The REVOLVE project was funded by JISC through the RePRODUCE Programme
The REVOLVE project aims to deliver a technology-enhanced module delivered by e-learning that uses and repurposes existing materials from a variety of sources. In line with the DfES e-learning strategy which emphasises the need for personalisation of learning experiences, this project intends to offer students some opportunities to personalise their learning input and assessment. The project will build on parallel and previous re-usable content initiatives such as the work at the RLO-CETL, the JISC funded "Sharing the Load" project as well as the FDTL5 project E-Evolve which has created in excess of 50 re-usable learning objects.
E-Evolve is grounded in pedagogic theory reflecting research into key characteristics of learning e.g. learning by doing (Kolb and Piaget), learning through dialogue (Vygotsky and Laurillard), learning in the company of others (Wenger and Lave) and learning through reflection (Jarvis).
The project supports the transition from individual to socially situated learning whilst addressing the issues of learning in context.
It provides students with opportunities to further develop key skills (communication, numeracy, the use of information technology and learning how to learn); cognitive skills (understanding of methodologies or ability in critical analysis) and subject specific skills. It will specifically focus on ‘capability’ skills (those related to self-theories and meta-cognition).
The distinction between the qualities and skills required for graduate-level employability is illustrated by the USEM model developed by Knight and Yorke (2001). Differentiation is drawn between subject understanding (U) and generic skills (S) and the qualities of self-efficacy (E) and Metacognition (M). The first two are frequently found embedded in the curriculum.
This project concentrates on the dimensions relating to self-theories and
meta-cognition - mostly ignored on academic programmes. Knight and Yorke (2001:11) refer to ‘commercial awareness, ethical sensitivity, acting morally, the possession of a malleable self theory, and resolving conflict’ as missing in some curricula.
The scenarios for PBL, informed by employers and professional bodies, will include opportunities to develop these qualities. E-Evolve will ensure that the needs of a diverse body of students are considered and appropriate materials are developed.
The materials developed will be re-useable learning objects fitting into a modular template; this will provide teaching staff with the flexibility to use materials within a module or across a programme of study.
The materials are aimed at students who have already successfully completed at least the equivalent of stage one of an undergraduate degree programme. The materials will assist students in working towards their final personal development profile
The Module to be developed will be a new module for final year undergraduate students in the Business and Management subject area. The module, Customer Experience Management will specifically be offered as part of a suite of modules offered to students taking a distance learning top-up degree in Business Administration. However it will also be offered to campus based students during their final year. This will provide students with a greater flexibility to attend job interviews, assessment centres and continue with their academic studies and part-time jobs. Once established the module will also be offered to part-time professional students as a standalone certificate of 20 credits
The overall aim of the project is to design, develop and implement a 20 credit Customer Experience Management (CEM) module using and repurposing existing materials from a variety of sources. More specifically the objectives of REVOLVE are to:
The following tangible outputs will be produced by the project: