Academic Skills: Embedding Inquiry-based Learning for Learner Independence

Slide 1: Enquiry Based Learning for Learner Independence Academic Skills Module Module Temporal Plan  10 credit module (10 weeks / 100hrs)  Generic academic skills online lectures (time management, essay writing, plagiarism, presentation skills, note taking etc) with activities  Campus-based students  ‘Blended’ delivery via WebCT  80 1st year undergraduates  BA Sport, Physical Education and Community Studies (SPECS)  Applied Golf Management Studies (AGMS) Enquiry Based Learning Student Feedback  Authentic Workplace Scenario and Tasks  Group role play by taking on the persona of an employee I think in a group task it is easy to  Three tasks delivered in the style of an email from their Line Manager slack off but I realized in order to pass I would have to take  Each task takes place over a three week period responsibility for my own work. I  Groups decide how, when and where they will meet was waiting for someone to tell me  Evidence of working is posted to their private WebCT bulletin board As a group member I what to do and developed in that I feel I have learnt how to now understand it is my interact with a group responsibility  Task Scaffolding better and compromise (Student 1) with others in the  Planning and Progress Meetings (Agendas and Minutes) group. I feel this has  Workload and Action Plans developed me as an individual learner as I  Templates provided had to research from scratch and complete my role individually The key skills that I have learnt are team working and  Group Work critical thinking. Before this task I did not like (Student 11)  4-6 members working in a team because I thought that it was always too unreliable because you have to depend  Pre-assigned members on others. However the group I was working with  Pre-assigned group names (sports personalities) proved me wrong and we worked well together. Also we really had to put our heads together to think of  Groups developed their own group rules good ideas and individually we may have struggled (Student 54)  Group Process Scaffolding  Description of duties (Chair person, Recorder, Summariser, Accuracy Coach, Time Keeper, Reporter)  Duties pre-assigned to individuals  Duties rotated every task allowing students to experience Student Feedback: % Good or Satisfactory a variety of roles and responsibilities Question SPECS AGMS  Assessment Achieve Learning Outcomes 100 96  Think Book Reflections Information 96 91  Academic Skills Assessment and Development Plan Teaching and Learning Methods and Resources 96 86 Feedback 84 91 Tutor Support 88 82 Hours 70 64 Contact For Further Information: Danielle Hinton on d.m.hinton@bham.ac.uk or 0121 414 3468