Innovation

Education 578 International Teaching Assistant Program

Submitted by clarevdb on 27 February 2009 - 2:59pm

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Training in this program is open to all graduate students whose native first language is not English and those who are currently serving as TAs or will hold teaching assistant duties during Fall 2009 semester. Selection to to the program is based on the immediacy of the TA assignment and evidence of need, as determined by a 30-minute ITAP Language Assessment (ILA).

Course Number/ID:

EDUC 5780

Course Length (number of weeks):

Course Delivery Mode:

Hybrid/Blended (some face-to-face and some online interactions)

Average Number of Enrolled Students:

Between 30 and 60 students

Course Level:

College/University

Course Contributors:

Theresa Pettit, Faculty/Project Director
Clare van den Blink, Project Director
Kimberly Kenyon, Faculty/Project Director

Stew Marklel, Faculty
Stephanie Hanson, Faculty
Jody Gabler, Faculty
Nina Loney, Faculty
Pamela Pollock, Faculty

Eric Machan Howd, Admin/Inst.Design

Course Development:

The EDUC5780 course is designed to include a range of student activities and assignments to meet the educational objectives. Students record audio assignments each week, and video recording of teaching exercises. A key challenge for the course is how to easily submit this large collection of assignments, and have a way for faculty to provide feedback for each assignment. The course is designed with a range of assessment strategies from face-to-face feedback with instructors, online assessment of submitted audio & video assignments, and peer review. Students receive weekly feedback on their assignments and progress in meeting the course goals.
Another requirement of the course is to have students share their video with other students for peer review. Since the program consists of a series of courses, student assignments are retained and reviewed across several courses and several semesters. To meet these challenges, the Sakai OSP tool was selected. The portfolio features were critical to collecting and assessing student work. It keeps a record of student progress, and whether students are meeting objectives. Student artifacts include a variety of digital media files: audio files, MP3, WMA, video, Adobe pdfs and MS Office files. Using Sakai’s portfolio CLE allows students to use an electronic portfolio to collect artifacts and assists instructors in the creation of student-centered tasks. It provides participants with a portfolio of work that allows both instructor and students to monitor learner progress.
Since OSP is part of the Sakai learning system, the courses were able to seamlessly post assignments that were then submitted through the portfolio tool. A portfolio tool alone was not sufficient in meeting the needs of the courses.
A preliminary evaluation of International Teaching Assistant (ITA) students who participated in a pilot study affirmed that ITA students were using technology to enhance their language development, and that they believed that technology is an effective tool for improving language. Learner engagement and motivation are two important factors in an ITAs success. Offering ITAs creative ways to engage with digital media was at the forefront of the creation of the ITAP learning system. A small pilot study about the use of Sakai, found that Sakai CLE was a more robust system than other technologies. As a result it was implemented for courses in the program. A post pilot study evaluation tool was then used to assess the current pilot program. The focus of the evaluation was to examine the impact of this instructional design module on student's perception of their language gains. A method for comparing the oral proficiency levels of ITAs was built into the final analysis. Qualitative data was compared with quantitative findings to better inform CTE-ITAP's future initiatives.
The first phase in developing this course (and those across the program) in Sakai OSP was to define the learning outcomes and assessments within the curriculum in order to determine the design of the portfolio matrix. Much of this work had already been accomplished in the design of the courses themselves, so the focus of building the matrices was to settle on a consistent design of all four matrices, across all four courses in the program. Once that was determined, the last phase of course development was to adjust the courses and matrices within Sakai, according to the pedagogical principles and requirements of the program.

Course Delivery:

EDUC5780 is the first course that students in the ITAP must complete in the four-course program. EDUC5780, as well as the other three courses in the program, are delivered as ‘hybrid’, or ‘blended’, courses through Sakai’s portfolio CLE.
Incoming TAs whose first language is not English, and who are tapped to hold TA duties in an upcoming semester, are scheduled for a screening interview (ILA). Subsequently, they are informed of the program's purpose and assessment process. The screening of English language skills provides a critical juncture for the program. The level of spoken English, as well as listening comprehension skills, need to meet established criteria to assume TA responsibilities. The program assumes that if an ITA passes the initial language screening, then the ITA’s communication skills will be “successful” in the classroom. If an ITA passes the screening, then she/he can proceed as a TA.
If a student is required to take classes wirth the ITAP, he or she enrolls in EDUC 5780. The student is required to maintain of portfolio of all work: recordings of audio journals, oral and written reflective assignments, and video recordings of teaching practices/sessions. All of these artifacts are submitted to the Sakai portfolio matrix and commented upon by the instructor; the student also reflects upon their artifacts/learning throughout the course via the CLE and in small-group, face-face consultations.
At the end of the EDUC 5780 course, the ITA's level of language proficiency is re-assessed by an ITAP instructor. When ITAs have been determined to have “passed”, meaning they have successfully been able to communicate an Advanced Low level on the ILA, they are no longer required to participate in the program. If the ILA result is below the Advanced Low level, the ITA will be required to enroll in EDUC 5790. If ITAs reach the Intermediate High on the ILA (one level below Advanced Low), they can hold TA duties concurrent with EDUC 5790.
The method of course delivery is not only strongly ‘learning-centered’, but also heavily ‘assessment-centered’. The process of submitting ‘artifacts’ to a portfolio matrix, receiving feedback/assessment on those artifacts, supports research that shows that assessment-centered learning environments offer many opportunities for feedback and revision, and tie directly into the student’s learning goals. The strength of ITADP’s innovative design and use of the Sakai OSP supports that claim.
The final outcome of the program assumes that successful communication skills in a classroom will lead to an improvement in undergraduate instruction.

Communication & Collaboration Self-Assessment:

Excellent

Communication & Collaboration Evidence:

Communication and collaboration in this course are one of the most important aspects of the innovation. Students have a lot of communication/collaboration with their instructors regarding the evidence that they submit to their portfolio matrix. Students regularly meet with instructors, both in-class and through small-group conferences, to reflect upon their learning and their evidence. The frequency of adding learning artifacts to the portfolio and receiving feedback on those artifacts instills a large amount of assessment, regular assessment, in this course, so learner input and reflection are highly valued in the pedagogy behind the course design. Community building takes place outside and around the course, through the ITADP program itself. The power of this use of the Sakai portfolio CLE lies in the constant reflection, self-assessment and instructor assessment that students engage in on a regular basis.

Learning Material Self-Assessment:

Excellent

Learning Material Evidence:

Our self-assessment of the learning material in this course (andprogram) has found that students clearly understand the components,structure and roles of the Sakai portfolio CLE.
Students in the program reported that course interactions were easy,and that the assignments for completing their portfolio matrix wereclear and concise. The ‘hybrid’ model of delivering the learning(in-class and Sakai portfolio CLE) also gave the student moreopportunities to reflect upon their evidence and learning throughoutthe semester.

Learning Outcomes & Assessment Self-Assessment:

Excellent

Learning Outcomes & Assessment Evidence:

The overall goal of this project and, in part , the goal for this course, was to develop and implement a working prototype of a “Portfolio Learning System” for the International Teaching Assistant Development Program (ITADP).
Our self-assessment reiterated that the mission of this program is to enable ITAs to enter the Cornell classroom as confident instructors who can communicate their domain expertise in an interactive, student-led environment. Curriculum in four courses addresses instructional strategies as well as general language proficiency. In addition to coursework, students attend weekly small group tutorial sessions during which instructors work with participants to create an individualized plan for language development. The prototype was successfully created using Sakai OSP.
We found that the new portfolios enable ITADP students to create, store, and manage audio and video recordings for their assignments in all four courses ITA courses. If students are enrolled for four semesters, even with different instructors along the way, they can maintain the same portfolio throughout the entire period. As portfolios grow in size and quality, students gain evidence to document their progress in spoken English. The same goes for documentation of their teaching abilities. The system also enables instructors and program administrators to review submitted materials. Students have the ability to hone their critical thinking/judgment and problem solving skills through multiple means. Also, students are able to receive individual feedback on their learning progress through multiple assessment opportunities in the course. These assessments provide feedback to help students reach target levels with consideration of individual student's personal styles and needs.
At present, all sections and all courses with ITADP are using the online space. It has been the experience of program administrators and instructors that, compared to the “old way” of handling audio files through conventional e-mail, Sakai has “distinct advantages” and is more streamlined. No longer does the program have to concern itself with managing a large number of files, which now reside on an external server. In addition, shared artifacts eliminate the complications of losing files from individuals computers. The impact on the program’s workflow is great in that this course, and others in the program, reduce a lot of the administrative overhead so that the focus of the teaching and learning can be more about the ‘learning’ (teaching, student interaction, reflection, etc.) and less about the logistics of storing files, evidence, etc.

Course Look & Feel, Web Usability Self-Assessment:

Effective

Course Look & Feel, Web Usability Evidence:

The Sakai OSP course is designed to be clear and concise. We’ve strived to make the look/feel as simple and straightforward as possible. Students are only required to interact with the assignment tool and matrix (the main tools) to do their own work. The design enhances the presentation and communication of key information/content throughout the course. The design of EDUC 5780 mirrors the design of the other three courses in the program; this consistency enhances student learning throughout the ITADP program. Students also have the opportunity to build their own on-line portfolio at different points in the program which supports self-reflection and self-assessment.
When teaching staff were asked to elaborate on the strengths and weaknesses of Sakai, similar comments about its strength arose. Strengths included Sakai’s ability to track progress, its ability to store work over an entire semester (or longer) and its capability to “keep materials all in one place for easy viewing.” Additional comments included Sakai’s progressive feel and noted improvement over conventional e-mail. The instructor self-evaluation portion of this project/course found that instructors were generally satisfied with its innovative nature and especially liked the way Sakai was more accommodating to larger file sizes.
Additionally, when ITADP students were asked if they were satisfied with Sakai, a combined 62% of respondents replied "Agree" or "Strongly Agree". In the strength's section (open text field) of the online survey, 11 out of 15 students mentioned Sakai's effective matrix design and clear organization of information. Other strengths noted were ease of use, accessibility of files and ability to upload a variety of file types. In the weaknesses section (open text field), less than 1/3 felt the interface was complicated and the menu somewhat confusing.

Learner Support Self-Assessment:

Excellent

Learner Support Evidence:

Support for any innovative program is crucial. The ITAP has addressed this fact through a variety of support resources: a student-orientation session, a ticket-based software help system, a faculty training session and a support wiki. The Sakai OSP courses in this program contain a variety of resources and contact information and support documentation is created ‘on-the-fly’ when needed on a support wiki. EDUC 5780 users report great satisfaction with learner and instructional support.
The student-orientation session introduces students to the CLE as well as to the particular requirements for using the CLE throughout the semester. Courses also contain a web-link to a support wiki; this wiki contains step-step instructions on how to submit evidence to the matrix, trouble-shooting tips/tricks as well as extensive information about the OSP. The wiki is regularly updated with new information regarding the CLE. The ‘ticket-based’ help system allows us to track document fixes for future reference. In most cases, solutions to issues are also cross-posted to the support wiki for student/faculty reference. Students can e-mail support requests to this system at any time, and requests are usually responded to within a day.

Teaching Innovation:

Students in the ITA program are charged with making their teaching better. Reflective processes and features of this course enable students to attain that goal.
As illustrated in the ‘Learning Outcomes Self-Assessment’, we found that the new portfolios enable ITADP students to create, store, and manage audio and video recordings for their assignments. As the portfolios grow in size and quality, students document their progress in spoken English, as well as in teaching skills, over multiple semesters. The system also enables instructors and program administrators to review submitted materials.
The design of the courses in this program requires regular interactions between student and faculty. Administrative time savers are critical. At present, all sections and all courses within ITAP are using the online space. It has been the experience of program administrators and instructors that,that, compared to the “old way” of handling audio files through conventional e-mail, Sakai has “distinct advantages” and is more streamlined. No longer does the program have to concern itself with managing a large number of files. They now reside on an external server. Such self-assessment is clear evidence of ‘innovation’ making the teaching process more efficient and productive.

Innovation

Submitted by pearcen on 26 February 2009 - 2:03pm

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Course Number/ID:

ENTR 313

Course Length (number of weeks):

Course Delivery Mode:

Hybrid/Blended (some face-to-face and some online interactions)

Average Number of Enrolled Students:

Between 30 and 60 students

Course Level:

College/University

Course Contributors:

* Professor Mary Rose, Institute for Entrepreneurship and Enterprise Development,(IEED) Lancaster University Management School, (LUMS) Course convenor
* Mike Parsons, Entrepreneurial Fellow, IEED, Director of Innovation Original Mountain Marathon Ltd Course Convenor
* Adrian Fish, Software engineer, Sakai developer, Centre for E-Science (LUMS)

Course Development:

The course adopts innovative teaching and learning methods, which encourage boundary crossing through developing team working and individual reflection. A blended learning approach is used based on a Sakai collaborative software platform, the use of which was pioneered at Lancaster University Management School, on our two innovation courses, ENTR 313 and EBIN 504.

We identified a number of key learning and teaching challenges and these were embedded and resolved through the course design. These include:

1. Setting current innovation and management practice alongside theory.
2. Developing critical analytical skills to aid the understanding and evaluation of the business press
3.Motivation
4. 80/20 rule- moving towards sustained effort throughout the course from the norm where students put 80% of their time and effort around deadlines and examinations.
5. Active learning
6. Plagiarism

Our core curriculum hinges round the weekly analysis of innovation theory and of articles on innovation reported in the serious business press and other on-line media during the 10 weeks of the course. Innovation search and Innovation theory are the key components of every week of the course. Their discussion forms the foci of : group preparation and workshop interaction. This work is assessed (40% of marks for course) and the assignment is completed using the SAKAI wiki. The immediacy and contemporary nature of the innovations discussed, make plagiarism very difficult.

This course uses lectures sparingly. 'Inspirational' keynote lectures surprise and challenge at the start of the course and draw theory and contemporary practice together at the end while visiting,innovative entrepreneurs are invited to speak during the term. The emphasis is, however, on active participation by students. The blended learning approach, with its combination of VLE, online materials, group work and interactive face-to face workshops encourages active participation and sustained rather than spasmodic effort. From confining their effort to the week or two before deadlines, students have to work consistently through the term.

Individual motivation is fuelled by peer pressure derived from team working and the visibility of work within the SAKAI VLE -within and between workshops. An informal weekly recognition system of cookies or chocolate (or other low value token) for the best group performance has a remarkable motivating effect.

Individual learning is enhanced by peer to peer learning but is underpinned by an on-line personal learning log (accessible only to individual student and tutors). This is supported by course tutors, who use comments to coach students and help them with their personal learning journey. This non-edit log is assessed (60% of marks) and is kept on a week by week basis.

Our course represents a profound change in student behaviour and attitudes and indeed the prevailing 'dominant design' of conventional teaching and learning.

Our combined past experience informed our design choices and helped us support and manage the students' need to change. As Mike observed "Mary agreed to my proposal that I treat the students as I would employees during an extensive period of management change."

Course Delivery:

Through their experience of this course students develop personal, critical and collaborative skills which build their academic abilities alongside enhancing their employability and potential for developing their own businesses.

Groups of students learn how to form teams through negotiation, discussion, and observing other groups' success. The challenges of this course would be too daunting, and the work demands too high, for students to work entirely individually. Learning to work together to prepare for each workshop can be quite daunting and not without conflict. But learning to negotiate, to listen and to draw on individual strengths are vital to team success.

In embedding team working within the course we drew heavily on Mike's experience of introducing cell manufacturing in his old company Karrimor, in the 1990s. The change from passive, spasmodic individual lecture based education to active team based education is as much of a paradigm shift for students as shifting from batch to lean production is in manufacturing. The gains of the shift to team working, in terms of work quality, time and flexibility are very similar.

To succeed we provide a demanding, but informal work environment. Team working builds confidence and this is especially important for more diffident students. It continues throughout the term leading to a community of shared practice as the group of peers becomes a team.

Entrepreneurs are often guest speakers on courses in LUMS, but we are the only example where an academic and a businessman are joint course convenors, designers and deliverers. Throughout, students see us as a combination of experience. In course delivery this begins with our opening 'inspirational' lecture which we jointly deliver, using an approach which can be best be described as 'managed spontaneity' and takes the form of a dialogue. We use our differing backgrounds in industry and business history to illustrate the importance of collaboration to innovation and to show that 'to design for the future you need to leaf through the past' (quoted BMW) and so begin with surprise and the unexpected. The unusual opening poses more questions than it resolves and engages curiosity before the first workshop which introduces the practice of the course.

Innovation Search focuses on innovation articles appearing during the 10 weeks of the course and this brings an extraordinary freshness to the course each year. With common theory themes running through the course, the innovations discussed change from year to year. The development of an innovation search record through the Sakai wiki makes it possible for us to draw comparisons and illustrate diffusion patterns and changes.

Understanding of theory comes from use and from discussion and, in this course, the regularity of discussion between peers and with us, as groups prepare for workshops, post on the forum and analyse our responses in the workshops reinforces learning. By the end of the course students are able to link theories together and apply them with far greater facility than when they see each theme in an isolated weekly silo.

Communication & Collaboration Self-Assessment:

Excellent

Communication & Collaboration Evidence:

Peer to peer learning is one of the fundamental foundations of this course and it is embedded within the face to face workshops, preparation for workshops, and assessment.

Workshops

Students are taught in intensive two hour workshops of 25-30 (supported by the Sakai VLE) and are subdivided into groups of 6-8 students. Our aim is for these often disparate groups to evolve, through the processes of the course, into effective teams who function well on line and face to face. Students must form effective teams to achieve good grades, manage the workload and develop their performance as future employees.
They work together to :

1. Prepare weekly innovation theory (using materials posted weekly by the tutors)

2. To carry out innovation search, identifying an article on innovation, which is then discussed in the workshops.

3. Handle discussion with tutors and other teams during the workshops

4. Feedback overviews from workshop discussions during sessions.

Each group is assessed on a group Innovation Search assignment which counts for 40% of the overall mark of the course. An element of this grade (10%) links to overall group performance.

As a guard against free-riding, (often the major criticism of group work), the group mark is adjusted by individual peer assessment to produce an individual mark for each student.

If (as often happens) the individual peer assessment marks are the same for all students in a group then they are all awarded the group mark. Where there are variations the group mark is individually adjusted by the deviation from the group average.

Building collaboration and peer to peer learning

1. Choice of a distinctive group name is the first step to building group identity. Over the years the most memorable have been Sexy Porridge, Innovative Jugglers, Frog and Goat to mention just a few! Negotiation of a group contract helps develop mutual understanding, respect and practices. It is suggested that each group member draw up a list of 6 characteristics of effective group work, these are discussed within group to build understanding of meanings, commitments and expectations. The combined list becomes a group contract, which can be revisited and tweaked from experience.

2. Weekly group preparation for workshops builds habit and mutual understanding among students. Adapting practice to meet the workload leads to discussions around roles and knowledge sharing. The best groups adjust their work practice and share skills so that within a few weeks what seemed challenging has become manageable and enjoyable.

3. Collaborative software is not naturally collaborative - it is the way that it is used. The Sakai platform lies at the heart of this course. The workspace is the point of all communication and the tools are actively used throughout, with the Sakai Forum and Wiki tools being the basis of all group work.

Learning Material Self-Assessment:

Excellent

Learning Material Evidence:

All students have access to course space for all resources and a forum. Group work is facilitated by the use of the Sakai wiki where they work collaboratively in small groups to analyze current innovations. Each student also keeps an online academic learning log, which is private to the individual and to tutors. This allows the development a personal learning journey through the course, building understanding and crossing academic boundaries. Interactivity in workshops is often hard with multicultural groups, but is achieved through the confidence building that comes with peer and tutor support .

All background materials for the course are available at the start of the course on SAKAI, in resources. Weekly materials are made date specific in announcements and appear on the home page a week before the work is due. All lecture, workshop times and assignment dates appear on the calendar and are summarised along with contact information on the home page.

We introduce the students to the site and its resources on their laptops during the first workshop and invite each group to feedback their understanding of what is expected in an unusual and unorthodox course. This helps promote knowledge sharing across the course, allows us to reinforce their understanding and ensures the course gathers momentum quickly.

What do they get to get started on ENTR 313 when they go to the SAKAI site?

1 Course outline and annotated bibliography covering all themes on course
2 Overview of the key features of course
3 Guidance notes and grading criteria for Innovation Search and Learning Log
4 Short Powerpoint introductions to using Sakai tools. Currently these are visual only but we plan to embed Slideshare presentations with voice-overs for 2009.
5 Video made by previous year's students on their experiences and advice for new students.
All these are available in resources but, for ease of access, are included as permanent links on the home page.

What materials are available to support learning?

The materials are variable in form and approach and combine conventional written materials with videos, images, podcasts and Animoto video clips (vodcasts) all either stored or embedded on the course site.

Lectures

The few lectures are supported by Powerpoint. The lecture is recorded and after the session made available in podcast form. This gives students the opportunity to revisit them at their leisure.

Weekly Innovation Theory

The greatest variety in form comes with the weekly innovation theory materials, used by the student for their preparation. The core materials are summaries of key academic debates around theories addressed on the course.

Vodcasts are used as introductions, capturing the key themes, pointing to links between topics. By combining images and sound, they are atmospheric, inspirational, aid retention and provide a memorable impression before students start work on a topic.
The materials themselves provide syntheses of key academic literatures and are supplemented by podcasts and video clips. The students discuss them in their groups before handling a set of questions for their weekly pre-workshop forum posting.

Learning Outcomes & Assessment Self-Assessment:

Excellent

Learning Outcomes & Assessment Evidence:

The course has been developed around the idea of a learning journey based upon a combination of peer to peer learning, dialogue with tutors while the learning log is based on a coaching approach, where comments normally take the form of questions and suggestions for further thought. Interactivity, between individual students, between groups, between students and tutors, between the tutors and between tutors and Adrian Fish, the Lancaster University Sakai developer, is one of this course's core objectives and it is achieved in a number of ways.

The use of weekly group work embeds peer to peer learning in the regular practice of the course while leaving the students free to choose how and when they communicate. The weekly posting provides a regular prompt for interaction with tutors who comment on the findings and base the workshops around the comments.

The workshops, although carefully structured around Innovation Search and Innovation Theory, are informal and lack formal presentations which can kill discussion through 'death by PowerPoint'. Innovation Search is handled by groups introducing their chosen article and responding to questions by the tutors around the type of innovations and potential barriers to diffusion. Students are encouraged to conduct supplementary internet searches as needed. Similarly the theory session involves a resume of the findings, based on the posting followed by in session group work and feedback.

The weekly innovation theory postings on the Sakai Forum becomes a resource for the whole course. Students refer back to their weekly work in developing innovation search and their learning log.

Interaction with tutors is also facilitated between individual students and the tutors through the learning log and personalised by the photo profiles which accompany each posting. The balance between team and individual working is achieved through assessment. Innovation Search is a group assignment designed around the Sakai Wiki and the learning log an individual assignment.

One of the biggest challenges facing the Google generation is developing an ability to interpret and evaluate materials they find on the Web. The accessibility of information does not convert it into knowledge. On Innovation Search we help students develop their critical research skills by getting them to analyse articles that appear on the web during the course and set these against theory.

The individual learning logs give students the opportunity to design their own learning route through the course. The guidelines lay out a set of clear pointers and gives examples of good practice, but the shape of logs is up to the individual students. Outstanding logs have included one student who had set up his own business and analysed his business experience using the course theory.

This is an exceptionally demanding course for final year undergraduate students. Success requires change in working practice thinking, to move away from compartmentalising knowledge. By showing a student film we demonstrate the high expectations of participation in the first week of the course. The workload is high, but manageable with good team working.

Course Look & Feel, Web Usability Self-Assessment:

Effective

Course Look & Feel, Web Usability Evidence:

We have tailored the home page of the site with a course logo and basic information to welcome students to the course, introduce them to the approach and navigate around the site.

Tools have been renamed to suit the needs of the course. Our use of the Sakai announcement tool to deliver date specific materials at a pre-determined time through the term is especially appreciated by students.

We are conscious of ways that we might simplify the home page further by use of the web content took for guidelines and course outline. We plan also to embed short 2 minute Slideshare 'how to' presentations to help students get started.

Learner Support Self-Assessment:

Excellent

Learner Support Evidence:

The guidance notes for this course are extensive to provide a reference point for students starting out and refer back to. Merely reading materials relating to an unfamiliar set of processes is not enough however. In our first workshop each year the students discuss the guidelines for the different elements of the course- Innovation Search, Learning Log, weekly theory, preparation and interpret and feedback to the whole group. Innovation Search is a staged assignment.

We introduce the students first to the idea of a weekly search for innovation articles. This gets them used to both the search and research process and also to simple use of the Sakai Wiki. Mid term, we get them planning the main assignment and support this by both a face to face session and by putting a sample wiki on the site, reminding them of the criteria and showing an example of what their assignment might look like.

Since part of the credit is for their originality of design and interpretation we do not give them a template. We use the very last workshop session of the term to get each group to feedback to us their choice of article and analyse with them the potential strengths and weaknesses. This means we and they are confident to proceed to develop their assignment, it also gives groups further opportunity to learn from each other.

Tutors have access to the student's group spaces as a support mechanism but only intervene when it is clear that a problem is arising.

Teaching Innovation:

The Sakai Wiki became the vehicle for transforming innovation search into a group assignment. Our original course design involved group work but all assessment was individual. We were cautious of introducing group assessment without a transparent rationale, good incentives, a suitable platform and mechanisms for dealing with free-riding. Testing out the wiki tool provided the inspiration for the shift. A paper based weekly activity and an individual essay became an imaginative and creative group project based on the Wiki tool. Innovation Search is entirely marked on line and we give external examiners access to all workspaces.

The adaptation of a blogging tool reinforced the existing pedagogy.Our course development and design has depended upon collaboration and this has been enhanced as we moved to Sakai by an ongoing dialogue with Adrian Fish. A provisional Sakai tool, the Blogger was adapted for us as personal learning log. Our use and student/tutor feedback has fed back into the tool design process creating a virtuous development circle bringing improved functionality for students and tutors. Combined with a 'People' tool including images of posters, the learning log provides personal learning space which can be easily supported by tutors. The tool was discussed by Adrian in 2008 http://www.cpm.jussieu.fr/CPM/activites/visioconf/sakai_conf.htm

We also print from the 'people' tool to help us quickly learn names during workshops, something especially appreciated by students unused to being recognised by name.

Unpredicted benefits

Motivation from peer pressure came from the visibility of group work during workshops. The Sakai platform was actively used throughout and created an atmosphere of healthy competition in the workshops, that was quite simply infectious.

For students working in a second language, the combination of peer support from team-working and the Sakai wiki and forum tool built confidence and led to much greater levels of interactivity than is normal in multicultural groups.

Finally the Sakai platform was liberating for us as non-technical users. With good technical support and advice we felt empowered to develop and adapt the platform for our needs.We continue to use student feedback as a means of improving the course.

This year short 'vodcasts' using images and MP3 voice files were used to provide brief introductions to each workshop to help the students focus before their preparatory work. We developed one for each week of the course. The following example was Introduction to course. This is an example linked to a workshop on Mass Collaboration. That these can be embedded within Sakai tools greatly increases their impact.

The following video, developed by a group of 2007-8 ENTR 313 students for their peers this year has been invaluable in helping students adapt to the course processes. Mike's comment to them when he saw it was that as an employer, if he saw this film he would employ any one of them.

Screenshots notes:

1. Course Home Page 2. Example of Weekly innovation Search 3. Example of Innovation Search Stage 2 4. Group Wiki for Thousand Island 5. Sakai in use in workshop 6. Knowledge sharing and collaboration outside workshop 7. Tutors can see at a glance who has posted and when 8. Example of student's learning log personalised by a photo. 9. Examples of comments on student learning log 10. Mary Rose and Mike Parsons launch of their book, Invisible on Everest, May 2003

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