using enquiry based learning to create a blended academic skills development module
DESCRIPTION
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.TRANSCRIPT
Using Enquiry Based Learning to Create a Blended Academic Skills Development Module
Danielle HintonSchool of Education, University of Birmingham
Vision for Birmingham Learning
At Birmingham, we are committed to enabling all our students to profit from a culture of learning, aligned with our research ethos, which is based upon critical enquiry, debate and self-motivation.
‘…learning is driven by a process of enquiry shared by the student.’
The Funding
Learning Development Unit – Teaching Quality Enhancement Fund (TQEF)
Learner Independence (06-08)– 2-3yrs– Each School (could bid for up £18,000 per year)
http://www.ldu.bham.ac.uk/projects/lip/projects.shtml Education: Articulate a Model of the
Independent Learner
The Team
Academic Module LeaderPostgraduate Teaching Assistant (PGTA)
Learning Design Consultant– eLearning Team
Research Fellow
The Module
10 credit module (10 weeks / 100hrs)Generic academic skillsCampus-based students‘Blended’ delivery via WebCT80 1st year undergraduates
– BA Sport, Physical Education and Community Studies (SPECS)
– Applied Golf Management Studies (AGMS)
The Challenge
Weekly Lectures (Online via WebCT)– Pause for Thought– Presentation– Activities
Practical (linked to related modules)Reflection
3 Workshops (face-to-face)
Repurposing a Learning Design
Enquiry Based Learning designAuthentic work place scenarioRole playAuthentic Activities
Repurposing a Learning Design
Sports related undergraduates
Teachers of the Visually Impaired
Credit bearing module Credit bearing 2 year programme
1st year Continuing professional development (CPD)
Campus based Distance learners
Undergraduate Post graduate
New ContextNew ContextOriginal ContextOriginal Context
Repurposing Challenges
Original module + Enquiry Based LearningDiffering scaffolding requirements
– in small groups– Independently / self directed
To assess changes in students’ view through an online questionnaire, interviews and focus groups
Groups
Pre-assigned Group names Groups of 4-6 students Created own set of rules Jobs & responsibilities
– Chairperson– Recorder– Summariser– Accuracy Coach– Time Keeper– Reporter
Case Study and Role Play
Groups took on a persona– Work place profiles & roles
Colleague profilesRelated organisation profiles
Group Tasks
3 tasks
1 task per 3 weeks
Email style
Tasks
Group– Evidence posted on Bulletin Board
Planning and Progress meetings– Agendas and minutes required
Action Plan and Workload Plan– Student’s decided how, where and when to
meet
Individual– Online Lectures
Assessment
Think Book Reflections (formative)– due at the end of each the 3 group tasks
Academic Skills Assessment & Development Plan (formative)
Think Book Reflection
A. Description: what happened?B. Feelings: what were you thinking and feeling?C. Evaluation: what was good and bad?D. Analysis: what sense can you make of the situation?E. Key Skills (Time Management, Note Taking, Writing, Critical Thinking, Group working etc): - What key skills do you think you have learned - as an individual? - What key skills do you think you have learned as a group member? - What have been the main benefits? Any negatives?F. Independent Learning: How do you think you have developed as an independent learner? G. Conclusion: what else could you have done?H. Action plan: - if it occurs again, what would you do?- would you do things differently/change anything?
Think Book Reflection
Think Book Reflection
Student Feedback
SPECS cohort readily engaged in the module from day one and really enjoyed the module
AGMS cohort saw module as too much work, too many tasks– Only really saw the value when they had
marks back for a draft essay
Student Feedback - % good or satisfactory
Question SPECS AGMS
Achieve Learning Outcomes 100 96
Information 96 91
Teaching and Learning methods and resources 96 86
Feedback 84 91
Tutor support 88 82
Hours 70 64
Initial Findings – SPECS Cohort
Understanding of University work
–2 = 3.6, p=0.05 (70% to 87% yes)Do you expect tutors to dictate extensive
notes?– 2 = 4.9, p=0.03 (21% to <1% yes)
Is referencing important?– 2 = 23.8, p=0.00 (61% to 100% essential)
Initial Findings – SPECS Cohort
Is understanding plagiarism important?– 2 = 34.0, p=0.00 (28% to 86% essential)
Is Critical Reading important?– 2 = 10.3, p=0.03 (29% to 58% essential)
Is Independent Learning Important?– 100% YES
Initial Findings
‘Skills development has definitely given me more insight into what university will entail. The lectures are extremely useful in advising how best to attack and overcome issues.’
‘The suggestion of 2 hours independent learning for every 1 hour tuition time is starting to show in the results from the first couple of marked papers.’
Initial Findings
‘University work is different to that which I have encountered in the past. It requires hours of reading and research finding journal articles to support the aims of an essay. It is a much different way to study than I was used to.’
‘A lot of time and effort needs to be put in outside of lecture hours. I didn’t realise how much time was needed through independent learning and how much reading is required.’
Thanks & Contact Details
Matt Bridge – Academic Module LeaderNatasha MacNab – Research FellowThomas Quarmby – PGTALearning Development Unit, University of Birmingham
Danielle HintonLearning Design ConsultantSchool of Education, University of [email protected]