New teaching materials were created to be housed on Blackboard for one Media Programme module and for one Music programme module. The materials were created by the individual lecturers teaching on the modules, according to their own specific needs and interests, but with the aim to provide materials to go beyond that normally produced when teaching on the modules. Both modules, whilst dealing with very different student needs, do offer some comparable aspects. For example, both allow for the consideration of theoretical literatures and both have written components as part of the assessment diets. In line with the title of this project, in both cases the materials created for Blackboard have sought to 'make critical studies happen' in, or at least via the virtual learning environment.
The modules and the materials produced were as follows:
2CP050 Words and Images is a Year 2 module on the Media Programme. Through a series of workshop sessions it covers different theoretical aspects of the relationship between words and images, which leads to the creative production of an original piece of design work, containing images and text, and using electronic sources to generate a finished piece. Blackboard was used to house an online study pack, comprising of 4 separate blocks of key reading and supplementary notes. It was designed specifically for the module to take students through their first assignment to complete a research file on aspects of visual culture, photography and the photo-essay. The assignment required students to respond to key reading in the study pack, both in writing and through two simple creative tasks (as a means to prime them for the second, wholly creative assignment). The following video clip provides an overview of these materials:
The study pack was used by the lecturer to free up class time for more interactive, creative learning sessions (with the theoretical components covered more extensively via individual use of the study pack). It could be argued that a problem with the materials is the fact that they are not able to combine the social and activity-based learning that was developed through face to face teaching sessions. When it came to working on assignments, students had only the text-based study materials. For future consideration, more ‘sign-posting’ might help remind students of how the class sessions relate to the text-based materials. One option, for example, might be to record conversations in class and then archive these recordings on Blackboard.
The decision was made to provide students with both print-based copies of the study pack as well as access online via Blackboard. The online version of the materials has been created using a feature on Blackboard called ‘Learning Modules’. This feature automatically creates a navigable contents of the various pages of the study pack blocks; allows images to be combined with text; and enables links to connect the study materials directly with other resources within Blackboard (specifically glossary and media archive materials, and electronic texts in PDF format), as well as hyperlinks to open access resources available on the World Wide Web, including video files via YouTube, MIT podcasts, various online texts and archives and library resources etc. The materials were designed to offer multiple pathways and activities for engagement with a variety of texts and audio-visual material. Thus, the online study pack took advantage of the ability to interconnect a variety of information through the digital interface of the VLE, the materials enabling ‘interaction’ between study elements and key texts (e.g. through hyperlinks, online glossaries and multiple windows). The design of the study pack was initially influenced by certain principles of distance learning; key attributes being activity-based learning (in this case influenced by Gilly Salmon’s (2002) model for ‘e-tivities’) and an emphasis upon sharing and collaborating ideas and responses (the latter taking on board principles of feedback loops as identified by Diane Laudrillard’s (2002) ‘conversational’ model of teaching and learning). However, as the materials came together, it fairer to say the design is more akin to what Brabazon (2008) refers to as an ‘information scaffold’, which urges more reflection and discernment of informational sources, to re-establish ‘critical pauses in the space between information and knowledge’ (20). In the case of the study pack materials, the central aim has been to get students reading key texts more slowly, more critically.
1CA640 Music-Text is a Year 1 module on the Performance (Music) Programme. It consists of a series of lectures and workshops examining aspects of 20th century music, looking in particular at the influences upon certain composers. It includes critical listening and analysis, as well as pastiche composition and performance. Specific materials were created on Blackboard to offer a case-study of a single composer, Messiaen, and were designed to help develop students’ analytical and compositional skills. The materials related specifically to one of the assessment points for the module in which students are required to complete a written account of the musical language of a contemporary composer of their chosing, which could include Messiaen. The following video clip provides an overview of these materials:
Designing the VLE package on Messiaen for 1st year students raised several questions for the lecturer involved, concerning both methodology and content. It should be possible, for example, to create a beautifully presented package that would have everything the students would need at this level, but would this be desirable? Three specific problems were apparent. Firstly it is extremely demanding on lecturer time. Blackboard is generally considered to be fairly “clunky”, and achieving a high standard of presentation is time-consuming. Secondly, in terms of materials suitable for students concerned with music of the last 70 years, it is necessary to negoitate a triple set of copyrights (composer, performer, recording company). It is more useful and certianly more economical to direct students to websites that already have such material. Thirdly, is it desirable to give the students all the materials they need, written and recorded, or does this actually inhibit their long-term development as independent learners? In creating these materials the lecturer felt it better to direct students away from Blackboard, to highlight and offer guidance on appropriate materials available in the York St John University Learning Centre and on the web. Accordingly, some of the materials presented to the students are 'incomplete'. An outline biography and partial chronology direct the students to places where they can access more complete materials. On the other hand, an annotated and complete list of books, scores and recording available in the Fountains Learning Centre encourages the students to explore and use these resources. The students are also directed to some reputable websites and useful material on YouTube. Composition analyses presented during lectures are included (which allow students more time to reflect on the materials), and also a document on Messiaen’s style and aesthetic, which gives details of his compositional techniques in a dense but approachable form, and is useful to refer to while examining his works.
