Authentic learning and partnership building through module design
by Gill Renfree, Senior Lecturer in Sport Management and Sport Development,
Institute of Sport & Exercise Science
This case study demonstrates the innovative and inspirational approaches I have taken when designing learning activities, teaching and supporting learning, and developing a positive and effective learning environment for first year Sport Business Management students in a
15-credit module. The module has been designed and planned to enhance student understanding of the subject and to apply understanding and produce work that enhances their employability skills. Through focusing on the areas of employer engagement and peer and formative assessment the module pushes students to achieve and ‘learn about learning’ and therefore enhance the students’ approaches to study and knowledge creation. Through these examples I address the core knowledge, areas of activity and Professional Values of the HEA Dimensions of Professional Practice framework (HEA 2011).
The module is split into two parts, the first focuses on understanding of concepts, literature and application within the sport industry which develop academic skills. The second half focuses on practical application of theory into an authentic real life setting which immerses the students within an environment that cultivates learning by doing and this is particularly relevant to their future employability. Offering this learning environment within a mandatory module has provided students with an opportunity to begin the process of absorbing, retaining and transferring their knowledge through working with industry (Lombardi 2007; Romenti, Invernizzi, & Biraghi 2012). Engaging local employers has enabled students to transform their learning space from one that is classroom based into a sporting experience that places the student at the centre of their learning. Due to the fast paced industry in which Sport Business Management is situated, the ability for students to acknowledge the wider context of how their learning and knowledge operates has implications for their HE experience but also how the degree meets that challenging environment. In order to develop experience within an authentic environment and gain a better appreciation of the reality of how sport organisations promote their business, students go to a business setting and this transforms their theoretical learning into a real world application. However, the employers continue to be engaged with the module through the second assessment with their place of business providing the case study and being an integral part of the formative feedback/feed forward process. Both are central to the authentic learning experience as real-world relevance requires examination, collaboration, reflection and application of knowledge (Yorke, 2003). This facilitated reflection and also utilisation of feedback which could be implemented and fed forward into the students’ summative presentations. The formative assessment session set up for the employers to engage with students has been innovative in its practice and the process has enabled external partners to provide rich and insightful feedback to students prior to summative assessments. The inclusion of employers also helped motivate students to form a professional approach which aided reflection on learning and knowledge, but also how they present themselves to the wider world. There was an enormous improvement between the formative week of presentation to the employers and the summative presentation as students had ‘learnt by doing’, how to present their work effectively and what key points required highlighting based upon feedback received from the employer. As a result, this module and the focus on the authentic learning experience has enhanced the experience of all parties involved.
Reference List
HEA (2011) The UK Professional Standards Framework for teaching and supporting learning in higher education. Available at: https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf (Accessed: 10th May 2017).
Lombardi, M.M. (2007) Authentic Learning for the 21st Century: An Overview. Available at: https://net.educause.edu/ir/library/pdf/ELI3009.pdf (Accessed: 17 July 2017).
Romenti, S. Invernizzi, E. & Biraghi, S. (2012) ‘Engaging employers to develop quality in higher education: the case of communication studies in Italy’, Quality in Higher Education, 18(2), pp.205-220.
Yorke, M. (2003) ‘Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice’, Higher Education, 45(4), pp.477–501.