doing away with seminars

Recent meeting with Jennie White of Bournemouth university who described innovative delivery of business seminars. Make the students do it all themselves. Give them high quality recorded lectures streamed through VLE and then set a semester long project for seminar groups based on business topic, with pairs taking over each of ten work roles in their business. They took video registers (on their own mobiles or one of them brings a video camera) per week to prove attendance and each week two did recorded presentations on the project progress from their perspective. Final presentation run by Director of group (in this case a Marketing Director since topic was marketing) either solo or using rest or some of seminar group. This is watched and marked by staff, then self and peer assessment of single factor – contribution to group project – done online and computed as a weighting for the group presentation mark.

Many great ideas here. Would it work for all business topic seminar groups, maybe not. Would it work only when sufficient credible roles for participants? Would it enable all learning outcomes? What if groups could not find, or book from uni, video equipment? How get acceptance for peer assessment? Could latter be proportion of mark rather than weighting? Random allocation of roles – allow switching in first week?

More questions?

But it does solve: lecturer boredom at delivering answers to same questions to multiple seminar groups, seminars turning into mini-lectures, seminars gaining differential advice and guidance from different lecturers, low seminar attendance. So worth pursuing.