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Enhancing the Enhancing the student learning student learning experience through experience through Assessed Enquiry Assessed Enquiry Based Learning Based Learning Ruth Pearce Ruth Pearce

Enhancing the student learning experience through Assessed Enquiry Based Learning

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Enhancing the student learning experience through Assessed Enquiry Based Learning . Ruth Pearce. Evaluation of previous cohorts. Attrition at 15% (above benchmark) ‘little personal relevance’ ‘already doing the job’ Onerous assessment. Challenges. - PowerPoint PPT Presentation

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Page 1: Enhancing the student learning experience through Assessed Enquiry Based Learning

Enhancing the student Enhancing the student learning experience learning experience through Assessed through Assessed

Enquiry Based Learning Enquiry Based Learning

Ruth PearceRuth Pearce

Page 2: Enhancing the student learning experience through Assessed Enquiry Based Learning

Evaluation of previous cohortsEvaluation of previous cohorts

• Attrition at 15% (above benchmark)Attrition at 15% (above benchmark)• ‘‘little personal relevance’little personal relevance’• ‘‘already doing the job’already doing the job’• Onerous assessmentOnerous assessment

Page 3: Enhancing the student learning experience through Assessed Enquiry Based Learning

ChallengesChallenges• Student cohort ‘expert’ practitioners from a range of Student cohort ‘expert’ practitioners from a range of

clinical backgroundsclinical backgrounds ‘ ‘My expectations were it would be a traditional course with more My expectations were it would be a traditional course with more

depth at a different academic level and I would be reminded of depth at a different academic level and I would be reminded of being a student nurse and I expected to be made to feel stupid. being a student nurse and I expected to be made to feel stupid. We were always threatened with a discontinuation of our training We were always threatened with a discontinuation of our training and I expected that kind of culture. and I expected that kind of culture.

• Questionable motivation for undertaking programmeQuestionable motivation for undertaking programme ‘ ‘Well it sounds awful but I had no expectations of it when started Well it sounds awful but I had no expectations of it when started

because we’d been sent on it, in a manner of speaking, because we had because we’d been sent on it, in a manner of speaking, because we had to show we were educated to Masters level so we thought about what to show we were educated to Masters level so we thought about what would we not mind doing and I suppose teaching was the obvious one, would we not mind doing and I suppose teaching was the obvious one, so we had a really low expectation of it.’so we had a really low expectation of it.’

• Their priority was to develop technical teaching skillsTheir priority was to develop technical teaching skills

Page 4: Enhancing the student learning experience through Assessed Enquiry Based Learning

Enquiry Based LearningEnquiry Based Learning• Student centred – onus is on the learner within the teamStudent centred – onus is on the learner within the team• CollaborativeCollaborative• Allows theory to be explored within student context Allows theory to be explored within student context • Integration of knowledge and practiceIntegration of knowledge and practice• Deep approach to learning as students make their own Deep approach to learning as students make their own

connections between ideas. connections between ideas. • Open nature of an enquiry ensures there is scope for more Open nature of an enquiry ensures there is scope for more

realistic and relevant learning and peer interactions foster realistic and relevant learning and peer interactions foster engagement. engagement.

• Allows the development of a wide range of abilities: Allows the development of a wide range of abilities: knowledge-creation, team-working, presentation, knowledge-creation, team-working, presentation, information literacy, ICT, problem-solving, creativity and information literacy, ICT, problem-solving, creativity and project management. project management.

(Kahn and O’Rourke, 2004)(Kahn and O’Rourke, 2004)

Page 5: Enhancing the student learning experience through Assessed Enquiry Based Learning

ContextContext• PGCert – Teacher in Health and Social PGCert – Teacher in Health and Social

CareCare• Delivered as part of Masters in Advanced Delivered as part of Masters in Advanced

Social and Healthcare provisionSocial and Healthcare provision

Page 6: Enhancing the student learning experience through Assessed Enquiry Based Learning

How does EBL work?How does EBL work?• Engage team and set ground rulesEngage team and set ground rules• Launch ‘enquiry’Launch ‘enquiry’• Ideas explode out from enquiryIdeas explode out from enquiry• Students explore the literature to formulate speculative Students explore the literature to formulate speculative

general principles in relation to the enquiry.general principles in relation to the enquiry.• Hypotheses are generated about what actions are needed to Hypotheses are generated about what actions are needed to

lead to an improvement in their practice.lead to an improvement in their practice.• Students set own agenda for learning: ownership of timetableStudents set own agenda for learning: ownership of timetable• Bring information back and articulate to team own Bring information back and articulate to team own

understandingunderstanding• Review, evaluate and modify understanding through Review, evaluate and modify understanding through

subsequent sessions.subsequent sessions.• Draw enquiry to a close and address enquiry.Draw enquiry to a close and address enquiry.

Page 7: Enhancing the student learning experience through Assessed Enquiry Based Learning

Supporting EBLSupporting EBL• Facilitator role:Facilitator role:

– Anxieties around processAnxieties around process– Deconstruction of existing experiencesDeconstruction of existing experiences– ReconstructionReconstruction

• Wiki activity:Wiki activity:– Engages students with web-based learningEngages students with web-based learning– Enables externalisation of the EBL processEnables externalisation of the EBL process

Page 8: Enhancing the student learning experience through Assessed Enquiry Based Learning

StudyStudyAimsAims

– To provide an outstanding student experienceTo provide an outstanding student experience– To engage with active learning through the To engage with active learning through the

EBL process EBL process – To encourage collaboration, teamwork and To encourage collaboration, teamwork and

the development of transferable skillsthe development of transferable skillsMethodMethod

– Semi-structured interviewsSemi-structured interviews– Thematic analysisThematic analysis

Page 9: Enhancing the student learning experience through Assessed Enquiry Based Learning

Findings (1)Findings (1)• All students identified:All students identified:

– significant change to their practice as a significant change to their practice as a result of learning from the programme. result of learning from the programme.

– immediate application to practice.immediate application to practice.– collective learning responsibility ensured collective learning responsibility ensured

the students actively engaged with the students actively engaged with learninglearning

Page 10: Enhancing the student learning experience through Assessed Enquiry Based Learning

Findings (2)Findings (2)• All students indicated that their confidence All students indicated that their confidence

had developed through:had developed through:– teamworkteamwork– presenting an argument presenting an argument – challenging each other’s perspectives. challenging each other’s perspectives.

• Students spoke of EBL as a Students spoke of EBL as a transformational learning experience.transformational learning experience.

Page 11: Enhancing the student learning experience through Assessed Enquiry Based Learning

Change in practiceChange in practice• ‘‘It’s been brilliant to come into something that It’s been brilliant to come into something that

you didn’t think you were going to learn and end you didn’t think you were going to learn and end up changing everything you do has been up changing everything you do has been amazing. To look at things from different amazing. To look at things from different perspectives and realise you’re not too old to perspectives and realise you’re not too old to change.’ change.’

• ‘‘It has really helped me to achieve much more It has really helped me to achieve much more than anticipated. I think it has caused an than anticipated. I think it has caused an automatic internal change because it has totally automatic internal change because it has totally changed my perspective.’changed my perspective.’

Page 12: Enhancing the student learning experience through Assessed Enquiry Based Learning

Immediate applicationImmediate application• ‘‘The fact here we’ve been recognised as The fact here we’ve been recognised as

expert practitioners and our knowledge expert practitioners and our knowledge has been respected has made all the has been respected has made all the difference, we can apply what we learn difference, we can apply what we learn directly to our practice.’ directly to our practice.’

Page 13: Enhancing the student learning experience through Assessed Enquiry Based Learning

Collective LearningCollective Learning• ‘‘With EBL you take a greater responsibility With EBL you take a greater responsibility

for your own learning and that of your for your own learning and that of your colleagues, it’s very much about the team colleagues, it’s very much about the team and not just letting yourself down if you and not just letting yourself down if you don’t perform, your letting the team down don’t perform, your letting the team down – it mirrors reflective practice really’– it mirrors reflective practice really’

Page 14: Enhancing the student learning experience through Assessed Enquiry Based Learning

Confidence and development (1)Confidence and development (1)• ‘‘To have developed the confidence to To have developed the confidence to

change and look at what we were doing …it’s change and look at what we were doing …it’s difficult when given a certain environment in difficult when given a certain environment in which to teach and you’re aware you’re not which to teach and you’re aware you’re not doing the class justice but to then have the doing the class justice but to then have the knowledge and awareness of the effect of the knowledge and awareness of the effect of the environment and how this can be changed.’environment and how this can be changed.’

• ‘‘This experience has been completely This experience has been completely different with a group that has worked different with a group that has worked together, gelled and we’ve learnt a lot from together, gelled and we’ve learnt a lot from each other.’each other.’

Page 15: Enhancing the student learning experience through Assessed Enquiry Based Learning

Confidence and development (2)Confidence and development (2)• ‘‘It has given me the confidence to challenge It has given me the confidence to challenge

practice and truly think differently and at Masters practice and truly think differently and at Masters level.’ level.’

• ‘‘I just found myself thinking differently, I found I just found myself thinking differently, I found my teaching was different as my previous my teaching was different as my previous experience has been typical teaching/learning experience has been typical teaching/learning and EBL has helped me appreciate the true and EBL has helped me appreciate the true value of learning. I think it has increased my value of learning. I think it has increased my confidence as a teacher and learner.’confidence as a teacher and learner.’

• ‘‘We are champions for practice education having We are champions for practice education having had a positive learning experience and the had a positive learning experience and the confidence that brings.’confidence that brings.’

Page 16: Enhancing the student learning experience through Assessed Enquiry Based Learning

Transformational learning Transformational learning experience (1)experience (1)

• ‘‘The EBL process in itself is what has The EBL process in itself is what has changed everything, not just my teaching changed everything, not just my teaching and learning but the world as a whole.’and learning but the world as a whole.’

• ‘‘Learning is about growth and we all have Learning is about growth and we all have our own stories of transformation from this our own stories of transformation from this course.’course.’

Page 17: Enhancing the student learning experience through Assessed Enquiry Based Learning

Transformational learning Transformational learning experience (2)experience (2)

• ‘‘It’s not unique but it’s one of those prized It’s not unique but it’s one of those prized occasions where the process has been as occasions where the process has been as rich as the end result. I think the fact that it rich as the end result. I think the fact that it happens in education when we are happens in education when we are actually looking at trying to attain that, actually looking at trying to attain that, does create its uniqueness and exploits does create its uniqueness and exploits the very powerful nature of a group.’ the very powerful nature of a group.’

Page 18: Enhancing the student learning experience through Assessed Enquiry Based Learning

Examples of practice developmentExamples of practice development

• Change to infection control mandatory training Change to infection control mandatory training from PowerPoint presentation to small group, from PowerPoint presentation to small group, practical sessions with staff led activities.practical sessions with staff led activities.

• Change to GNVQ training from all day lectures Change to GNVQ training from all day lectures with poor attendance to a one hour lead lecture with poor attendance to a one hour lead lecture supported by individual or small group tutorials supported by individual or small group tutorials and small group work.and small group work.

• Change to self harm and suicide risk Change to self harm and suicide risk assessment sessions to medical staff in A&E assessment sessions to medical staff in A&E from PowerPoint presentations to scenario from PowerPoint presentations to scenario based activities.based activities.

Page 19: Enhancing the student learning experience through Assessed Enquiry Based Learning

The success of EBL in the PGCertThe success of EBL in the PGCert

• ‘‘I think that what struck me most about the EBL I think that what struck me most about the EBL was that you can see the simplicity of it is it’s was that you can see the simplicity of it is it’s defining point because it can be used in any defining point because it can be used in any course but the I think the mastery that has been course but the I think the mastery that has been demonstrated was using it in a course about demonstrated was using it in a course about education, not only were you allowing us to use education, not only were you allowing us to use EBL but you were allowing us to experience it in EBL but you were allowing us to experience it in a course about teaching and learning. I think a course about teaching and learning. I think that way we were able to see more than just the that way we were able to see more than just the one side and experience real student centred one side and experience real student centred learning.’learning.’

Page 20: Enhancing the student learning experience through Assessed Enquiry Based Learning

Success indicatorsSuccess indicators• 62% of the students have new jobs leading 62% of the students have new jobs leading

education in their field of practice.education in their field of practice.

• ‘‘I didn’t expect it to be fun either, I thought it I didn’t expect it to be fun either, I thought it would be a tick box exercise but learning should would be a tick box exercise but learning should be fun and this has been.’be fun and this has been.’

• ‘‘I was expecting it to be stressful, I wasn’t I was expecting it to be stressful, I wasn’t expecting fun or for it to be enjoyable or to make expecting fun or for it to be enjoyable or to make friends and it’s been really good, we’ve definitely friends and it’s been really good, we’ve definitely learnt so much’ learnt so much’

Page 21: Enhancing the student learning experience through Assessed Enquiry Based Learning

ReferencesReferences• Kahn, P. & O’Rourke, K. (2004) Guide to Kahn, P. & O’Rourke, K. (2004) Guide to

curriculum design. Higher Education curriculum design. Higher Education Academy Academy http://www.heacademy.ac.uk/resources/dehttp://www.heacademy.ac.uk/resources/detail/id359_guide_to_curriculum_design_ebltail/id359_guide_to_curriculum_design_ebl accessed 16.05.08 accessed 16.05.08