Using Enquiry Based Learning to Create a Blended Academic Skills Development Module

Using Enquiry Based Learning to Create a Blended Academic Skills Development Module Danielle Hinton School 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 Leader

Postgraduate Teaching Assistant (PGTA)

Learning Design Consultant

eLearning Team

Research Fellow

The Module

10 credit module (10 weeks / 100hrs) ‏

Generic academic skills

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) ‏

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 design

Authentic work place scenario

Role play

Authentic Activities

Repurposing a Learning Design

Sports related undergraduates

Teachers of the Visually Impaired

Credit bearing module

Credit bearing 2 year programme

1 st year

Continuing professional development (CPD) ‏

Campus based

Distance learners

Undergraduate

Post graduate

New Context Original Context

Repurposing Challenges

Original module + Enquiry Based Learning

Differing 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 profiles

Related 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

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