“The IKEA approach to learning, so leave the kids alone”

“The IKEA approach to learning, so leave the kids alone” A case study of changing teaching to improve outcomes, by John Murphy and Philip Cowan, School of Humanities, University of Hertfordshire

Summary • A Problem module needed fixing • Designing an “IKEA” delivery • Risk management and “events” • Subjective feedback • Lessons learned

The Problem Module • Level 6 Journalism Module “Journalism Government and the People” was poorly received, students not really engaged. • Attendance at lectures was low, no active discussion in seminars, quality of coursework was not great. • External examiner questioning whether we should even continue • Content hard to relate to perception of journalism

The old approach • 1 hour lecture • 1 hour seminar • 2 essays • Curriculum based on NCTJ “public Affairs” – dry and technical • Very little engagement despite changes in approach from new staff • Learning outcomes revolved around receiving a body of knowledge from lecturer

The IKEA way The Bat – is a sign that people can find their own way around if there is proper signage The Wolf – is a sign that people can shop alone Source: IKEA TV advertisement “Tattoo Man”, 2000, Created By St Lukes, directed by Rocky Morton through Partizan Midi Minuit

How do we apply this

Structure of the course • One initial lecture • Two tutorials, timed to be about 10 days before the deadline for each essay, Groups of 6 for 30 minutes each focused on THEIR Essays • Lectures turned into podcasts, roughly matching the subjects contained in PowerPoint's from previous year • Six online group tasks(Seminars) students in group take it in turns to produce a leading brief on a topic, others join in the conversation online • Total Contact Hours =2

Risks and events • The student registration system that fed StudyNet was “upgraded” • The module leader had a heart attack on the first day of term • Even though attendance was only required on two occasions for 30 minutes each time it co-incided with ; driving tests, work, other appointments, “I don’t come in on that day” etc so some students had to be pressured into attending. [KIS] • Still some students did not engage, but fewer than before

Sample of early feedback • I like being able to choose when I do it • I listened to all the lectures in one day • I’m really enjoying doing the research • I miss lectures, they forced me to focus on the subject during that time, I am having trouble organizing myself • I think the old fashioned system suits me better, I don’t know where I am here, its much harder work (this student got a first) • I like being able to go back and play the lectures again • I’m working harder on this than any other module, the more you find out the more you want to know, it seems to go on forever • First drafts of essays was a key point, it was clear from this early work that a step change in the quality of coursework was taking place (Phew!) later confirmed by External Examiner. • “Quality of Learning”

What else happened? • People attending tutorial stayed for the next one, and the one after • Those who never spoke in seminars asked questions in smaller groups and opened up • The Quality of interaction with the tutor was much greater even if the actual contact time was less. • Students found resources which was then shared with colleagues. either through StudyNet or through Tutor • A lot of email traffic at odd hours (students like to work odd hours – do tutors?)

Analysis - strengths • Multiple pathways through the material, can start with a book, PPT, podcast or virtual seminar – even talking to the tutor • Assessment is closely integrated into learning • Develops self reliance, in fact there is no option but to drive yourself through the module • Learning outcomes can include higher skills around research, self management and personal confidence rather than just knowledge – Graduate Attributes in fact! • Tolerant to technical failure and Module Leader mechanical faults because most course content is pre-prepared

Weaknesses • Students used to spoon-fed approach flounder and complain • Even good students can have genuine difficulties with a self-drive approach • The “Signage” has to be good • Key resources, like principle texts have to be available in LRC • Support has to be flexible, contact hours the same number but applied differently • Does not “save money” • Needs analysis of whether it is fully inclusive • KIS Contact Hours?

Opportunities • Changes the relationship between staff and students to one of support rather than “listen to me” • Convert “dead” teaching time to active learning time • More enjoyable to be a tutor; students are eager for specific help with their assignments • Can prepare students better for professional life

Threats • Someone will always try to argue for reduction in teaching contact hours • Tempting to roll out to large cohorts without understanding the implications • Is perceived by students as cost cutting even when it is not(KIS contact hours) • Unlikely to suit Level 4 students • Very hard to match Attendance requirement and vulnerable to fraud and “gaming”

Lessons learned

Professionalism, employability and enterprise • The University promotes professional integrity and provides opportunities to develop the skills of communication, independent and team working, problem solving, creativity, digital literacy, numeracy and self-management. Our graduates will be confident, act with integrity, set themselves high standards and have skills that are essential to their future lives. • Learning and research skills • The University fosters intellectual curiosity and provides opportunities to develop effective learning and research abilities. Our graduates will be equipped to seek knowledge and to continue learning throughout their lives. • Intellectual depth, breadth and adaptability • The University encourages engagement in curricular, co-curricular and extracurricular activities that deepen and broaden knowledge and develop powers of analysis, application, synthesis, evaluation and criticality. Our graduates will be able to consider multiple perspectives as they apply intellectual rigour and innovative thinking to the practical and theoretical challenges they face. • Respect for others • The University promotes self-awareness, empathy, cultural awareness and mutual respect. Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings. • Social responsibility • The University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society.

EXTERNAL EXAMINER • Year one – Critical remakes from the External examiner • Year two – Improved External Examiner feedback • Year three – Again improved External Examiner Report

STUDENT PERSPECTIVE • Issues of the conception of Journalism – sports, fashion, music, NOT POLITICS • Survey fatigue – moratorium on surveys so no specific or detailed feedback • Low number of feedback from students on standard feedback – not statistically significant, but increased year 2 from 1 then fell back slightly

ACADEMICALLY ADRIFT • Low engagement (work) leads to little or no development of key skills • Low development leads to increased unemployment – three times higher in the lowest quintile compared to the highest • Goal is to increase engagement by ‘forcing’ students to work (read) rather than simply attend (lectures and seminars

FUTURE PLANS • More detailed feedback • More closely defined tasks and reading • More contact to capture struggling students

“The IKEA approach to learning, so leave the kids alone”