Interesting final ALT keynote from Peter Norvig of Google. Benjamin Bloom, the pioneer of learning objectives, found that classroom teaching is only two standard deviations in test performance away from the ideal of one to one dialogue with a tutor.
According to Norvik, the nearest we can get to that ideal is to give the students challenging projects, which they work in teams to solve. The tutor acts as a facilitator, giving advice and providing materials. He gave the example of Olin University where engineering students work on design projects from the start of their studies.
While this approach does foster independent learning, I have some doubts that it suits all students, in all subjects, in all contexts.
September 7th, 2007
The UCD School of Geography, Planning and Environmental Policy ran a pilot, large class teaching project with their first-year students in the second semester. The students used Moodle, a Virtual Learning Environment (VLE), similar to Blackboard, to investigate major themes in Human Geography. Dr Niamh Moore and Dr Mary Gilmartin of UCD Geography took a blended approach, mixing lectures and online activities. Their aim was to foster active learning and the development of generic skills in communication, teamwork and IT among the students. They also hoped to increase participation and reduce isolation among the class of approximately 400 first-year students.
The themes selected were Global Commodities, Heritage and Development, Environment and Development and Landscapes and Migration. 
A topical case was used to explore each theme, namely, the Coffee Trade, Tara and the M3 Motorway, the Corrib Gas Pipeline Development and Emigration and Immigration in Ireland.
The students were divided into groups of eight for online activities. Each group studied all four cases. Groups had their own chat rooms and discussion boards for communication. Tasks included creating a class glossary, worth 20% of the module marks, and producing a range of individual and group assignments. For each case study, two assignments were required. These included creating a class glossary, worth 20% of the module marks, and producing a range of individual and group assignments. For each case study, two assignments were required. These were worth 5% and 10% of the module marks respectively. The lecturers were supported by twelve tutors (postgraduate students) who helped manage communication within the groups and conducted tutorials.
The content was developed by four undergraduate students over a six-week period. The students compiled and created content including web links and audio and video material, such as music and an interview with one of the Rossport Five.
The project was seen as a general success with a marked improvement at both tutorials and lectures. The end of year results suggest that students who engaged fully with the module and submitted their assessments had a greater opportunity to score more highly than in the traditional exam system. However, the corollary was also true. A small number of students who did not engage with the assignments and material scored very low grades, as they did not have the terminal exam as a safety net. Evaluations are currently being analysed but would suggest that students had a generally positive learning experience, developed social networks and bonds and achieved deeper learning.
This project will be continued next year and will be fine-tuned based on the results of the evaluations from students. A second year module in Cultural Geography will adopt a similar approach in 2007/08 and will act as a follow-on for the students who successfully completed Introduction to Human Geography I (People and Places).
The Large Class Teaching Project on Human Geography can be found at http://moodle.ucd.ie/.
My thanks to Dr. Niamh Moore for her assistance with this article.
Editor: Niall Watts, Educational Technology Officer, AVC. IT Services. Ext 7035
The views expressed in this article are the personal views of the author and do not represent the opinion of University College Dublin.
July 27th, 2007