This case study sets out an innovation that I brought to my Digital Marketing module due to experiences teaching a multidisciplinary course to media, psychology, computer science, engineering, and business students. My multidisciplinary course highlighted the way different students, with different backgrounds, levels of understanding and context learn at different rates. However, the use of a digital canvas on which students can share allowed the facilitation of peer learning and reflection, leading to an enhanced overall learning experience. I wanted to enhance the workshop involvement for my students studying Digital Marketing and simulate a real-world environment.

During the case study presentation, the nature of the learning environment will be explained along with the context of the task students completed.

My pedagogical approach to the classroom is to scaffold the students with both practice and theory, and therefore each week’s lecture delivers the academic content and context, and the workshop is designed to apply the knowledge into a real-world scenario. I am also conscious of the need to bring all students along on the same learning journey and empower students to share their experiences and knowledge. The student body is often a mix of UK and international students, which can mean a variety of learning needs and language abilities. By innovating the workshop delivery and incorporating digital tools, it has enabled a more accessible and inclusive learning environment for all.

In previous workshop environments I’ve asked students to work on projects, however I’ve observed a wide variety in the level of engagement and application from the students. To address the engagement issue, and ensure that I could clearly observe, intervene, and support students, I moved the workshop projects onto an interactive and collaborative online workspace. This innovation served three purposes. Firstly, it provided the students with an additional skill and familiarity with an online programme, and secondly is gave them a more authentic experience which will be transported with them post-graduation into the workplace. Finally, it allows me to monitor progress and understanding in real time.

Over the 12 weeks of delivery students were encourage and supported to work both independently and collaboratively using Miro. Initially students were given independent tasks to complete on the board, however as the weeks progressed, I introduced opportunities to present, pitch, share and collaborate on ideas.

The impact of working in this way quickly became apparent as the students started to display new skills and confidence. The key areas in which changes have been observed are:
• Student accountability
• Student attendance
• Student level of productivity
• The number of questions being asked by the students.
• And anecdotally, the students displayed more confidence in their ability to apply their knowledge.

The students have also been positive in their evaluation of the module, and identified the use of Miro as being a tool which supported their learning and the overall experience during the module.

The case study presentation will close with practical suggestions for steps and stages to set up similar interventions in other classes and workshop environments.