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. 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.’
- 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?
- 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
- 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.’