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Developing A Problem-based Learning Module Practical Group Work Session

Developing A Problem-based Learning Module Practical Group Work Session. Rob Boast, Staffordshire University Rosemary Tomkinson, University of Manchester. The Brief – the V-C again . . .

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Developing A Problem-based Learning Module Practical Group Work Session

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  1. Developing A Problem-based Learning ModulePractical Group Work Session Rob Boast, Staffordshire University Rosemary Tomkinson, University of Manchester

  2. The Brief – the V-C again . . . • Your vice-chancellor, after reviewing the Green League tables, has determined that one, of a number of responses that they would like to see implemented, is for all academic departments to incorporate a sustainability themed module into one ‘champion’ on-campus degree programme. • The v-c sees this module as being essentially a problem-based, student-centred module with students working in small teams developing a whole raft of graduate attributes / transferable skills along the way.

  3. The Brief Continued . . . • Your v-c understands that ‘one-size-does-NOT-fit-all’ and so there are a number of design scenarios . . . but they ideally use technology supported learning. • Your team has volunteered / been encouraged to be a pbl-sustainability / skills champion! • Choose one of the scenarios (next slide) and map out a workable 12 week module meeting the key design criteria (see later). • Your v-c requires a 5 min ‘pitch’ of your champion module. • 30 mins – go, good luck!

  4. The Scenarios . . . • Scenario 1: Rivers of Flowers / Pollen Patch – students bring their subject discipline to this x-University project. Provide an exemplar module ‘shell’ for a specific level. • Scenario 2: Greening the University – ‘Core Curriculum’ – students bring their subject discipline to this x-University project. Provide an exemplar module ‘shell’ for a specific level. • Scenario 3: Campus Sustainability Challenge – interdisciplinary / inter-level module(s) that is focused on transforming the sustainability of the campus. • Scenario 4: Curriculum Development Design for Sustainability – a module for final year students reflecting on and redesigning the curricula focusing on employability and working with alumni. • Scenario 5: Green Apprentice – sustainability consultancy module for transforming the university estate / curricula.

  5. The Design Criteria . . . • What would be the key ‘problem’ theme of the module? • What are the key needs / skills / attributes would the module try to develop? • What would be the key delivery challenges? • How might you ensure successful group working? • How might you use technology to support the learning? • What might be an appropriate assessment package for the module? Outline any key opportunities / challenges

  6. Views from the South Bank University (15/7/13) . . . • Opportunities • ‘Learning’ • Really mutli-disciplinary would be nice but interdisciplinary might be better • Proactive / engaged students researching / generating knowledge for themselves • Student-centred driven curricular – students designing the curricular • Linking cohorts - this year’s student learners next year’s mentors – passing the project / them onto the next cohort – that sort of sustainability of the project (rivers of flowers cascading across years) • ‘Skills delivery’ • It delivers graduate attributes • Business experience • Group-working skills • ‘e-literacy’ • Social media facilitation • ‘Assessment’ • Truly related to the brief / the process - convergent

  7. Views from the South Bank University (15/7/13) . . . • Opportunities • ‘Real project approach’ • Interdisciplinary working for all subjects in the University • Strengthen discipline identity as they put their take / angle on a theme • Authentic briefs – link curricular with the University life and non-University communities NEXT practice in learning – refreshing curricula for staff

  8. Views from the South Bank University (15/7/13) . . . • Challenges • ‘University management’ • Longer time perspectives need to be taken to grow (not just trees / an orchard) but a big overarching theme. • Collaborating and buy in to a broad theme and then subject disciplines hanging their PBL variant module from the thee • Are we brave enough not to even have facilitators ? • Might we need incentivisation of early adopting students (& staff – workloads and champions)? • Who has responsibility of driving this? – does a Faculty lead or is it a committee or do you have an EPVC of Sustainability? • ‘Students - getting it’ • How do we sell modules to students bunkered in their own discipline? • Concept of the module buy in from students – ideological aims of the module • ‘Different Learning’ • Respect for different disciplinary backgrounds • Working with others outside the university – risk assessments and working with vulnerable groups

  9. Views from the Keele Workshop (30/11/12) . . . • Opportunities • ‘Learning’ • Proactive / engaged students • Journey in own learning • DEEP LEARNING • Master classes • Linking cohorts - this year’s student learners next year’s facilitators • Next learning for the trained facilitators • ‘Change’ • Transformative – into SD issues • Reflection & change • Change perceptions • ‘Skills delivery’ • Teamwork / team skills • Creativity • Critical thinking • Self-awareness • Leadership skills • ‘e-literacy’ • Technology and use of techniques • Blogs – on-line monitoring • Develop e-skills • Online collaborative tools

  10. Views from the Keele Workshop (30/11/12) . . . • Opportunities • ‘Real project approach’ • Looking to the future – one world multidisciplinary • Interdisciplinary working / disciplinary culture awareness • Authentic briefs – students doing a real project with others • Students design for schools envsus – taster days • Collaborate with schools • Outreach opportunities • Citizenship • Engagement creating the meaningful • Change agents – what can be applied – action research • ‘Assessment’ • Negotiated assessment – empowerment • Assessment design awareness • Deliver assessment feedback dialogue • Peer review and reflective responding • ‘Sustainable development agenda’ • Enhancing SD in the curricula • Personal - Local – regional – global nested issues • Multiple player – people, communities, business • Green journey

  11. Views from the Keele Workshop (30/11/12) . . . • Challenges • ‘University management’ • Buy in from University / feasibility of module ideas • Staff time • Timetabling • Recruitment / training / rewarding of final year facilitators • Logistics of online learning - training students to use tools • ‘Students - getting it’ • Name of module – selling to students • Concept of the module buy in from students – ideological aims of the module • Contested terms – ‘sustainability’, ‘community • ‘Students – group working’ • Students not knowing each other • Passenger students • Peer assessment can cause conflicts

  12. Views from the Keele Workshop (30/11/12) . . . • Challenges • ‘Different Learning’ • Respect for different disciplinary backgrounds • Learning styles – disciplinary styles • International / cultural differences between students • Agreeing on assessments – flexibility of assessments • Different level students working together – different learning outcomes / assessments / motivations

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