Contact For Further Information: Danielle Hinton on d.m.hinton@bham.ac.uk or 0121 414 3468 Enquiry Based Learning for Learner Independence Module Temporal Plan Enquiry Based Learning I think in a group task it is easy to slack off but I realized in order to pass I would have to take responsibility for my own work. I was waiting for someone to tell me what to do and developed in that I now understand it is my responsibility (Student 1) The key skills that I have learnt are team working and critical thinking. Before this task I did not like working in a team because I thought that it was always too unreliable because you have to depend on others. However the group I was working with proved me wrong and we worked well together. Also we really had to put our heads together to think of good ideas and individually we may have struggled (Student 54) As a group member I feel I have learnt how to interact with a group better and compromise with others in the group. I feel this has developed me as an individual learner as I had to research from scratch and complete my role individually (Student 11) Student Feedback Academic Skills Module 10 credit module (10 weeks / 100hrs) ‏ Generic academic skills online lectures (time management , essay writing, plagiarism, presentation skills, note taking etc) with activities Campus-based students ‘ Blended’ delivery via WebCT 80 1 st year undergraduates BA Sport, Physical Education and Community Studies (SPECS) ‏ Applied Golf Management Studies (AGMS) ‏ Authentic Workplace Scenario and Tasks Group role play by taking on the persona of an employee Three tasks delivered in the style of an email from their Line Manager Each task takes place over a three week period Groups decide how, when and where they will meet Evidence of working is posted to their private WebCT bulletin board Task Scaffolding Planning and Progress Meetings (Agendas and Minutes) Workload and Action Plans Templates provided Group Work 4-6 members Pre-assigned members Pre-assigned group names (sports personalities) Groups developed their own group rules Group Process Scaffolding Description of duties (Chair person, Recorder, Summariser, Accuracy Coach, Time Keeper, Reporter) Duties pre-assigned to individuals Duties rotated every task allowing students to experience a variety of roles and responsibilities Assessment Think Book Reflections Academic Skills Assessment and Development Plan Student Feedback: % Good or Satisfactory 64 70 Hours 82 88 Tutor Support 91 84 Feedback 86 96 Teaching and Learning Methods and Resources 91 96 Information 96 100 Achieve Learning Outcomes AGMS SPECS Question

10 credit module (10 weeks / 100hrs) ‏

Generic academic skills online lectures (time management , essay writing, plagiarism, presentation skills, note taking etc) with activities

Campus-based students

‘ Blended’ delivery via WebCT

80 1 st year undergraduates

BA Sport, Physical Education and Community Studies (SPECS) ‏

Applied Golf Management Studies (AGMS) ‏

Authentic Workplace Scenario and Tasks

Group role play by taking on the persona of an employee

Three tasks delivered in the style of an email from their Line Manager

Each task takes place over a three week period

Groups decide how, when and where they will meet

Evidence of working is posted to their private WebCT bulletin board

Task Scaffolding

Planning and Progress Meetings (Agendas and Minutes)

Workload and Action Plans

Templates provided

Group Work

4-6 members

Pre-assigned members

Pre-assigned group names (sports personalities)

Groups developed their own group rules

Group Process Scaffolding

Description of duties (Chair person, Recorder, Summariser, Accuracy Coach, Time Keeper, Reporter)

Duties pre-assigned to individuals

Duties rotated every task allowing students to experience a variety of roles and responsibilities

Assessment

Think Book Reflections

Academic Skills Assessment and Development Plan