neda Zdravkovic

2. Setting the scene Large compulsory course:
If you want to walk out with a Bcom you need to pass COMLAW 101
Large numbers – up to 1000 per course (split into 2 streams for lectures)
Offered three times per year (summer school is only half the length of the other two semesters)
English as an additional language for a very large proportion of students

3. Setting the scene (cont)
Perception (unwarranted) that the course is:
too hard
boring
Two librarians (one from law and one from the main library) offered to help create an online interactive/problem solving tutorial/module for students to use in their own time and at their own pace
This module is the result of those efforts (joint work between the librarians and me and a few others)

4. Not my idea to have this video up (let along made)– but the librarians were determined to have it there!

5. Features
Text is at a minimum (will see that as we go through the presentation) – students don’t like to read! (Although you can’t please everyone as some people have asked for more detail)
The quizzes (with comments on why answers are correct or incorrect) are the most popular feature – almost all questions taken from old test questions. Indeed students want more and more of them – but there is a danger in quizzes

6. Example of a quiz

11. Features Information is delivered in a variety of ways, ie: Text
Photos
Cartoons
Videos
Diagrams

12. Photos

14. Photos

15. Cartoons

22. Videos

24. Diagrams

26. Features (cont)
Not meant to be just a one way delivery – ie ethics questions

30. Features (cont)
Students (and others) are encouraged to post feedback, pages have a comment section – most comments have been on the quizzes

33. Challenges
The main people involved in the creation of the module had not used Coursebuilder before
Didn’t appreciate the amount of work involved – were only covering about 4½ hours of material!
Example of workload – creating the glossary of key terms – first cut done by librarians, but I had to go back and essentially rewrite the definitions as most had been taken from dictionaries and were explained in too high a level for the weakest students – also glossary crept into later parts of course and examples used

35. Challenges
Very practical issues of how to present the material in a logical and concise way – ended up with two main ways of navigating the module, through:
Mind map
Tabs (some tabs down right hand side – others along the top etc)

41. Challenges (cont)
Actually getting students to use it! Feedback from students who had used it was extremely positive and they wanted the module extended to the rest of the course
Resourcing an issue – would be great to get a learning technologist in
Facilitating discussion amongst students

43. Reflection May be a little too busy – but good first attempt
Not really launched and promoted as well as it could have been for the first semester it was used for
Bit too optimistic in what could be achieved, was meant to include problem solving – hopefully in next iteration