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The Walter test is an on-line maths test with randomised questions on arithmetic algebra geometry and trigonometry. The test is marked immediately on completion and answers can be reviewed. The students have a week to practise this test as many times as they like and then take the test under exam conditions with the mark counting towards their total module mark.

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Introduced an online component to the 5 hours face-to -face contact. With mature part-time students effectively working as distance learners the module team tried to encourage learning by sharing and online discussion as much as possible. After each learning task students are asked to input their observations and reflections on a discussion posting. Anlthough this was not assessed, it has taken off and been very powerful with students reporting feeling less isolated.

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Problems and technical issues discussion topic set up for students to ask course-related and subject-specific questions that can be answered by the tutor or by peers.

Students are put into groups for a practical recording project. The recording has then to be uploaded to the VLE and peer feedback left with regard to the techniques used and success of the recording.

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Each project group has their own discussion board where weekly progress updates against defined targets are posted (approximately 20-30 groups in large cohort of 120).

Wikis are used to support the development and writing of final group reports.

Elluminate is used to facilitate real-time group meetings and support effective collaboration for mixed groups with members from a range of programmes that offer the module.

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Add some early online MCQ tests where students can check they have understood some of the key terms before they attempt the short-answer class test. Link to online material giving explanations of the key terms for those who answer incorrectly.

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Students use the discussion tool to introduce themselves in the foreign language. They are encouraged to answer and comment on as many other students' posts as possible.

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A module that introduces students to much of the professional terminology used in mental health services. A glossary of terms can be chosen from with students creating their own definitions teacher feedback provided.

Sharing of weekly individual contributions to the work of a PBL group. Builds up across the module to become a key group resource.

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Component 1 of the module assessment comprises a portfolio of online activities, including quizzes, discussions and written reports. Quizzes and discussion boards are run using VLE tools. Reports are uploaded to the assignment dropbox.

The Announcements facility is used to remind students of deadlines, and to pass on any other module news.

The student gradebook facility is used to help students keep track of how their portfolio marks are contributing to their final C1 grade.

Component 2 takes the form of a group activity, where they use a wiki to collaboratively create an event plan. They have free choice in how the wiki looks, and which destination they choose for their event.

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Used TurningPoint 'clickers' in an interactive quiz which gave students feedback on their understanding of the concepts covered in the first half of the module in preparation for their first assignment.

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Wikis are used for group work to prepare poster presentations which are an assessed element of this module. It enables everyone to see each others' contributions, and to be able to work at a time and place of their choosing.

Staff can also track progress and encourage participation from everyone. Students have reported that they work much harder on this than on an individual piece of work.

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The coursework involves finding collating and appraising 'information' from the web. Firstly students are asked to do a general search using an internet search engine and secondly through Nuinlink from the databases to which the University subscribes such as ScienceDirect.

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Lectures are delivered online through Elluminate - students are encouraged to ask questions and discuss the topics in the lecture through synchronous discussion. Elluminate sessions are recorded and students who are unable to make the online sessions can watch the lecture and ask further questions.

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We offered Singapore students 'synchronous surgeries' whereby the tutor was available in real time to answer student queries online. Because of the time difference between tutor and student, this needed to be planned carefully. Feedback from students was very positive - often a trivial issue can become bigger if not resolved quickly, and it also encouraged a greater feeling of belonging to a group for a distance learning module.

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Module used discussion boards in WebCT to facilitate general module queries.

Students decided own topic for discussion and led discussions generating their own content in the online collaboration site which was a wiki.

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Lectures are taught online allowing students access to full information on topics including links to animations references and checkpoint questions to assess their learning.

This was extended to include regular blogs and discussions which could be attempted singly or after discussion with members of study groups often in preparation for tutorials.

Students were assessed on their online participation as part of the module mark and study group participation was peer-assessed. Getting the students to work together and assess each other in the team was well received in feedback and seemed to really help the students in their learning.

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Outline lecture notes provided on the web allow preparation in advance particularly helpful for overseas students but also more widely used. There are also self-assessment questions provided online for students to complete after the lecture to test whether they have comprehended the main points.

In some lectures links to video clips from YouTube and relevant television programmes are available for student to explore topics further.

This year as part of an educational research project students were involved in discussions regarding module content and form of assessment. This was facilitated through the use of a facebook group to which students and module staff were subscribed.

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A blog posting was used as an alternative to a standard set of slides as the basis of a lecture. The posting contained text, embedded video, links to other resources and an opportunity for comments below the post itself. In some ways it therefore enabled a richer experience, bringing together a range of materials in a more connected manner, rather than a series of independent slides. Also embedded was a Prezi presentation, which again offers a dynamic means of discussing subjects. Student responses were mixed, with some liking the material that had been brought together. Others would have preferred a slide-based approach, possibly thanks to familiarity with that format. In the circumstances this would not have been possible - the blog post was put together in a couple of hours due to the late cancellation of a guest speaker.

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Use Elluminate Live to invite publishing industry professionals into the classroom as virtual guest speakers. This approaches requires only a 60-90 minutes commitment rather than a full day.

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Students maintain a weekly reflective blog that builds over time to provide the material for their final written submission in the form of an online Patchwork Text.

Online peer support mechanisms for mutual reviewing, commenting on and discussion of individual projects.

Students on this advanced stage module become online mentors/co-tutors for peers at earlier stages of programme.

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Regular use of announcements for instructions on Directed Learning.

Use of Discussion Forum for clarification of key terms and concepts (students who email tutor directly with questions are asked to place these on the forum if this is thought to be relevant to the whole student cohort).

Formative use of Turnitin (for students to evaluate suitability of essay material).

Wiki set up for various aspects of collaborative work – database of image and comments, reflections on reading of academic articles, reports on group and peer discussions held in tutorial time.

Use of a LOC (learning object creator) to test the knowledge of some key terminology.

Embedding of assessment (report on academic articles) in wiki – students to report on the contribution of the articles they have read (and written a short report on) to a specific question (the debate over globalisation vs glocalisation in advertising). The academic articles are selected by the students so there should be provision for diversity of input.

This will contribute to a database of personal reflections and academic references which will provide background knowledge and food for thought (on the premise that the whole is more than the sum of its parts). It will also be a useful source of reference for examination revisions.

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Online provision of links for research into subject area. A general discussion area for peer-led support and an answer-base for student queries.

A series of scheduled discussions to examine and analyse the concepts within the module and to share working practices and discuss real-world experiences in these areas. Peer-review of recordings via upload and discussion forum.

Operation of Digital Audio Workstations (DAWs) within Elluminate, followed by autonomous practical exercises, informed by the discussion topics. The results of these are uploaded and shared via the VLE or a recognised online file storage site.

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Using video clips to demonstrate OSCEs which are used for assessments. Embedding lecture notes book chapters or other relevant online resources.

Using online asynchronous discussion boards to allow students to examine relevant ethical issues and comment on peers responses.

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Links to journal articles are provided on the VLE in support of each week’s lecture.

Turnitin is used for students to check their academic writing prior to submission of assessments.

Students have a group presentation exercise. The slides and notes from this are uploaded onto the VLE, giving all students the opportunity to learn from each other’s work.