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Team based learning


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Overview of TBL and an example of it being used in a Business School

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Team based learning

  1. 1. Sarah Honeychurch: Teaching Fellow, Adam Smith Business School Iyke Ikegwuonu: Specialist Tutor, Adam Smith Business School Niall Barr: Learning Technology Developer, IS Team-Based Learning
  2. 2. Introduction • Highly-structured form of small group learning • Permanent groups of 5-7 (selected by educator) • TBL modules/units: variable length • Pre-class preparation • Readiness Assurance Process (RAP) • Application activities • Can be adapted for asynchronous online learning Michaelsen, L. K. and Sweet, M. (2011), Team‐based learning. New Directions for Teaching and Learning, 41-51. doi:10.1002/tl.467
  3. 3. Readiness Assurance Process (RAP) • Flipped classroom model • Pre-reading (journal article, text book chapter, video) • iRAT • tRAT • Appeals • Mini-lecture
  4. 4. Application Activities • Four essential elements: • Significant Problems • Same Problem • Specific Choice • Simultaneous Report • Optional peer evaluation of group members • Optional group/individual summative assessment
  5. 5. Pre-reading Material – Chobani Yogurt Harvard Business Publishing
  6. 6. Pre-reading • Students were provided pre- reading 7 days in advance  Students advised to come prepared by reading prep material  Pre-reading highlighted most important concepts students need for class activities  Video gave a different dimension  Students were assigned preparatory materials to review before start of module
  7. 7. Readiness Assurance Test (RAT)  RAT is an integral part of TBL, consists of 5 multiple choice questions, written at Bloom’s levels: remembering, understanding and simple applying.  Students completed 15 minutes iRAT and repeated same questions in tRAT  iRAT tests individual foundational knowledge from the preparatory materials  tRAT promotes collaborative learning - students discussed/ negotiated answers for consensus  tRAT are high energy events – you can hear the noise  Research shows that giving an iRAT, then followed by a tRAT is a more effective way of teaching than giving a tRAT alone (Gopalan, 2013) RAT was administered using YACRS a class response application The RAT process
  8. 8. -1 0 1 2 3 4 5 6 7 8 Q1 Q2 Q3 Q4 Q5 tRAT - Results TR TW Q1 Q2 Q3 Q4 Q5 IR 26 19 24 5 30 IW 10 17 12 31 6 0 5 10 15 20 25 30 35 No.Students iRAT - Results RAT - Results RAT - Results
  9. 9. • On the next slide you will see your "Pre-reading" • After you've had a chance to read it you will get an iRAT question to be answered with a Zoom poll. Trying it out
  10. 10. "Pre-Reading" A term we've all become very familiar with in recent months is R0, the basic reproduction number for an infectious disease. This is the average number of new infections that will be caused by each infected person in a population with no previous exposure to a disease, and does not vary. However, as the disease spread through the population, more people become immune and so the effective reproduction number, R, starts to fall. Other factors can also influence R, for example the social distancing which we are currently participating in has helped reduce R for Covid-19 to the extent that the number of new infections is falling. Measles has a very high basic reproduction number, approximately 14, so to prevent measles spreading through a population with no immunity, a high uptake of vaccination is required so that at least 13 of every 14 people is immune. That is 94% of the population. Seasonal flu usually has an R0 value of approximately 1.3, so to get R down below 1 causing the disease to start dying out, requires three in every 13 people, or just over 23% of the population to have immunity. By vaccinating just people at high risk the disease is controlled to an acceptable level.
  11. 11. Estimates for the basic reproduction number for Covid-19 vary, however if we assume it is no higher than 3, what is the minimum level of vaccination needed to prevent future outbreaks spreading? • A: 24% • B: 34% • C: 67% • D: 94% iRAT
  12. 12. In-class Activity Key concept: Value Innovation TBL application exercise in IBE Value Innovation is the simultaneous pursuit of differentiation and low cost, creating a leap in value for both buyers and the company (Kim & Mauborgne,1999).
  13. 13. Value innovation can be achieved using the Four Actions Framework. The framework has four attributes that challenge an industry’s strategic logic. Using the flipchart provided, draw the four actions framework, showing how Chobani implemented value innovation to become leader in the US yoghurt market? For each category list at least one action taken by Chobani to create new value? (Prompt - think about what Chobani completely eliminated and value raised in Chobani yogurt) Please refer to key reading. In-class Activity - Value innovation
  14. 14. Future plans TBL online Develop methods for implementing TBL approaches for online delivery Integrate TBL into Moodle Use our workshop series to support academics wishing to adopt TBL in their teaching practice
  15. 15. • Questions? Conclusion