CPLA: CENTRE FOR PROMOTING LEARNER AUTONOMY: A CENTRE FOR EXCELLENCE IN TEACHING AND LEARNING: CASE STUDIES

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CPLA: CENTRE FOR PROMOTING LEARNER AUTONOMY: A CENTRE FOR EXCELLENCE IN TEACHING AND LEARNING: CASE STUDIES

The project aimed to promote learner autonomy through the application of enquiry-based learning (EBL) approaches to modules in a biology course. The project built on preliminary development of modules in plant biotechnology and sociobiology. A primary focus for the biotechnology module was the development of a proposed solution to a current biotechnology problem, which was undertaken by groups of students. Support was provided in the form of lectures in the early stages of the module, and then by workshops, which provided both skills underpinning the proposal, and a forum for reviewing development of the proposal. Some lectures were delivered by students, thereby building on previous learning experiences in sociobiology. Assessment focused on the proposal, including a previously prepared question in the final exam. New materials were developed for content, session plans, and assessment to implement the module design. These materials were largely successful and will form the basis of the module for other cohorts. Furthermore, core approaches will be implemented in additional modules in Biosciences, resulting in wider adoption of EBL strategies. Background Traditional teaching in Biosciences follows a lecture-based approach, which is tutor-centric and does not tend to emphasise learner autonomy. In contrast, Biosciences lecturers possess strong research backgrounds that are based on understanding and building new knowledge through enquiry-based approaches. To maximise the transfer of these skills and develop learner autonomy it seems natural to move towards enquiry-based approaches for module delivery (extensive resources can be accessed at: the Centre for EBL at the University of Manchester; and the Northwest Regional Educational Laboratory [1999]). Expected outcomes are that students will learn biology in a deeper and more coherent manner, promoting quality learning and the acquisition of stronger transferable skills (Kahn and O’Rourke 2005). The EBL expertise developed in these modules will be transferable to a wide range of modules across Biosciences and more widely in SHU. Centre for Promoting Learner Autonomy A Centre for Excellence in Teaching and Learning CPLA Case Studies: Volume 1 16 Sheffield Hallam University The Biology course started in 2006, and there were 12 students in the first group, who have now reached their final year. Elements of EBL were already present within the course, and in particular a second year module Sociobiology. In Sociobiology, students worked in groups to research a chosen topic of animal behaviour, and presented their findings to the whole group, thereby developing core skills of enquiry. Thus, it was a natural extension to implement a final year module based on an EBL approach, which builds on preliminary development of modules in plant biotechnology and sociobiology. The specific objectives were: 1) Analyse module materials to identify areas for development 2) Prepare and implement an evaluation strategy 3) Involve external industry experts to enhance employability 4) Enhance links between research and learning 5) Train PhD students to support EBL groups Objectives 1-4 were substantially met, with the overall outcome being the successful implementation of the new module. Rationale The main purpose of this project was to develop a new module for final year biology students on the topic of plant biotechnology. This is a new module based on learning through enquiry, designed to develop students’ abilities in the subject area and overall attitude to learning. Some material had already been prepared, but most of the module content was created during this project, and the completion of module design was the initial goal. The other major goal was to evaluate the project to clarify the outcomes and ensure any success elements could be disseminated to influence the design of other Bioscience modules. The universal relevance of EBL across different subjects also encouraged us to attempt wider dissemination of our findings across Sheffield Hallam University. The conceptual basis of the work stemmed from extensive literature on EBL and examples of practice accessed via the Centre for Excellence in EBL at the University of Manchester. EBL has been applied specifically to university bioscience education by Kerfeld in the US (Kerfeld; Kerfeld and Simons 2007). EBL encompasses a wide range of learning approaches, including problem-based learning and case-based studies. However, the common theme is that the learning is highly centred round the student, with tutors playing the role of facilitators. The approach adopts a constructivist philosophy (Holt 1970), whereby students build on their knowledge in a flexible manner that accounts for their background and interests and facilitates an easy transfer of theory to practice, thus building employability skills. Typically EBL employs significant group work to provide additional support from peers, and to add to the student-centred aspect of learning. Problem-based and case-based learning are widely used in medical schools as they closely reflect the type of skills needed in medical professions, and are suitable for covering a wide area of knowledge (e.g. Boud and Feletti 1997; Spencer 1999). Other subject areas tend to Centre for Promoting Learner Autonomy A Centre for Excellence in Teaching and Learning CPLA Case Studies: Volume 1 17 Sheffield Hallam University use other forms of EBL, which are adapted to the subject style. In this module, generic principles of EBL were adopted to allow student to direct the lines of enquiry and methods employed. One of the main reasons for basing learning on a process of enquiry was to develop valuable skills in independent enquiry and problem-solving that many students will find useful in future careers in science and technology. For instance, biotechnology companies require enquiry skills to design new products and devise solutions to technical problems. Students with a good knowledge and understanding of biology will have a platform for filling such roles, but would be much more prepared if they were better able to apply their knowledge and understanding. EBL places a greater emphasis on such application compared to conventional learning based on teacher-centred lectures. Since the module occurs in the final year, students enter with a strong knowledge base, albeit fragmented by the modular nature of the course. Thus, one of the goals was to promote the use of knowledge already gained and apply it in a more integrated manner to help students gain a more coherent perspective of their studies. Our main objective was to incorporate the key strengths of EBL to promote strong autonomous learning of Plant Biotechnology. The process of enquiry and problem solving both individually and through peer groups was expected to develop learner autonomy. Students were encouraged to become less dependent on information passed down from tutors, and instead to acquire the skills to pursue independent enquiry. Tutors took on a more active role than that of a facilitator, providing ideas on how to approach a problem and offering guidance towards biotechnology problems, although still with the intention of promoting student autonomy. For example, tutors had extensive experience in biology research that was used to channel student enquiry and problem-solving into more relevant areas. This allowed more interesting and complex topics to be covered by providing support and a minimal level of constraint. Overall, the use of EBL was intended to make the best use of tutor skills to guide students in their development of autonomy. The fundamental nature of science is imbedded in inquiry-based learning. Inquiry can be a very effective mechanism for better understanding the essence of science, its technical and reasoning processes, and the attitudes that accompany these processes. (Northwest Regional Educational Laboratory 1999) The approach The Plant Biotechnology module is 20 credits and takes place in semester 1, with some overrun into semester 2. The schedule was set for a single 3 hour block each week, which included a 15-20 minute break at a convenient point. Planning for the module content was carried out with Dr Angela Stafford, who has worked in the plant biotechnology industry. The core learning activity was a proposal to solve a current biotechnology problem, with all other activities linked into it. To provide some key conceptual information, a lecture series ran in the first half of the module, initially delivered by tutors, and then by students with defined content. In parallel, the remaining time (1-2 hours per week) was used for a number Centre for Promoting Learner Autonomy A Centre for Excellence in Teaching and Learning CPLA Case Studies: Volume 1 18 Sheffield Hallam University of workshops to support the lecture preparation and proposal planning. Therefore, each block of 3 hours contained a mix of lecture and workshop. Group work was emphasised throughout the module, with each group of three staying unchanged throughout the module. To promote the functioning of groups, students used the ‘Belbin analysis’ to identify their typical role in groups and then used this to predict any potential weaknesses within the team. Although groups were chosen randomly by the tutors and were not altered, the reasoning behind this analysis was to raise students’ awareness of their role within the group and help them to identify problems before they had any major impact. The second half of the module consisted entirely of workshops to support development of the proposal, culminating in an oral presentation and written assessments. Workshops consisted of two main types: review and discussion of the proposal as it developed; and specific activities to provide input to the proposals such as literature searching and bioinformatics.

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