E-learning can enhance the learning experience and improve the effectiveness of teaching staff. Work carried out for the author's group project "Evaluating e-learning as a supplement to lectures" showed that in a context of large groups where lectures are the main teaching activity e-learning can clarify the organisational structure of a module, enhance access to teaching staff and ensure that module documents are accessible to all at all times. E-learning can also help teaching staff in providing better feedback and in catering for diversity in learning styles.

The group project led to the identification of elements of good practice for supplementing lectures. In this context the introduction of e-learning represents a fairly mild departure from traditional practice. Typical web sites offer material such as lecture notes or presentations as used in lectures, and their design is usually dictated by the structure of the module. E-learning is an efficient, natural and relatively safe way to supplement lectures.

Some modules do not rely on lectures as the main learning mode. In this context the benefits associated to e-learning may differ and good e-learning practice may be defined differently. The core design modules (H31IDM, H3BDMA, H3BDMB) offered by the School of 4M are taught to large groups (120+) and involve an important part of practical work which is conducted in teams, mainly out of teaching hours. Typical assignments have duration of 4 to 5 weeks. In completing the work students must draw heavily from knowledge gained in other modules. Supervision and marking associated to the practical design activities require major staff resources (8+ tutors on a weekly basis). Despite the resources available for the modules and the fact that many students do not fully use contact hours, students repeatedly express the wish for better interaction with the tutors.

This project explores ways of using e-learning to support major, resource-intensive practical assignments for large groups. Both teaching and moderation aspects are considered. A number of support techniques are implemented:

• Information given at start of weekly tutored design sessions is made accessible on the web.
• On-line sources of complementary information are identified on the web.
• Questions are collected on the web and most frequently asked ones are discussed in weekly tutored design sessions; answers are posted on the web.
• Timed on-line consultancy is offered weekly over determined period as a complement to consultancy available out of tutored design sessions.
• Feedback is provided over the web for one piece of coursework as a complement to general feedback session conducted during tutored design.
• Moderation session is conducted using information technology.

Student response is evaluated through analysis of web usage and a questionnaire. Views of tutors, convener and administrative staff are collected through questionnaires and/or interviews.

The project has a stimulating element of risk as none of the support techniques listed above has been attempted locally in this form, most have not been attempted under any form, and some will require significant involvement from the author. A literature review on similar experiments will provide views and complementary information. The project offers important potential rewards: all information is permanently accessible, alternative sources of complementary information are identified, frequent questions are answered in sessions and on the web, limited on-line consultancy is available, better feedback is provided, and moderation is more thorough. It is also hoped that a better support of practical assignments for a specific module using the web may reinforce better integration between the different design modules offered by the School of 4M, between design modules and specialist modules, and also between the learning environment and the wider industrial world.