The projects developed throughHistory of Anthropological Theory and Visual Anthropology demonstrated the means to diversify methods for teaching, learning and assessment at undergraduate level. Students participated in the design of assessment criteria, and submitted 39 CD-ROMs (for the History of Anthropological Theory) and 8 visual ethnographies on video (for Visual Anthropology).

There were two stages: planning and design by the two project participants, and implementation with the participation of the students. We used funds from the UWS Teaching Innovation Fund for tutorial support to facilitate both stages. We also used Blackboard to support each module and others throughout the year.

The project was aimed at developing assessment strategies, but it was necessary to develop simple and effective means to provide adequate training. After a lengthy process we successfully negotiated facilities with the university and found staff to provide training in scanning and editing over the period February to April: a postgraduate, and a freelance news cameraman. Researching the design was a challenge due to a shortage of existing guidelines. The booklet on 'portfolios' from the Generic Learning Centre had been helpful in devising the hard-copy portfolio used previously as a means of assessment, but there did not seem to be any resource which suggested ways of tackling using the CD-ROM as a learning device, or ways of assessing it. Criteria for assessing video work are limited to university courses such as Manchester's MA in Visual Anthropology, and guidelines provided for selecting ethnographic films at festivals.

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A final report for the project summarises the objectives and procedures. The project involved two strands: the production of CD-ROMs as part of the History of Anthropological Theory, taught to second and third year students by Dr M. Kenna; and the production of videos for Visual Anthropology, taught to third years only by Dr F. Hughes-Freeland.