Law and Public Administration are the safety net and contextual framework for journalists. These ‘unsexy’ and content heavy subjects, leave many students struggling with the concepts and often it is only after examinations lecturers recognise the full extent of student incomprehension.
How to teach and assess weighty, content-heavy units whilst effectively ensuring students assimilate and understand the material’s complexities, overcome fears of examinations, boredom and lack of engagement has challenged many educators.
Harnessing the ubiquitous technologies of blogs, a Virtual Learning Environment and test authoring software, students are working as individuals, and collaboratively with peers and lecturers to develop situated learning, mutual knowledge and develop effective formative and diagnostic learning which engages them and increases their involvement. Students are empowered, writing their own examination papers on an ongoing, progressive basis throughout their course of study, reinforcing their learning and turning them into educators of themselves and others.
This simple but effective approach supports both learner and tutor. It is an organic, ubiquitous process of learning being developed with learners who find increased knowledge and enhanced understanding of how they learn, which is leading them to apply this approach to other areas of study.
|Keywords:||Ubiquitous Learning, Content-Heavy Learning, e-Assessment, Overcome Examination Fears, Increase Engagement, Blogs, Situated Learning, Formative and Diagnostic Learning, Virtual Learning Environment, Test Authoring Software|
Senior Lecturer Journalism, Journalism and Communication, Bedfordshire Institute of Media and the Creative & Performing Arts, University of Bedfordshire, Luton, Bedfordshire, UK