Springboard Module
Abstract:
Spring Board is a module aimed at enhancing students' academic and vocational skills, strengthening achievement and employability. It is delivered to students using the institution's virtual learning environment which allows them to learn at their own pace. The multi-professional team approach that we have adopted ensured the module was developed with an understanding of the technological and pedagogical issues as well as the study and information skills content.
The module learning outcomes state that by the end of the module, the learner will be able to:
- Reflect upon and identify the status of their current academic and study skills and perform a needs analysis
- Describe and explain a range of strategies they have developed in order to further support their individual learning
- Demonstrate detailed understanding of academic conventions
The information literacy sections within the programme conform to the SCONUL (Society of Colleges, National and University Libraries) model, the Higher Education benchmark for information literacy development in the United Kingdom. The study skills sections conform to the QCA (Qualifications and Curriculum Authority) and the SEEC (Southern England Consortium for Credit Accumulation and Transfer) level 4 descriptors for undergraduate study.
The Spring Board module specifically contains the following sections:
- Identifying strengths and weaknesses
- Understanding what information is needed
- Looking in the right place for information
- Using electronic resources to find relevant information
- Retrieving information you have located
- Thinking critically
- Note making
- Reading and research
- Assignment writing
- Referencing and information ethics. This includes conventions of academic writing, academic malpractice (plagiarism) and the use and acknowledgement of sources (referencing).
The constructivist approach to learning adopted aims to build on what students already know and the focus is on the process of learning as well as the content. The approach to the design of the online learning environment and materials has been informed by the SOLSTICE method developed by Edge Hill University's Centre for Learning and Teaching Excellence (CETL)
Delivery of the module, via a VLE, provides opportunities for asynchronous discussion with tutors and other participants in groups or individually, using the discussion and email facilities. The role of the tutor is vital in supporting learners by modelling the 'human element' or 'companionability' essential in effective online discourse, and in offering advice and guidance related to individual requests from students.
As the module is delivered wholly online, the learning environment has been designed with the aim of making the 'virtual' appear 'real' to the learner. This is especially important for novice e-learners. A consistent format was used throughout, along with the use of non-textual icons as signposts. Supporting information about the module and the pedagogical approach adopted was also made explicit to ensure the students felt informed. Students were also allocated personal tutors who kept in regular email contact.
Progress/Process of Development:
Before any work begun on the module a group was formed to ensure a variety of input into the development. Existing study skills material from Learning Services were then reviewed – a process that has effectively fed into the Springboard Module.
Final peer review exercises are taking place prior to the dissemination of this module (Feb 2008).
Challenges/Issues:
The biggest challenge or issue we have faced in this development has been developing content that is appropriate for our intended audience (Fdn students)
If you have a particular interest or expertise in this area and would like to contribute, or if you would just like to learn more about our project, please contact Peter Reed (eQT Pathfinder Project Co-ordinator).
Last updated: 28-Mar-2008
