Karen Broughton; School of Sport & Exercise Science
This case study demonstrates the inspirational and innovative development of technology to enhance teaching, learning and assessment within a level 5 module for Sport & Business Management degree pathway, and its positive impact upon student learning. This was inspired by the learning and teaching strategy (University of Worcester, 2015) that identified the innovative use of technology to support effective feedback which enhances learning. This case study links to the UK Professional Standards Framework (2011) and focuses on design and support for learning activities (A1), assessing and giving feedback to learners (A3), appropriate methods for teaching, learning, and assessing (K2) and the use of appropriate learning technologies (K4).
Prior to the module starting I reviewed the module outline and created weekly directed study tasks that were uploaded onto OneNote. These aimed to extend learning from the lectures and provided clear links to summative assessments, in the form of appendices or reflections based upon reflective models (A1). Weekly lectures were then redeveloped, giving students dedicated improvement reflection time focused upon the individualised feedback provided through OneNote in their previous week’s directed study task (K2). Tutorials were structured around the OneNote feedback to enable focused and relevant discussions that linked clearly to the module outcomes and summative assessments (A3) allowing students to see the connectivity and relevance of the formative assessment.
Students engaged with OneNote well beyond expectations, with 88% (21 students, from a cohort of 24 students), using the platform on a weekly to fortnightly regular basis. The use of technology enhanced learning was consistently well received by the students, who at the early module feedback point, commented that the formative comments were effective and had enhanced their learning and their student experience (K4). Thus, impacting upon their experience in accessing and engaging with the range of learning platforms (V4). Students valued the ongoing, personalised feedback provided through OneNote and the use of the dedicated improvement reflection time at the start of each lecture. This is highlighted in the feedback from one student who stated that:
I believe it has been a time efficient and effective way to communicate … on my progress, regarding tasks that can help me structure my assignments. My personal opinion on the use of OneNote is that it can help students like myself gain a better understanding on what needs to be done in assignments, without physically seeing the module tutor or to wait on emails.
The impact of this innovative use of technology on student’s learning is also evident in the summative assessment outcomes with a 3% increase in the number of students achieving A grades and a 7% increase in high C and B grades compared to the previous academic year.
This project further developed into an action research project that I presented at the annual University of Worcester Learning and Teaching Conference in June 2018. I also shared it with colleagues from the School of Sport and Exercise Sciences via a Peer Supported Review of Teaching presentation. This has influenced the work of a colleague who is now using OneNote to support HND students via the PAT system when transitioning onto the degree programme. Furthermore, another senior colleague is implementing OneNote to support students within a Sports Studies module. This innovative use of technology to support student learning has given me greater confidence in using technology in my teaching and I now actively seek out TEL opportunities to encourage collaborative learning and ongoing feedback on learning and progress.
References
University of Worcester. (2015). Technology Enhanced Learning Strategy, 2015 – 19. Online. Available from: https://www.worc.ac.uk/aqu/documents/TEL_Strategy.pdf Accessed 27 March 2018.