BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills Teaching and Learning strategies for embedding key skills: reshaping a marketing programme Karen Hilliger Lecturer in Business, Management & Leisure Sue Roberts Acting 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 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

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills 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

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills Presentation Outline uContexts and drivers uResearch aims uRedesigning the curriculum to embed ICT skills uEvaluation: uTeaching and Learning Strategies uCollaboration Approach uReflections on the key issues uThe 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 , 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 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

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills JISC User Behaviour Monitoring and Evaluation Framework F irst Annual Report August 2000 Professor Jennifer Rowley 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 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 resources Support the development of effective, transferable learning skills Vocational & lifelong learning needs More 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 Learning Critical Thinking Information Retrieval and Selection Communication and Presentation Interactive 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 Aims 1.Identify the concept of graduate skills with specific reference to ICT 2.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

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 Skills Effective learning skills: Understand the use of CIT in developing and supporting learning Developing information retrieval 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 Audits 2 sessions per module Grounded in experiential learning Preparatory lecture input Development 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 3 Examples of Learning Activities Problem identification exercise Developing search strategies on defined topics Searching and retrieving information Evaluation of information & sources Identifying alternative sources & retrieving relevant information

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills Teaching and Learning Strategy 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 u Teaching and Learning Strategies u Collaboration Approach

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills 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

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills 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%

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills 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.”

BEST LTSN 2001 Teaching and Learning Strategies for embedding key skills Key Issues Teaching 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 teaching Academic 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 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

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 Forward How 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 workplace Increased scope of study to include Strategic Leisure Management and a “control” group to make more effective comparisons