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Using Enquiry Based Learning to Create a Blended Academic Skills Development Module  Danielle Hinton School of Education, ...
Vision for Birmingham Learning At Birmingham, we are committed to enabling all our students to profit from a  culture of l...
The Funding <ul><li>Learning Development Unit  </li></ul><ul><ul><li>Teaching Quality Enhancement Fund (TQEF)  </li></ul><...
The Team  <ul><li>Academic Module Leader </li></ul><ul><li>Postgraduate Teaching Assistant (PGTA) </li></ul><ul><li>Learni...
The Module <ul><li>10 credit module (10 weeks / 100hrs) ‏ </li></ul><ul><li>Generic academic skills </li></ul><ul><li>Camp...
The Challenge  <ul><li>Weekly Lectures (Online via WebCT) ‏ </li></ul><ul><ul><li>Pause for Thought </li></ul></ul><ul><ul...
Repurposing a Learning Design <ul><li>Enquiry Based Learning design </li></ul><ul><li>Authentic work place scenario </li><...
Repurposing a Learning Design <ul><li>Sports related undergraduates </li></ul><ul><li>Teachers of the Visually Impaired </...
Repurposing Challenges <ul><li>Original module + Enquiry Based Learning </li></ul><ul><li>Differing scaffolding requiremen...
 
 
Groups <ul><li>Pre-assigned </li></ul><ul><li>Group names </li></ul><ul><li>Groups of 4-6 students </li></ul><ul><li>Creat...
Case Study and Role Play <ul><li>Groups took on a persona </li></ul><ul><ul><li>Work place profiles & roles </li></ul></ul...
Group Tasks <ul><li>3 tasks  </li></ul><ul><li>1 task per  3 weeks </li></ul><ul><li>Email style </li></ul>
Tasks <ul><li>Group </li></ul><ul><ul><li>Evidence posted on Bulletin Board </li></ul></ul><ul><ul><ul><li>Planning and Pr...
Assessment <ul><li>Think Book Reflections (formative) ‏ </li></ul><ul><ul><li>due at the end of each the 3 group tasks </l...
Think Book Reflection A. Description: what happened? B. Feelings: what were you thinking and feeling? C. Evaluation: what ...
Think Book Reflection
Think Book Reflection
Student Feedback <ul><li>SPECS cohort readily engaged in the module from day one and really enjoyed the module </li></ul><...
Student Feedback  - % good or satisfactory Question SPECS AGMS Achieve Learning Outcomes 100 96 Information 96 91 Teaching...
Initial Findings – SPECS Cohort <ul><li>Understanding of University work </li></ul><ul><ul><li> 2  = 3.6, p=0.05 (70% to ...
Initial Findings – SPECS Cohort <ul><li>Is understanding plagiarism important? </li></ul><ul><ul><li> 2  = 34.0, p=0.00 (...
Initial Findings <ul><li>‘ Skills development has definitely given me more insight into what university will entail. The l...
Initial Findings ‘ University work is different to that which I have encountered in the past. It requires hours of reading...
Thanks & Contact Details <ul><li>Matt Bridge – Academic Module Leader </li></ul><ul><li>Natasha MacNab – Research Fellow <...
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Using Enquiry Based Learning to Create a Blended Academic Skills Development Module

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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.

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

  1. 1. Using Enquiry Based Learning to Create a Blended Academic Skills Development Module Danielle Hinton School of Education, University of Birmingham
  2. 2. 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.’
  3. 3. The Funding <ul><li>Learning Development Unit </li></ul><ul><ul><li>Teaching Quality Enhancement Fund (TQEF) </li></ul></ul><ul><li>Learner Independence (06-08) ‏ </li></ul><ul><ul><li>2-3yrs </li></ul></ul><ul><ul><li>Each School (could bid for up £18,000 per year) http://www.ldu.bham.ac.uk/projects/lip/projects.shtml </li></ul></ul><ul><ul><ul><li>Education: Articulate a Model of the Independent Learner </li></ul></ul></ul>
  4. 4. The Team <ul><li>Academic Module Leader </li></ul><ul><li>Postgraduate Teaching Assistant (PGTA) </li></ul><ul><li>Learning Design Consultant </li></ul><ul><ul><li>eLearning Team </li></ul></ul><ul><li>Research Fellow </li></ul>
  5. 5. The Module <ul><li>10 credit module (10 weeks / 100hrs) ‏ </li></ul><ul><li>Generic academic skills </li></ul><ul><li>Campus-based students </li></ul><ul><li>‘ Blended’ delivery via WebCT </li></ul><ul><li>80 1 st year undergraduates </li></ul><ul><ul><li>BA Sport, Physical Education and Community Studies (SPECS) ‏ </li></ul></ul><ul><ul><li>Applied Golf Management Studies (AGMS) ‏ </li></ul></ul>
  6. 6. The Challenge <ul><li>Weekly Lectures (Online via WebCT) ‏ </li></ul><ul><ul><li>Pause for Thought </li></ul></ul><ul><ul><li>Presentation </li></ul></ul><ul><ul><li>Activities </li></ul></ul><ul><ul><ul><li>Practical (linked to related modules) ‏ </li></ul></ul></ul><ul><ul><ul><li>Reflection </li></ul></ul></ul><ul><li>3 Workshops (face-to-face) ‏ </li></ul>
  7. 7. Repurposing a Learning Design <ul><li>Enquiry Based Learning design </li></ul><ul><li>Authentic work place scenario </li></ul><ul><li>Role play </li></ul><ul><li>Authentic Activities </li></ul>
  8. 8. Repurposing a Learning Design <ul><li>Sports related undergraduates </li></ul><ul><li>Teachers of the Visually Impaired </li></ul><ul><li>Credit bearing module </li></ul><ul><li>Credit bearing 2 year programme </li></ul><ul><li>1 st year </li></ul><ul><li>Continuing professional development (CPD) ‏ </li></ul><ul><li>Campus based </li></ul><ul><li>Distance learners </li></ul><ul><li>Undergraduate </li></ul><ul><li>Post graduate </li></ul>New Context Original Context
  9. 9. Repurposing Challenges <ul><li>Original module + Enquiry Based Learning </li></ul><ul><li>Differing scaffolding requirements </li></ul><ul><ul><li>in small groups </li></ul></ul><ul><ul><li>Independently / self directed </li></ul></ul><ul><li>To assess changes in students’ view through an online questionnaire, interviews and focus groups </li></ul>
  10. 12. Groups <ul><li>Pre-assigned </li></ul><ul><li>Group names </li></ul><ul><li>Groups of 4-6 students </li></ul><ul><li>Created own set of rules </li></ul><ul><li>Jobs & responsibilities </li></ul><ul><ul><li>Chairperson </li></ul></ul><ul><ul><li>Recorder </li></ul></ul><ul><ul><li>Summariser </li></ul></ul><ul><ul><li>Accuracy Coach </li></ul></ul><ul><ul><li>Time Keeper </li></ul></ul><ul><ul><li>Reporter </li></ul></ul>
  11. 13. Case Study and Role Play <ul><li>Groups took on a persona </li></ul><ul><ul><li>Work place profiles & roles </li></ul></ul><ul><li>Colleague profiles </li></ul><ul><li>Related organisation profiles </li></ul>
  12. 14. Group Tasks <ul><li>3 tasks </li></ul><ul><li>1 task per 3 weeks </li></ul><ul><li>Email style </li></ul>
  13. 15. Tasks <ul><li>Group </li></ul><ul><ul><li>Evidence posted on Bulletin Board </li></ul></ul><ul><ul><ul><li>Planning and Progress meetings </li></ul></ul></ul><ul><ul><ul><ul><li>Agendas and minutes required </li></ul></ul></ul></ul><ul><ul><ul><li>Action Plan and Workload Plan </li></ul></ul></ul><ul><ul><li>Student’s decided how, where and when to meet </li></ul></ul><ul><li>Individual </li></ul><ul><ul><li>Online Lectures </li></ul></ul>
  14. 16. Assessment <ul><li>Think Book Reflections (formative) ‏ </li></ul><ul><ul><li>due at the end of each the 3 group tasks </li></ul></ul><ul><li>Academic Skills Assessment & Development Plan (formative) ‏ </li></ul>
  15. 17. 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?
  16. 18. Think Book Reflection
  17. 19. Think Book Reflection
  18. 20. Student Feedback <ul><li>SPECS cohort readily engaged in the module from day one and really enjoyed the module </li></ul><ul><li>AGMS cohort saw module as too much work, too many tasks </li></ul><ul><ul><li>Only really saw the value when they had marks back for a draft essay </li></ul></ul>
  19. 21. 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
  20. 22. Initial Findings – SPECS Cohort <ul><li>Understanding of University work </li></ul><ul><ul><li> 2 = 3.6, p=0.05 (70% to 87% yes) ‏ </li></ul></ul><ul><li>Do you expect tutors to dictate extensive notes? </li></ul><ul><ul><li> 2 = 4.9, p=0.03 (21% to <1% yes) ‏ </li></ul></ul><ul><li>Is referencing important? </li></ul><ul><ul><li> 2 = 23.8, p=0.00 (61% to 100% essential) ‏ </li></ul></ul>
  21. 23. Initial Findings – SPECS Cohort <ul><li>Is understanding plagiarism important? </li></ul><ul><ul><li> 2 = 34.0, p=0.00 (28% to 86% essential) ‏ </li></ul></ul><ul><li>Is Critical Reading important? </li></ul><ul><ul><li> 2 = 10.3, p=0.03 (29% to 58% essential) ‏ </li></ul></ul><ul><li>Is Independent Learning Important? </li></ul><ul><ul><li>100% YES </li></ul></ul>
  22. 24. Initial Findings <ul><li>‘ 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.’ </li></ul><ul><li>‘ 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.’ </li></ul>
  23. 25. 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.’
  24. 26. Thanks & Contact Details <ul><li>Matt Bridge – Academic Module Leader </li></ul><ul><li>Natasha MacNab – Research Fellow </li></ul><ul><li>Thomas Quarmby – PGTA </li></ul><ul><li>Learning Development Unit, University of Birmingham </li></ul><ul><li>Danielle Hinton </li></ul><ul><li>Learning Design Consultant </li></ul><ul><li>School of Education, University of Birmingham </li></ul><ul><li>[email_address] </li></ul>

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