Using Enquiry Based Learning to Create a Blended Academic Skills Development Module
Download as PPT, PDF1 like704 views
The document outlines a blended academic skills development module designed by the University of Birmingham, incorporating enquiry-based learning for undergraduate students in sports and education fields. It details the structure of the module, including weekly online lectures, face-to-face workshops, and group-based tasks aimed at fostering independent learning and essential academic skills. Initial findings indicate that while the experience was positively received by some cohorts, others felt overwhelmed by the workload, highlighting areas for improvement in future iterations.
![Thanks & Contact Details Matt Bridge – Academic Module Leader Natasha MacNab – Research Fellow Thomas Quarmby – PGTA Learning Development Unit, University of Birmingham Danielle Hinton Learning Design Consultant School of Education, University of Birmingham [email_address]](https://image.slidesharecdn.com/hintondanielleacademicskillsebl-1214813574515415-8/85/Using-Enquiry-Based-Learning-to-Create-a-Blended-Academic-Skills-Development-Module-26-320.jpg)
Using Enquiry Based Learning to Create a Blended Academic Skills Development Module
- 1. Using Enquiry Based Learning to Create a Blended Academic Skills Development Module Danielle Hinton School of Education, University of Birmingham
- 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. 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
- 4. The Team Academic Module Leader Postgraduate Teaching Assistant (PGTA) Learning Design Consultant eLearning Team Research Fellow
- 5. 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)
- 6. The Challenge Weekly Lectures (Online via WebCT) Pause for Thought Presentation Activities Practical (linked to related modules) Reflection 3 Workshops (face-to-face)
- 7. Repurposing a Learning Design Enquiry Based Learning design Authentic work place scenario Role play Authentic Activities
- 8. 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
- 9. 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
- 12. 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
- 13. Case Study and Role Play Groups took on a persona Work place profiles & roles Colleague profiles Related organisation profiles
- 14. Group Tasks 3 tasks 1 task per 3 weeks Email style
- 15. 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
- 16. Assessment Think Book Reflections (formative) due at the end of each the 3 group tasks Academic Skills Assessment & Development Plan (formative)
- 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?
- 20. 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
- 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
- 22. 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)
- 23. 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
- 24. 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.’
- 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.’
- 26. Thanks & Contact Details Matt Bridge – Academic Module Leader Natasha MacNab – Research Fellow Thomas Quarmby – PGTA Learning Development Unit, University of Birmingham Danielle Hinton Learning Design Consultant School of Education, University of Birmingham [email_address]