BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills Teaching and Learning strategies for embedding key skills: reshaping a marketing

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  • Teaching and Learning strategies for embedding key skills:reshaping a marketing programme

    Karen HilligerLecturer in Business, Management & LeisureSue RobertsActing Head of Library and Information Services

    Edge Hill College of Higher Education

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Introducing Edge HillEdge HillHEI in the North West7,000 students on degree and diploma courses5,000 students on professional development programmes3 sitesICT investment and infrastructureWidening Access

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Background to BML & LISBusiness, Managementand LeisureWithin the North West Centre for Business & ManagementAround 600 studentsEmphasis on transferable graduate skillsWork-based learning5 degree programmes plus postgraduate and CPD

    LISConverged Library and ITCentral learning support and facilities2 service strandsLearning ServicesSupport ServicesStaff work across teams and sitesGood Academic liaison and collaboration

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Presentation OutlineContexts and drivers Research aimsRedesigning the curriculum to embed ICT skillsEvaluation:Teaching and Learning StrategiesCollaboration ApproachReflections on the key issuesThe future curriculum and way forward

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • As information technology becomes more seamless & user-friendly, it is likely that attention will shift more clearly to questions of how people are actually interacting with, & using, the information which technology makes available. Bruce, C., Workplace experiences of information literacy, International Journal of Information Management, 19 (1999) p. 33-47, p.33.

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Context and drivers

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Context and Drivers: Global & National

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Impact of ICT and WWW

    The virtual university Electronic information and online research Need for (student): Critical evaluation skills and techniques Searching techniques Management skills Need for (staff): Appropriate use Supportive and structured framework Identify/create learning resources Accessibility/ contextualisation

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Web CT developments at Edge Hill 1999-2000 Web based course design tool Distance learning & supplement traditional learning Flexibility/ equality of access to learning Electronic Resources integration and contextualisation Exploit this new learning medium/ make the connectionsCan be a motivational and active learning environmentVirtual Learning Environments

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • JISC User Behaviour Monitoring and Evaluation FrameworkFirst Annual ReportAugust 2000Professor Jennifer Rowleyhttp://www.jisc.ac.uk

    Key findings that students do not make effective use of EIS (Electronic Information Sources) in their research and study.

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • JISC User Behaviour Monitoring and Evaluation Framework: Findings

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

    Table 4.2: Incidence of EIS use by undergraduate students (ranked by 1st year use)

    EIS

    1st year undergraduates

    (n=102)

    %

    Other undergraduates

    (n=284)

    %

    Search engines

    73.53

    73.24

    Own OPACs

    30.39

    21.13

    E-mail

    28.43

    23.94

    Web EIS

    22.55

    20.77

    Local EIS

    19.61

    14.08

    Own Web site

    7.84

    4.58

    Institutional Web

    2.94

    3.52

    BIDS, etc

    1.96

    13.38

    Web databases

    1.96

    11.62

    All e-journals

    0.98

    3.87

    Gateways

    0

    0

  • The Skills Drivers HE has to equip graduates with strategies to deal with constant change Critical ability Need to develop active, engaged learners Employers value the general intellectual benefits of HE Criticism of the lack of certain core skills (Stoddart)

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Benchmark Statements

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Graduate Skills and the role of Higher Education.

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Information Literacy/ Skills - why?

    Include alternative strategies?

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Why Embed?Increase effective use of electronic resourcesSupport the development of effective, transferable learning skillsVocational & lifelong learning needsMore effective delivery model (Zuber-Skerritt, 1992)

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Context and Drivers: Local/HEI

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Edge Hill Graduate Skills

    Effective LearningCritical ThinkingInformation Retrieval and SelectionCommunication and PresentationInteractive and Group Subject Specific

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Marketing Graduate Skills

    Generic Graduate skills required Knowledge rapidly becomes outdated and obsolete Prime commodity in the workplace is information Specific skills even more central to marketing profession Information retrieval, analysis, evaluation and management via information systems

    How to put this into practice and at what level?

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • COMET

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • AimsIdentify the concept of graduate skills with specific reference to ICTEvaluate how embedding and contextualisation can facilitate the development of ICT skillsEvaluate the collaboration between LIS and BML in supporting the development of effective teaching and learning strategiesIdentify key issues for future curriculum reshaping

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Redesigning the marketing curriculum to embed ICT skills

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Embedded ICT SkillsEffective learning skills:

    Understand the use of CIT in developing and supporting learning

    Developing informationretrieval and selection skills:

    Search strategies Accessing electronic information sources Retrieving Evaluating data Managing data

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Approach to integrating ICT skills into Marketing and Leisure at level 3

    Teaching and Learning Strategy

    Skills Audits2 sessions per moduleGrounded in experiential learningPreparatory lecture inputDevelopment of web-based and printed resources and support materials

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Approach to integrating ICT skills into Marketing and Leisure at level 3Examples of Learning Activities

    Problem identification exerciseDeveloping search strategies on defined topicsSearching and retrieving informationEvaluation of information & sourcesIdentifying alternative sources & retrieving relevant information

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Teaching and LearningStrategy to Embed Skills

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Subject Web Page

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • ISM module web page

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Evaluation

    Teaching and Learning StrategiesCollaboration Approach

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • SummarySurvey results presented quantitative & qualitative data Sessions were successful in:Increasing the use of electronic resourcesfacilitating the development of the embedded ICT skillsEffectiveness of experiential learning

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • ResultsIncreased use of Electronic Resources

    Resource Net Change %European Business +10%Anbar Intelligence +35%World Mag Bank +20%Electronic Journals 0%WWW resources -25%LIS Marketing web page +45%

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Qualitative FeedbackThe sessions have provided opportunities for the development of learner autonomy by facilitating skill learning and enabling students to practice these skills outside of the sessions. Qualitative responses reinforced this positive view.

    For example I found the sessions to be of great use in help to complete my assignment as all of the sessions provide relevance to the assessment.In general, I was glad of the opportunity to learn more about the use of computers and particularly information retrieval from the marketing web sites.I found the session informative and helpful in the retrieval of relevant data for the module.

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Key IssuesTeaching and Learning Strategy: embedded skills approach

    Increase student awareness of skills in order to promote the value of ICT skills development and the support that is provided.To be wholly effective the embedding should begin at Level 1 & 2 & include technical skills.Redesign for improvement.Accreditation of skills to give added value.

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Key Issues

    The collaboration Approach

    Learning support staff skills and role perceptions will need to be developed in terms of curriculum development and teachingAcademic staff skills and awareness of EIS and information literacy development Model is staff intensive

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Future CurriculumCOMETWebCT and Virtual Learning Environments.

    Revalidation of Part One of Modular Degree and Skills Mapping Example:WebCT the International Marketing Strategy module & embed the identified key skills into integrated learning activities

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • Embedded skills in degree programme

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

  • The Way ForwardHow to develop the undergraduate curriculum that includes embedded skills development?

    Future models may need variable central learning support input & online learning materials

    Further research to fully establish transferability of skills, higher levels of critical analysis & assessment outcomes?

    Longitudinal study - in the workplaceIncreased scope of study to include Strategic Leisure Management and a control group to make more effective comparisons

    BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

    General overview, most of the audience should be aware of these issues.

    Focus on some specific ones: Impact of Electronic Information on On-line LearningJISC ResearchWWW and information literacy/ICTWWW and Virtual Learning Key Skills DriversDearing and TransferabilityBenchmark statements for skillsGraduate Skills and the Role of HEInformation Literacy. Why?Why embed?This is where the issue of whether it is HEs responsibility to development skills make it clear that the debate has been acknowledged.

    The newly published text by Fallows, S. and Steven, C. (2000) Integrating Key Skills in HE, Kogan Page, includes examples of embedded approaches for example.

    May want to add in some more recent references from Fallows & Steven (2000)Aims & Objectives (Session 1)Aim: to develop an understanding of the range of information tools availableObjectives: To demonstrate different resourcesTo access specified resources through the LIS subject web pageTo formulate less complex search strategiesTo retrieve relevant information for discussionTo facilitate research & completion of assignmentTo introduce & the internet as a strategic marketing tool

    Aims & Objectives (Session 2)Aim: to apply an understanding of electronic information to the assignmentObjectives:To review the previous session & resources usedTo clarify the types of resources needed for the assignmentTo explore the additions to the subject resource web pageTo find alternative sources of informationTo manage information effectively

    For example:

    Q10-16 Asked the extent to which Students felt that electronic resourses for Marketing sessions developed the skills of information access,retrieval, selection using ICT. The responses showed positive results they considered the sessions developed them to a Large Extent.

    (Q19) 95% of respondent considered the Introduction to the range of resources for Marketing as highly relevant.

    (Q20) 65% considered it relevant to have practical exercises on information retrieval and selection skills that related to their subject and (Q21) 80% considered it relevant to have the opportunity to find information for their assignments built into the sessions.

    However, significant issues were identified that concerned how the students valued the: (Q23) Integration of ICT skills development into marketing session (55% Irrelevant)(Q22) Learning support on how to make best use of ICT (65% Irrelevant)

    It can only be suggested at this stage from the current, initial research, that the students have been empowered to further development their skills and the increase in resource usage can only provide an indication of the impact of the sessions.

    All subject areas will need to embed and assess key skills within the programmes. To ensure progression and a minimum of threshold achievement by level 3. This will include the skills already examined in this project. These skills are an important platform.

    The newly validated BSc (Hons) Marketing Information Systems Degree in BML provides multiple opportunities at each level (year 1-3) and within each module to encourage the development of a range of key transferable skills. In line with Edge Hills Quality Guidelines and informed by QAA Benchmark Statements etc, skills levels descriptors have been developed to assist us in giving support to students. This is illustrated by the diagram. At level 3, a student can be expected to be able to: The skills of information retrieval, selection using ICT are principally embedded within the International Strategic Marketing module. Does this need changing?

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