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Presentation given at Online Exhibition at Olympia, London, December 2008. …

Presentation given at Online Exhibition at Olympia, London, December 2008.
Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.

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Transcript

  • 1. Supporting Tomorrow’s Entrepreneurs Today Peter Godwin University of Bedfordshire
  • 2. / http://www.flickr.com/photos/plentyofants/203275559 Peter Godwin University of Bedfordshire
  • 3. Supporting Tomorrow’s Entrepreneurs Today
    • The challenge of today
    • A new curriculum in the Business School
    • The first year of its delivery in the Pods
    • How Information Literacy fits in
    • Project support for Business students
    • Lessons and Conclusions
  • 4. What they need to become
    • Collaborators
    • Synthesizers
    • Adaptors
    Yolanda by Micheo flickr http://www.flickr.com/photos/jiscinfonet/291372899
  • 5.
    • “ One university has placed employability and the realities of the world of work at the heart of their business studies course for undergraduates.”
    • Higher Education at Work : High Skills: High Value. 2008.
    • (Department for Innovation, Universities and Skills)
  • 6. Our challenge http://www.flickr.com/photos/jakebouma/109039319 /
  • 7. The content has left the container
    • Electronic books
    • Institutional repositories
    • Google
    • Decline of scholarly monographs
    • Open access journals
    http://www.flickr.com/photos/artolog/37733153/sizes/m/
  • 8. All the literacies
    • Media literacy
    • IT literacy Information literacy
    • Language literacy Visual literacy
    • E literacy
    • Information fluency
    • I-skills
    • Information skills
  • 9. What is Information Literacy?
    • “ Information literacy is the adoption of appropriate information behaviour to identify through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society.”
    • (Sheila Webber and Bill Johnston)
  • 10. SCONUL Seven Pillars framework
  • 11. SCONUL 7 Pillars
    • Recognising need for information
    • Distinguishing sources and access
    • Constructing search strategies
    • Locating and accessing
    • Comparing & evaluating
    • Organising, applying and communicating
    • Synthesising and adding new knowledge
  • 12. The MEGO effect!
    • “ Most instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class.”
    • Payne, et al (2006)
    My eyes glaze over http://www.flickr.com/photos/27261720@N00/91147636
  • 13. We should seek to change their habits and help to improve the quality of their questions
  • 14. “ It’s about student learning , stupid!”
    • Active Auditory
    • Constructivist Collaborative
    • Kinesthetic
    • Visual
    • Contextual
    • Conversational Reflective
  • 15. Opening the Pods, 18 Feb 2008 “ The skills and talents that students are developing here using the business pods will be highly sought-after by prospective employers." Bill Rammell
  • 16. Enter! Our Pods
  • 17. The Pods at UB Business School, Luton. Project Hall Staff Room IT area Relaxation lounge Brainstorm room Boardroom
  • 18.  
  • 19. How it works
    • Learning is meant to be as much like work as possible
      • Students are “employed” by real businesses
      • The podders are their “boss”
      • At work everything matters: everything is directly or indirectly assessed
      • About 180 students into cohorts of ≤ 50 students, divided into working groups of 5 students with two staff
    • Two sessions of three hours per week in the Pods,and two one-hour lectures
    • Workshops to support numeracy, Excel, Powerpoint etc
  • 20. Curriculum delivery in the Pods
    • Student learning is structured around substantial projects
    • These aim to achieve learning outcomes within a “real-life” context and with involvement of external organisations.
    • Other inputs include occasional lectures and workshops which are aligned with the tasks.
    • Underpinned by customised textbook
    • Replaces previous skills unit.
  • 21.  
  • 22. First Year Business Students in the Pods
    • Five cohorts in 3 hour sessions
    • We participate for about an hour with each cohort at relevant times in the project-driven curriculum
  • 23. 1. Vauxhall Recreation Club
    • First piece of work was a collaborative venture with Vauxhall Recreation Club
    • Students were given the task of attracting more members
    • The club is a partner of the University and provides sports facilities for University students
  • 24. What we did …
    • Short presentation in Project Hall and working with groups
    • Add context to the assignment, by looking at the broader picture
    • Recommend students to use electronic Key Note Reports about Leisure and Recreation Centres
    • Talk them through a SWOT of the market and encourage them to relate it to the specifics of Vauxhall
    • Recommend relevant government statistics ( local area health stats )
  • 25. 2. Explore Adventure Holidays
      • Students tasked with finding a market for an adventure holiday
      • Understand Explore’s position in the industry and market
      • Analyse the Explore data
      • Identify an unserved segment, a gap in the market, a new holiday
      • Develop, plan, price and cost a holiday
      • Recruit a tour leader
      • Propose the idea in a presentation and report
  • 26. What we did…
    • Short presentation in Project Hall and working with the groups
    • Advised on sources giving broader picture for Adventure holiday market
    • Use of full-text databases (e.g. Business Source Premier)
  • 27. 3. Music Industry
    • “ Are writers, musicians and other creative artists worth their pay? ”
    • 3000 word essay
  • 28. What we did…
    • 50 minute lecture to over 200 students about scoping the topic
    • Worked with groups in the Project Hall :
    • Formulating 5 sub-topics related to the question
    • Keyword selection, and finding information
    • Importance of different sources
  • 29.  
  • 30. The research process PLAN RECORD REFLECT ACT
  • 31. Future developments in the Pods
    • More use of the separate rooms to work with individual groups
    • Web access in the Brainstorm Room
    • Work with academics to reflect on what worked and how to improve the student experience
    • Pod active learning is spreading to other years as the whole curriculum is re-shaped into longer, larger units and terms.
  • 32. I’ve really enjoyed the pods. They’re much better than other modules. HRM Student This is what I’ve always wanted to do. Peter Godwin LRC Podder The pods have restored my enthusiasm for teaching. I was bored doing the same thing over and over again. This is completely different – and I know the students! David Wright Academic Podder [In my focus group] I couldn’t get the students to say anything negative! Derek Barnsley Academic Podder
  • 33. Challenges Successes
    • Group work
    • We really know the students!
    • Passing all the assessments
    • IT
    • Details
      • Assessments
      • Things we forgot or got wrong
    • Happy staff
    • Happy students
    • Higher pass rate (86% over the year)
    • Featured in a government green paper
  • 34. Other uses of the Pods: Management projects
    • Final year dissertations have been replaced by a 5,000 word project
    • Students are assigned a question and one journal article to get them started
    • They work in small groups ( about 6/8 students initially ) for 3 weeks and after 12 weeks submit a final individual piece of work
  • 35. Example Question…
    • “ You can’t learn to be Alan Sugar at business school. You are either an entrepreneur or you’re not. Discuss”
  • 36. The Pods at UB Project Hall Staff Room IT area Relaxation lounge Brainstorm room Boardroom
  • 37.  
  • 38.  
  • 39. What we did
  • 40. Discuss and select keywords Advise on type of information found Demonstrate databases Search tips
  • 41. Lessons from our experiences
    • Forced us to review our purchasing priorities, as learners require access to journal articles and data rather than books
    • Led to new database purchases
    • Blurred boundaries between academics and LRC staff
    • Moving from formal teaching toward facilitating student learning, using more ‘improvised’ techniques
  • 42. Conclusions
    • Enables us to work with Business students in a project based curriculum
    • Advantages of small group contact in a flexible environment
    • Building block approach to skill development ( e.g. getting used to accessing databases through the library catalogue )
    • Use of databases in one project may encourage use in others
    • We’re moving toward changing habits, creating a way of thinking, rather than imparting a set of skills
  • 43. Mobiles –the ultimate portable computer