“The IKEA approach to learning, so leave the kids alone”

“The IKEA approach to learning, so leave the kids alone” A case study of changing teaching to improve outcomes, by John Murphy and Philip Cowan, School of Humanities

Summary • A Problem module needed fixing • Designing an “IKEA” delivery • Risk management and “events” • Subjective feedback • Lessons learned

The Problem Module • Level 6 Journalism Module “Journalism Government and the People” was poorly received, students not really engaged. • Attendance at lectures was low, no active discussion in seminars, quality of coursework was not great. • External examiner questioning whether we should even continue • Content hard to relate to perception of journalism

The old approach • 1 hour lecture • 1 hour seminar • 2 essays • Curriculum based on NCTJ “public Affairs” – dry and technical • Very little engagement despite changes in approach from new staff • Learning outcomes revolved around receiving a body of knowledge from lecturer

The IKEA way The Bat – is a sign that people can find their own way around if there is proper signage The Wolf – is a sign that people can shop alone Source: IKEA TV advertisement “Tattoo Man”, 2000, Created By St Lukes, directed by Rocky Morton through Partizan Midi Minuit

How do we apply this

Structure of the course • One initial lecture • Two tutorials, timed to be about 10 days before the deadline for each essay, Groups of 6 for 30 minutes each • Lectures turned into podcasts, roughly matching the subjects contained in PowerPoint's from previous year • Six online group tasks(Seminars) students in group take it in turns to produce a leading brief on a topic, others join in the conversation online

Risks and events • Even though attendance was only required on two occasions for 30 minutes each time it co-incided with ; driving tests, work, other appointments, “I don’t come in on that day” etc so some students had to be pressured into attending. • The module leader had a heart attack on the first day of term • The student registration system that fed StudyNet was “upgraded” • Still some students did not engage, but fewer than before

Sample of early feedback • I like being able to choose when I do it • I listened to all the lectures in one day • I’m really enjoying doing the research • I miss lectures, they forced me to focus on the subject during that time, I am having trouble organising myself • I think the old fashioned system suits me better, I don’t know where I am here, its much harder work (this student got a first) • I like being able to go back and play the lectures again • I’m working harder on this than any other module, the more you find out the more you want to know, it seems to go on forever

Analysis - strengths • Multiple pathways through the material, can start with a book, PPT, podcast or virtual seminar – even talking to the tutor • Assessment is closely integrated into learning • Develops self reliance, in fact there is no option but to drive yourself through the module • Learning outcomes can include higher skills around research, self management and personal confidence rather than just knowledge • Tolerant to technical failure and Module Leader mechanical faults because most course content is pre-prepared

Weaknesses • Students used to spoon-fed approach flounder and complain • Even good students can have genuine difficulties with a self-drive approach • The “Signage” has to be good • Key resources, like principle texts have to be available in LRC • Support has to be flexible, contact hours the same but applied differently • Does not “save money” • Needs analysis of whether it is fully inclusive

Opportunities • Changes the relationship between staff and students to one of support rather than “listen to me” • Convert “dead” teaching time to active learning time • More enjoyable to be a tutor; students are eager for specific help with their assignments • Can prepare students better for professional life

Threats • Someone will always try to argue for reduction in teaching contact hours • Tempting to roll out to large cohorts without understanding the implications • Is perceived by students as cost cutting even when it is not(KIS contact hours) • Unlikely to suit Level 4 students • Very hard to match Attendance requirement and vulnerable to fraud and “gaming”

Lessons learned

“The IKEA approach to learning, so leave the kids alone”