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 HintonSchool 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 LeaderPostgraduate Teaching Assistant (PGTA)

Learning Design Consultant– eLearning Team

Research Fellow

The Module

10 credit module (10 weeks / 100hrs)Generic academic skillsCampus-based students‘Blended’ delivery via WebCT80 1st 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 designAuthentic work place scenarioRole playAuthentic Activities

Repurposing a Learning Design

Sports related undergraduates

Teachers of the Visually Impaired

Credit bearing module Credit bearing 2 year programme

1st year Continuing professional development (CPD)

Campus based Distance learners

Undergraduate Post graduate

New ContextNew ContextOriginal ContextOriginal Context

Repurposing Challenges

Original module + Enquiry Based LearningDiffering 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 profilesRelated 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

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

Matt Bridge – Academic Module LeaderNatasha MacNab – Research FellowThomas Quarmby – PGTALearning Development Unit, University of Birmingham

Danielle HintonLearning Design ConsultantSchool of Education, University of Birminghamd.m.hinton@bham.ac.uk