Developing effective learning environments and learner support systems

Each year group within the Biological Imaging programme consists of between 15-25 students, supported by two members of staff, so we are able to work closely with students and get to know their strengths and weaknesses individually and as a group.

Modules within the programme are not seen as isolated units of teaching and learning but part of the learning environment. An example of this, following feedback from formal assessment, was a to the strategy in delivering photographic theory to include more about white balance which aided student understanding in the Film Video module for the next semester. This type of review has considerably helped the overall coherence of the programme and ensures elements are not missed between lecturers.

Students placements are encouraged, this is through a combination of student interest and staff contacts. I am able to support students through my professional contacts in the medical illustration profession, the links I maintain with former students often via e-mail and recently from direct enquiries via the Biological Imaging website. I encourage students to contact me personally for advice over professional matters and many keep in contact, ask technical questions or pass on new information that may be useful to current students.

The programme is taught across two sites with Biology in the Main University campus and Green Lane in the city centre. This distance means students tend to be peripatetic in outlook. One of my most important links for learning support in this situation has been e-mail, a student can be working in the main learning centre e-mail a question and get a reply while sitting at the computer, at home or at a maximum by the next day. Students who prefer not to use e-mail either use the phone or leave messages in my pigeonhole so I can contact them directly or leave the requested information in their message drawer. Some students find it easiest to make an appointment so they can arrange a specific time to suit their personal commitments; others will tend to pop in to my office.

A website I have devised as part of the learning environment, since 1995, has several roles within the programme including display of student work, web links to useful and learning materials. We have tried discussion pages but found the uptake a poor second to e-mail especially as more students prefer me to use their personal rather than University e-mail address.