A module designed with chaos and complexity in mind

Abstract

This case study focuses on the conceptual framework, implementation and evaluation of a 'chaotic learning' based module which utilised an 'assessment for learning' rather than an 'assessment of learning' approach (Black & William 1998). The development entailed combining different types of teaching and learning methods (face-to-face learning, eLearning and project-based learning) to create an Object Oriented Analysis and Design module for second year computing students at Plymouth University. Initial results show that students gained valuable workplace skills and that attainment results were improved compared to those of the previous year's cohort. © 2013 S. Hagan. The Higher Education Academy.