Abstract
This paper describes a new approach to an ecology practical where the cohort was divided into four groups to collect data. Each group studied a different habitat; the cohort was further subdivided into seven groups to collect field data. Each of the four groups collaborated through Google Drive on descriptions and images of the habitat site, and also collaborated at the subgroup level on their own habitat data. The four groups then shared habitat descriptions with the aim to provide enough information to enable everyone to understand entire data set. Group work was assessed online and feedback was given at both the group and subgroup levels. At the end of the first stage, peer assignment of all the work was carried out on an individual basis to engage students in other habitats. A complete set of data was finally provided to all students, so that individuals could carry out their own analysis of all four habitats; work was again assessed online and feedback given to each individual. The three-stage assignment from group work to peer assessment to individual analysis was a success. The collaborative work through Google Drive enabled students to produce high quality documents that were valuable for the next step. The peer assignment enabled students to gain information on expected Minimum Standards and exposed them to a variety of habitats. The final stage was open ended and challenged students. This approach is recommended but the data collection process needs modification, and students need more guidance when completing the final stage of the assignment.
Highlights
This article is aimed at university lecturers and outlines a method that enables students to enhance their knowledge and understanding of ecology by working in the field, in the lab, and online as members of a small group
As in the previous section, the results have been sorted into the three distinct stages of the assignment to ease understanding
Stage 1 of assignment: Collaborative work (Group & subgroup collaboration) The students mainly succeeded in setting up Google Accounts, and the lecturer shared the documents at the appropriate level to enable group work in Google Drive
Summary
This article is aimed at university lecturers and outlines a method that enables students to enhance their knowledge and understanding of ecology by working in the field, in the lab, and online as members of a small group. Brown states that a series of tasks are needed to enable successful learning, and that students should start with simple tasks, but later be challenged to complete more complex work. With this in mind, students were first asked to produce group documents; these documents were used by the whole cohort for peer assignment, and by the lecturer as a means to accurately assess each student’s contribution to the task as a whole. The approach meets the “Challenger Philosophy” that is a key driving force at the University of Essex
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