1. Dr Ben Brabon Students as partners in the learning process

2. E-Gothicist Overview of presentation: Project Background: Pedagogical context, initial data and aims. e-Gothicist. Key Themes: TEL has an important role to play in facilitating effective peer feedback and student mentoring. Web-based educational resources can help to develop academic communities that draw upon informal learning opportunities to foster mutual responsibility at the heart of the learning process. The successful development of students as partners in the teaching and learning process is grounded upon a sense of ownership.

3. E-Gothicist Project Background: Research and teaching context – Gothic as a research and teaching strength within the English Department at Edge Hill University. Approximately 250 students each year across levels 4, 5, 6 and 7 undertake taught modules with a Gothic/ supernatural flavour. Pedagogical context: Gothic identified as a literary form that invokes ‘threshold concepts’ that are ‘transformative’ (Wisker 2007). As Hoeveler and Heller note in Teaching Gothic Fiction, more needs to be done to share good practice in the teaching of Gothic texts/modules.

4. E-Gothicist Initial Data: 67% of students surveyed thought that the VLE is an integral part of the teaching and learning experience for all of their modules. 25% of students surveyed thought that the VLE is an integral part of the teaching and learning experience for some of their modules. 67% of students surveyed thought that the VLE was used to improved their subject knowledge. 58% of students surveyed thought that more training in the use of the VLE would improve the quality of their engagement. 33% of students surveyed thought that the VLE is an excellent interactive resource that enhances their learning experience and is integral to their studies.

5. E-Gothicist Aims: To enrich the experience of students studying Gothic modules by utilising technology to promote partnership and flexibility in the mode/pace/place of delivery in order to enhance their performance. To develop and share models of good practice for teaching Gothic Studies in order to improve teaching quality. To advance pedagogic research into Gothic and e-learning in order to contribute to knowledge and understanding in this area. A more integrated approach.

6. E-Gothicist Pilot Study: One Level 5 module: LIT2035 Vampire Fictions (47 students) Expectations Delivery: Webinar Assessment: Critical Blog Formative and summative elements Partnership Pilot study developed using Edublogs platform Online worksheets Key Concepts Student blogs Visiting blogger series

7. E-Gothicist Feedback: ‘The Blog was a really innovative assessment – really creative.’ ‘It has opened my eyes to different ways of reading vampire fictions.’ ‘I think this module has encouraged my originality through the blog.’ ‘Loved the course especially the ‘blog’ essay.’ ‘My skills with Blackboard, the computer and the blog function have improved massively.’ ‘I thoroughly enjoyed the blog – I thought it was creative and thought-provoking. I will be sad to see the module end.’ Results: Over 70% of students achieved at least a 2.1

8. E-Gothicist Recommendations: Expectations Integrated Partnership Peer Review Multimodal

9. E-Gothicist The Future: HEA funded Teaching Development Grant

10. E-Gothicist