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Communication and Information Technology in the Skills Curriculum: A Case Study of an Existing Course and Its Relevance to a Post-Dearing Era.

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Title: Communication and Information Technology in the Skills Curriculum: A Case Study of an Existing Course and Its Relevance to a Post-Dearing Era.
Language: English
Authors: Burkill, Sue
Source: Journal of Geography in Higher Education. Nov 1998 22(3):401-407.
Peer Reviewed: Y
Page Count: 7
Publication Date: 1998
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Case Studies, Computer Assisted Instruction, Computer Uses in Education, Curriculum Design, Curriculum Development, Educational Technology, Foreign Countries, Geography Instruction, Higher Education, Information Technology, Learning Strategies, Skill Development
Geographic Terms: United Kingdom
ISSN: 0309-8265
Abstract: Considers how computer-assisted learning (CAL) can be integrated into a skills curriculum, and argues that CAL can provide a flexible approach to developing a range of skills and support the development of competence in information technology. Finds that a carefully designed program can be an appropriate learning strategy for skills courses. (DSK)
Entry Date: 1999
Accession Number: EJ580587
Database: ERIC
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  Value: <anid>AN0001367376;JGH01NOV.98;1998Dec17.10:46;v2.3</anid> <jsection id="AN0001367376-1"> ARENA SYMPOSIUM</jsection> <title id="AN0001367376-2">COMMUNICATION AND INFORMATION TECHNOLOGY IN THE SKILLS CURRICULUM: A CASE STUDY OF AN EXISTING COURSE AND ITS RELEVANCE TO A POST-DEARING ERA </title> <p>ABSTRACT </p> <p>As a pragmatic contribution to discussion about how skills should be integrated into the curriculum in the post-Dearing era, this paper draws on experience of a course which has been running .for two years alongside the modular degree at the University College of St Mark and St John. It considers how computer-assisted learning (CAL) can be integrated into a skills curriculum for undergraduates. It argues that CAL can serve the dual purpose of providing a flexible approach to developing a range of skills and supporting the development of competence in information technology. The judicious selection of appropriate CAL materials from a range of sources, carefully programmed into the student experience, is shown to be an appropriate learning strategy for a skills curriculum. Finally, it argues that without the development of supportive IT strategies, skills-oriented courses are threatened by resource constraints. </p> <p>KEYWORDS </p> <p>Dearing Report, key skills, computer-assisted learning. </p> <hd id="AN0001367376-3"> Introduction and Background </hd> <p>The publication of Higher Education in the Learning Society (the 'Dearing Report') in July 1997 has clearly and unequivocally reinforced the emerging emphasis on skills in the curriculum. In the summary, Dearing states: </p> <p>There is much evidence of support for the further development of a range of skills during HE, including what we term the key skills of communication both oral and written, numerary, the use of communications and information technology and learning how to learn. We see these as necessary outcomes of all HE programmes. (National Committee of Inquiry into Higher Education Summary document, 1997, Paragraph 38) </p> <p>The urgency with which Dearing considers all institutions should address skills is clear: </p> <p>We recommend that institutions of HE begin immediately to develop, for each programme they offer, a 'programme specification' which identifies potential stopping off points and gives the intended outcomes of the programme in terms of: </p> <ulist> <item> the knowledge and understanding that a student will be expected to have on completion; </item> <item> key skills: communication, numeracy, the use of information technology and learning how to learn; </item> <item> cognitive skills, such as an understanding of methodologies or ability in critical analysis; </item> <item> subject specific skills, such as laboratory skills. (National Committee of Inquiry into Higher Education Summary document, 1997, Recommendation 21) </item> </ulist> <p>The definition of skills in this recommendation has been broadly stated. The 'skills curriculum' should involve not only key skills but also cognitive skills and subject specific skills. How these skills are to be defined, and by whom, is not yet clear. It is likely that institutions will be left to decide on appropriate strategies based on widely disseminated examples of existing good practice. </p> <p>Geographers are already very aware of these developments and many are working nationally to emphasise the urgency of introducing skills-sensitive programmes: </p> <p>All disciplines, including geography, have to be transformed to adjust to the needs of mass higher education systems. Governments, legislatures and funding bodies will seek to ensure that higher education institutions and the disciplines themselves are closely geared to the needs of society including helping students to develop knowledge and skills valuable in a variety of professions and employment. Students who are now paying an increasing proportion of the costs of their education will be making similar demands of their studies. If geography departments fail to address these needs they may be less successful in attracting students and funding. (Jenkins, 1995, p. 180) </p> <p>Some geography departments have taken advantage of national funding to develop skills courses for undergraduate students (Chalkley & Harwood, 1998). Networks of departments, including the Geography Discipline Network, are working to develop and disseminate models of good practice for the embedding of key skills in the geography curriculum. The initiative described in this paper has been developed by the geography course team at a UK university college, with modest funding and some extra resources provided by the institution. </p> <hd id="AN0001367376-4"> The Development of an Interpersonal and Study Skills Course </hd> <p>The geography department at the University College of St Mark and St John has developed a course which can best be described as a 'spine' of key skills, flowing through the first two years of our undergraduate programme. This course consists of eight study units incorporating all three of Dearing's skills: key skills, cognitive skills and subject-specific skills (Table I). Although the units are initially introduced through geography modules, much of the work is done by students working at their own pace. A checklist defines the evidence required to complete the course (for example, Table II) and a study calendar provides cross references between the geography modules and the skills checklist. The evidence is collated into a portfolio and, if this meets the assessment criteria, students are eligible for a college award in interpersonal and study skills. Independent study is guided by a study resource list (for example, Table II) which includes reference to a range of computer-assisted learning materials, which are available on the college network. </p> <hd id="AN0001367376-5"> The Use of CAL Materials During the Course </hd> <p>Courseware from the GeographyCal project [<reflink idref="bib1" id="ref1">1</reflink>] and computer-based materials designed by college tutors are embedded into the study units (Table I). These can be used by students at any time they chose to complete a unit. We have found these materials to be well designed, varied and flexible. The clearly stated learning objectives guide students effectively, and the concepts and skills are at an appropriate level for first-year undergraduates. The tasks cater for students with a range of prior experiences working at different rates. There is a clear parallel between the range of GeographyCal materials and the Dearing emphasis on three types of skills (key skills, cognitive skills and subject specific skills). </p> <p>Students who use the GeographyCal and college IT packages become more proficient in their IT skills. For example, the introduction to using the World Wide Web in the module 'Making Sense of Information' (Teaching and Learning with Technology Programme, 1997) is an appropriate starting point for students who will go on to use the World Wide Web in a major assignment in the second year. </p> <p>Inevitably, there are issues which have had to be addressed. We find that some students use the materials superficially and we have not yet devised monitoring procedures to ensure that the skills are learnt and applied. There is no way of easily recording the skills covered while using the GeographyCal materials and this is a limitation where a portfolio is being built up for assessment purposes. Nevertheless, this course illustrates that independence and flexibility for students and reduced dependence on staff can both be achieved by the use of CAL materials in a skills course. In addition, the use of CAL improves confidence in the use of IT and therefore contributes to the development of IT skills in their own right. Without these resources, and given the decline in staff numbers in recent years, it is unlikely that we could have embarked on this skills course. </p> <hd id="AN0001367376-6"> A Course under Threat? </hd> <p>Paradoxically, at a time when government support for enhancing key skills in higher education programmes has been made clear (DfEE, 1998), the course described is under threat. Like many initiatives of its kind it has been launched with institutional pump-priming funds allowing us to employ a support tutor to guide students and to mark the portfolios. An external consultant/examiner has also been employed. The removal of this support at the same time as an institutional squeeze on staffing resources means the course may not be sustainable. </p> <p>However, it is worth reflecting on the possibilities offered by CAL and, more generally, by information technology which could be used to help maintain the course in the future: </p> <ulist> <item> The course is currently provided as a booklet incorporating checklists. Staff need to monitor the checklists. If the course was transferred to a computer and students monitored progress on computer checklists it would be very easy to get updated reviews of progress--students could even be alerted (technologically) if they were falling behind in their courses. </item> <item> Assessing students on their grasp of the skills in the GeographyCal modules is currently achieved with paper-based 'tests' during the course and by assessment of the portfolio at the end of the course. Many of the tests could become computerbased objective tests, marked by the computer and made available to students to include as part of their portfolios. </item> </ulist> <p>This is not to argue that all aspects of skill development will, or should be, handled using new technologies. There are vital areas of interaction between staff and students in the process. The hope is that new materials will become available which will release staff from routine procedures and simple teaching tasks to allow concentration on more complex issues and on working with students who have been identified as having special needs. </p> <p>The investment of time needed to design, test and implement the ideas suggested above would be enormous and would not be feasible in a small institution. However, there is scope for nationally funded projects to pick up the ideas identified and to provide flexible generic packages for use by a wide range of subjects in different institutions. The chances of survival for our skills course in the post-Dearing era would be considerably enhanced if the emerging Institute for Learning and Teaching in Higher Education would make this a priority. </p> <p>Correspondence: Sue Burkill, Head of Geography, University College of St Mark and St John, Derriford Road, Plymouth PL7 5HA, UK. Email: stasmb@lib.marjon.ac.uk </p> <p>NOTE </p> <p>[<reflink idref="bib1" id="ref2">1</reflink>] Teaching and Learning Technology Programme. Information about the Geographycal modules is available from: <ulink href="http://www.geog.le.ac.uk/cti">http://www.geog.le.ac.uk/cti</ulink>. See also Castleford & Robinson, this issue. </p> <hd id="AN0001367376-7">TABLE I. Incorporating IT opportunities into the eight skills units and the Dearing context.</hd> <ct id="AN0001367376-8"> Legend for Chart: A - B - Course unit C - Examples of IT opportunities D - Dearing skills context A B C D Unit One Basic study skills GeographyCal module: Making sense of information Use of library catalogues and CD-ROM Key skills Unit Two Personal organisational skills Key skills Unit Three Communication skills Audio-visual production (Use of PowerPoint or equivalent) Key skills Unit Four Team work Key skills Unit Five Information technology skills GeographyCal module: Introduction to GIS Subject specific skills Unit Six Cartographic techniques GeographyCal module: Map Design Use of mapping packages Subject specific skills Unit Seven Statistical and fieldwork techniques GeographyCal: Social Survey Design (sampling) Subject specific skills Unit Eight Problem-solving/research approaches GeographyCal Social Survey Design (research design) In-house guide to dissertation processes Cognitive skills</ct> <hd id="AN0001367376-9">TABLE II. An example of a checklist and resources: Unit One.</hd> <ct id="AN0001367376-10"> Legend for Chart: A - Unit B - Evidence C - Resources A B C Unit 1--Basic study skills: Use the library effectively Activity One and Two in the Introductory Handbook for First Year Students Introductory handbook Access and use resources outside the library GeographyCal module: Making Sense of Information Library catalogues and CD-ROM Cite sources correctly in references and bibliographies One assignment which shows correct use of references and bibliography and use of resources beyond the college library Marjon Study Guide No. 8 Referencing--The Harvard System Find and organise relevant information for the defined task One assignment which shows evidence of a range of references being used in a structured and organised manner in a written assignment</ct> <p>REFERENCES </p> <p>CHALKLEY, B. & HARWOOD, J. (1998) Transferable Skills and Work-based Learning in Geography (Cheltenham, Geography Discipline Network). For information on the Geography Discipline network contact: <ulink href="http://www.chelt.ac.uk/gdn">http://www.chelt.ac.uk/gdn</ulink></p> <p>DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1998) The Learning Age: a renaissance for a new Britain (London, HMSO). </p> <p>JENKINS, A. (Ed.) (1995) Symposium: linking the geography curriculum to the worlds of industry, commerce and public authorities, Journal of Geography in Higher Education, 19(<reflink idref="bib2" id="ref3">2</reflink>), pp. 177-180. </p> <p>NATIONAL COMMITTEE OF INQUIRY INTO HIGHER EDUCATION (1997) Higher Education in the Learning Society: summary report (London, HMSO). </p> <aug> <p>By SUE BURKILL, University College of St Mark and St John, Plymouth, UK </p> </aug> <nolink nlid="nl1" bibid="bib1" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib2" firstref="ref3"></nolink>
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