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

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills

Teaching and Learning strategies for embedding key

skills:reshaping a marketing programme

Karen HilligerLecturer in Business, Management & Leisure

Sue RobertsActing Head of Library and Information Services

Edge Hill College of Higher Education


Introducing Edge Hill

Edge Hill• HEI in the North West• 7,000 students on

degree and diploma courses

• 5,000 students on professional development programmes

• 3 sites• ICT investment and

infrastructure• Widening Access


Background to BML & LIS

Business, Management

and Leisure• Within the North West

Centre for Business & Management

• Around 600 students• Emphasis on transferable

graduate skills• Work-based learning• 5 degree programmes plus

postgraduate and CPD

LIS• Converged Library and IT• Central learning support and

facilities• 2 service strands

• Learning Services• Support Services

• Staff work across teams and sites

• Good Academic liaison and collaboration


Presentation Outline Contexts and drivers Research aims Redesigning the curriculum to embed ICT

skills Evaluation:

Teaching and Learning Strategies Collaboration Approach

Reflections on the key issues The future curriculum and way forward


“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.


Context and drivers


Context and Drivers: Global & National


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


•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 connections

•Can be a motivational and active learning environment

Virtual Learning Environments


JISC User Behaviour Monitoring and Evaluation FrameworkFirst Annual ReportAugust 2000Professor Jennifer Rowley

http://www.jisc.ac.uk

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


JISC User Behaviour Monitoring and Evaluation Framework: Findings

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 73.24Own OPACs 30.39 21.13E-mail 28.43 23.94Web EIS 22.55 20.77Local EIS 19.61 14.08Own Web site 7.84 4.58Institutional Web 2.94 3.52BIDS, etc 1.96 13.38Web databases 1.96 11.62All e-journals 0.98 3.87Gateways 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)


Benchmark Statements


Graduate Skills and the role of Higher Education.


Information Literacy/ Skills - why?

• Include alternative strategies?


Why Embed?

• Increase effective use of electronic resources• Support the development of effective, transferable

learning skills• Vocational & lifelong learning needs• More effective delivery model (Zuber-Skerritt,

1992)


Context and Drivers: Local/HEI


Edge Hill Graduate Skills

• Effective Learning• Critical Thinking• Information Retrieval and Selection• Communication and Presentation• Interactive and Group • Subject Specific


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?


COMET


Aims1. Identify the concept of graduate skills with

specific reference to ICT2. Evaluate how embedding and

contextualisation can facilitate the development of ICT skills

3. Evaluate the collaboration between LIS and BML in supporting the development of effective teaching and learning strategies

4. Identify key issues for future curriculum reshaping


Redesigning the marketing curriculum to embed ICT skills


Embedded ICT Skills

Effective 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


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


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

Examples of Learning Activities

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


Teaching and LearningStrategy to Embed Skills


Subject Web Page


ISM module web page


Evaluation

Teaching and Learning Strategies

Collaboration Approach


Summary

• Survey results presented quantitative & qualitative data

• Sessions were successful in:– Increasing the use of electronic resources– facilitating the development of the

embedded ICT skills

• Effectiveness of experiential learning


Results

Increased 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%


Qualitative Feedback

The 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.”


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.


Key Issues The collaboration Approach

• Learning support staff skills and role perceptions will need to be developed in terms of curriculum development and teaching

• Academic staff skills and awareness of EIS and information literacy development

• Model is staff intensive


Future Curriculum

• COMET• WebCT 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


Embedded skills in degree programme


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