Live and let learn

Each semester we try to reflect, update and improve our Web Course based on feedback from our learners. But it’s difficult to understand why the course is the way it is currently without also understanding the changes that have been made in the past.

Rather than including the whole history of the course every time I want to get some feedback, I thought it’d make more sense to have a separate post that people can choose to read it if they care. Eventually it’ll outline the changes over the past years of the Web Design course.

2003

Back in 2003, we had a pretty conventional structure with a set program that was the same for everyone. On Tuesday mornings we learned HTML for the first 2 weeks, then CSS for 2 weeks, then Javascript for 4 weeks, etc. On Thursday mornings we learned PHP for the first 8 weeks, then started on MySQL and Web Server stuff. Multimedia, communications and project management were in other timeslots.

It was really easy to ‘deliver’, but lots of people found it hard to learn. Some of the major struggles were:

• Learners were not ready to learn PHP and MySQL at the same time as they were trying to get their heads around basic HTML and CSS.
• Very few were able to keep up with the pace of the technical subjects, let alone process the learning and apply it to new situations.
• Most people had very different needs and background knowledge.
• Start using Moodle Learning Management System as a central spot for resources.

But the course did have set start and end dates, learners knew when they had to hand in their major assessment (second last week of semester). If you were doing the course part-time, this structure did allow you to just come on the day that, say, PHP was being taught.

2004

I’ll need to finish this later. Main points:

• Modified structure so that PHP/MySQL isn’t started until people feel comfortable with HTML/CSS and Javascript. This change suited the majority but meant that Part-timers could no longer just come on a certain day to learn PHP.
• Started working on the idea of project-based learning (rather than learn all the theory then demonstrate it) and mini projects to integrate learning aronud a common task.
• Started encouraging learners to start real client projects earlier on in the course (rather than rushing a single client project right at the end).
• More flexible students wanting to come in one or two days per week (around work or family commitments).
• Started trying to support these people to come along flexibly, by allowing them to work through the course at a slower pace.
• A few students wanting to work through the course at a faster pace, due to previous skills and or training.
• Start using Blog as main communication tool rather than the Moodle LMS, encouraging learners to do so as well.

For more info see November’s 2004 Teaching Website Design.

2005

Main points:

• Eventually gave up trying to keep everyone at the same level, although tried to keep the social aspect of learning through weekly themes and other group activities.
• Smaller number of students with very different backgrounds meant that this was achievable and worthwhile.
• Students working on multiple client projects with help from facilitators and building their portfolio.
• One of our facilitators was away for second half of year, which meant integrating these other modules into student activities and into their client projects,
• Started using Blog for informal but interesting learning, and putting re-usable resources on the new Wiki-course.

See Teaching Web Design Part 2 from March 05 for more detail.

2006

Main points:

• Large number of learners joining the course, which is great for learning together initially, but more difficult over time as learners find their own pace.
• Furthering the centrality of real client projects for student learning. Works really well for students who have client projects and are motivated to finish them, but not so well for those who don’t or aren’t.
• Continue adding re-usable material to Wiki-course (usually just trying to provide a pathway through some of the great free available resources on the net)
• With more learners in the group, need for more structure through course becomes a focus, to help facilitators and learners both.

See both Feb 06 Helping Each other learn Web Design (working together in small groups) and Mar 06 Scaffolded Webdesign Project for more details.