Learning design – Page 2

Integrating Facebook into team-based learning

20 October 20154 October 2019 By edwardwhite Comment Closed

Dr Christopher Voisey, Henley Business School
c.j.voisey@reading.ac.uk
Year of activity: 2014/15

Overview

The core Part Two undergraduate module, International Business Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of Facebook effective and enjoyable, and students felt fully engaged.

Objectives

Increase student engagement with team-based learning.
Integrate Facebook into module delivery.

Context

Team-based learning forms a core part of the Part Two module MM272; approximately 150 students are enrolled on this module. Yet inter-team discussions within the team-based learning context were limited to and by the classroom. Team-based learning for modules with larger student cohorts is an especially promising context in which Facebook may enhance learning outcomes. A recent project at the University of Reading had evaluated Blackboard Learn and email as being confusing and dated to students for the purposes of sharing, and that Facebook provided a more flexible and familiar platform. As a two-sided network in which posters and readers provide each other with network benefits through interactions, Facebook complements team-based learning by allowing for posting of key team arguments online, and for multiple rounds of comments and responses – dynamic interactions that strengthen learning.

Implementation

First, a closed course Facebook group was created, students were divided into teams, and six Facebook-enabled tasks were designed. These tasks were to vote for module coursework mark allocation across assessment areas, to submit case-based assignments by in-class posting onto dedicated Facebook events (with tagging of other teams for comment), to appeal multiple choice questions, to post analyses of current business topics, for the module convenor to provide assignment-feedback (but not marks), and to post a Q&A and documents for download.

Impact

Facebook enabled development of norms of ‘professional informality’; barriers were lowered and there was greater tacit understanding of the subject, with higher learning outcomes as evidenced from exams. Facebook was inclusive, and gave a ‘voice’ to students who might be more reticent in class discussion. Class time was not monopolised by one speaker, but all voices were provided an audience through postings and comments online.

Reflections

Facebook has afforded advantages understood from a social constructivist perspective on learning – learning emerges from social activity. Students observed each other, their postings, and this shaped their behaviours, leading to the development of norms in interacting, and increasing the level of scholarship in assignments, consistent with social learning theory. Socially, the boundary between personal and professional becomes blurred.

Developing the module ‘Persuasive Writing’ and considering the professional development of our students

7 October 20154 October 2019 By edwardwhite Comment Closed

Dr Cindy Becker, Literature and Languages
l.m.becker@reading.ac.uk
Year of activity: 2014/15

Overview

11299 In order to allow a module offered within the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, a number of areas were identified in which students would benefit from additional guidance in preparing them for their post-University careers.

Objectives

To develop the module ‘Persuasive Writing’.
To increase links with professionals.
To ensure that professional development opportunities for English Literature students are provided.

Context

In October 2014 the Department of English Literature introduced a new module in Persuasive Writing (EN1PW). The module is intended to educate students in the art of writing away from academia (letters, reports, newspaper and journal articles, political speeches, press releases, marketing copy and online material). It was decided that, as the module EN1PW required students to consider writing that is undertaken in a professional context, it would be valuable to gain some professional input in its development and delivery. Additionally, the Department is keen to increase its links with local commercial and professional contacts.

Implementation

Working party meetings with students were held, and then a lunch for members of staff, students and professional representatives was provided so that discussion of the module and how it might map onto the skills expected of highly employable and successful graduates could be facilitated. Following the lunch students and staff met again to consider a course of action for 2015/16.

Impact

The project successfully identified a number of areas in which students would benefit from receiving additional guidance. It was decided that in order to provide guidance, handouts and other supporting material would be produced by PLanT students, with staff advice. These areas included: guidance for students on how to promote themselves in the job market across different sectors; how to maximise skills; making core study areas count on a CV; how to write a personal profile for a CV; the structure of writing and how to remain focussed on the central message; overcoming worries about making the most of time and opportunities at university; and learning more about work experience placements.

The University of Reading will be piloting a Peer Assisted Learning (PAL) scheme in the coming year, and the PLanT students have all expressed interest in being involved if EN1PW is chosen as one of the pilot modules.

An unexpected outcome was that one student was offered professional mentoring as a result of the contact made at the lunch.

Reflections

The PLanT project worked well because it worked on a simple format and a manageable timeline. As a result of the findings of the project, the Department of English Literature is considering introducing a new module at Part Two on ‘Public Rhetoric and Persuasion’. This would sit neatly alongside the existing Part Two module Communications at Work as a natural follow-on module from EN1PW.

The project also highlighted that English Literature students needed some free professional development training courses, which could be provided by colleagues across the university. The Department is considering providing training sessions itself for its students to help them in their professional development in areas including: early career planning; presentation and writing skills; managing a social media presence; effective methods for group work; and how to produce a business case or funding bid.

Links

Professional Track – University of Reading

Developing a tailored study support package for postgraduate students

7 October 20154 October 2019 By edwardwhite Comment Closed

Dr Amanda Branson, Psychology and Clinical Language Sciences
a.branson@reading.ac.uk
Year of activity: 2014-15

Overview

11176 This project focused on identifying challenges faced by mature students studying alongside full time employment, and developing ameliorative practices and resources. Structured interviews conducted with 40 current students and alumni revealed barriers including weak IT and study skills and role conflict. Modifications have been made to interview and induction processes, and online resources are being developed to support students; work continues in this regard.

Objectives

To gain an understanding of the barriers experienced by postgraduate students.
To design and deliver interventions aimed at supporting students to achieve their academic potential, and to foster a supportive, inclusive culture that promotes student well-being.

Context

The Charlie Waller Institute (CWI) in the School of Psyhology and Clinical Language Sciences delivers postgraduate training in Evidence Based Psychological Therapies. Trainees typically attend training at the University of Reading alongside full time employment as therapists in NHS Improving Access to Psychological Therapies (IAPT) services. Over the course of five years Amanda Branson observed that these students face considerable barriers to the successful completion of their training, with some reporting a negative effect of training on their well-being.

Implementation

Current students and alumni were contacted by email and invited to be interviewed. An overwhelming response was received, resulting in 40 interviews being conducted between July and September in 2014. Students were asked about their motivations to return to study, the challenges they faced (clinically and academically), the support they received and that would have been beneficial, their experiences of being a student at the University of Reading, and their emotional well-being. Those who had completed training were asked to reflect on their experiences and impart advice to future students and indicate improvements that could be made. Interviews were transcribed and explored to identify repeating themes. These themes were discussed with programme directors and clinical tutors, resulting in some immediate changes being implemented across the programmes, from interview to induction and across the training period. The process of developing on-line resources for students continues.

Impact

The first goal of this case study was to gain an understanding of the barriers faced by postgraduate students, and this goal was surpassed: while the initial target was to conduct 10 interviews, 40 interviews were conducted, giving both breadth and depth of knowledge and understanding of the experiences of a very heterogeneous population of students. The impacts were several fold:

Staff obtained a greater understanding of the challenges faced by these students, enabling them to make some small, yet meaningful changes to the delivery of training, particularly in regard to student induction, and delivery of study skills/study support.
Students have been given additional tutorials in accessing e-systems (such as Blackboard Learn and the library), and using Microsoft Word effectively for academic writing. Feedback from these training sessions is good. Examples of ‘exemplary’ work have been uploaded to Blackboard Learn to give students some insight into what makes a good piece of academic work.

Reflections

This case study was made successful by the level of support received by students, which exceeded expectation. Students appreciated that time and resources were being given to improving the experience of their peers. Course tutors were very engaged with the outcomes of the interviews, and were keen to implement changes immediately (particularly the induction process).

To date, fewer study support resources have been developed than were planned. Those focusing on clinical skill have been delayed due to confidentiality issues regarding patient data, but CWI are currently exploring alternative approaches. Over the time within which the project was being planned, the University study advisors developed some excellent video tutorials, including referencing and critical thinking. These topics have not been reproduced and links to relevant tutorials have been added to Blackboard Learn. The technology required to develop resources (such as Camtasia screencasting software) has been procured; therefore there are no limits to the on-going benefit of the project.

Follow up

Work continues on the development of study support resources. The ultimate goal is to create an e-library of resources to support academic and hopefully clinical work, though this may take a greater time than was initially proposed. The programme administrative team are due to receive training on the use of Camtasia, which will enable them to develop tutorials relating the coursework submission process, for example. Administrators have also been trained in the use of Endnote, so that a reference-bank can be developed.

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education

15 September 20154 October 2019 By edwardwhite Comment Closed

Dr John Latsis, Henley Business School
j.s.latsis@henley.ac.uk
Year(s) of activity: 2013-14

Overview

9337 In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the transition of international students.

Objectives

To provide a method of assessment that fit the needs of international students less acculturated to UK Higher Education
To design this method of assessment so that it does not disadvantage more culturally expert students.
To have the first assessment of the module prepare students for essay-writing for further assessments.

Context

Results from previous years of MMM048 revealed that students on the module struggled with the first assessed essay, but showed significant improvement for their second assessed essay. In particular, the results suggested a difficulty for international students, who constituted over 80% of module students, to acculturate themselves to the expectations of UK Higher Education. Specifically, linguistic competence in written coursework, understanding of the requirements of critical engagement and argumentation in essay writing, and the needs of some students for individual follow-up meetings to discuss module content, were issues that needed to be addressed.

Implementation

Potential solutions, such as engaging in targeted small group tutoring, or simplifying the content of the module, were unacceptable. Engaging in targeted small group tutoring would negatively impact the workload of teaching staff, to the detriment of other duties, and would result in those groups that received said teaching having an unfair advantage. Simplifying the intellectual content of the module was undesirable, as the content of the module consistently received good feedback, and to do so would give a false impression of what was expected of students in their postgraduate study. Additionally, as students in the bottom quartile of the mark distribution generally showed evidence of improvement over the course of the module, this suggested that the content was not itself too difficult.

What was developed was an extended essay plan as a form of assessment, a hybrid solution that maintained the essay-writing element of the first part of the module, but allowed students to gain a hands-on insight into the expectations of UK postgraduate Higher Education. Students were provided with an essay plan handbook, explaining the expectations of how an essay would be written, providing a ready-made generic structure, with subheadings, approximate word counts for each section, and the usual guidelines with which students are provided. The essay plan is shorter than the full essay which previously formed the first assessment of the module (1000 words rather than 2500 words), and is worth less (15% rather than 30%). Additionally, the requirement for students to write in continuous English prose, which students might initially find difficult, is softened, as students are allowed to develop their ideas in bullet points in order to save space. The development of the extended essay plan format was carried out in consultation with the In-Sessional English Support team, in order to assure that the template was worded as clearly as possible.

Impact

The net effect of the change was significant. The failure rate for the first assessment dropped to 0%, and there was a reduced failure rate in the module as a whole. Student satisfaction surveys for the module achieved higher scores than previously, and students reported in casual conversation that they would continue to use the template and accompanying handbook to help them write their essays for other modules, as they found it a very useful tool to organise their thoughts and keep their arguments on track.

Reflections

The essay plan format is beneficial for the following reasons:

It replaced the need for coaching to be provided in the context of a large class size with a variety of individual needs.
It makes explicit the cultural clues that students with experience of the UK Higher Education system understand through verbal communication, but that have proved difficult to communicate verbally to students without this experience.
It provides an explicit performance standard with instructions and mark-breakdowns that makes assessment clear and maintains standards of fairness across all levels of ability.
As a result of the format including multiples questions, one of which is more difficult than the others, there is still the possibility for the most able students to demonstrate their ability by effectively addressing a difficult topic.
It draws the markers’ attention away from linguistic ability and puts the emphasis on clarity of argument and quality of ideas, re-uniting a divided classroom.

While the new approach does reduce the flexibility that students have to express themselves within the constraints of the template, and benefits non-native English users more than it does native English users, the format allows students to be assessed on their understanding of the module content, and their ability to reflect critically upon it and construct a coherent argument.

Follow up

The essay plan assessment format has continued to be utilised within MMM048. There have been some minor changes to the wording of the essay plan and associated guidance as a result of input from the University Study Advice team. While comparisons between cohorts are difficult to perform, it is encouraging that marks on MMM048 improved last academic year.

Incorporating digital modelling into teaching and learning: Digital Silchester

15 September 20154 October 2019 By edwardwhite Comment Closed

Dr Matthew Nicholls, School of Humanities
m.c.nicholls@reading.ac.uk
Year(s) of activity: 2012-3

Overview

Digital Silchester Following on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from developing skills other than those developed in traditional modules. The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence.

Objectives

Provide students with digital skills.
Provide students with a different way of learning and representing what they have learned.
Extend students’ knowledge of the ancient world.
Create a digital model of the Roman town at Silchester for possible future use.

Context

Dr Nicholls has been conducting the Virtual Rome project to digitally reconstruct the city of Rome as it appeared c. AD 315, which he has used in his teaching. Students had expressed interest in attempting 3D digital modelling for themselves, and as part of an Undergraduate Research Opportunities Programme project students had been taught digital modelling, suggesting it would be straightforward to adapt this approach to a taught module. Owing to the University of Reading’s investigation of the Roman town at Silchester since 1974, there is a wealth of information relating to this area of the ancient world, presenting an excellent opportunity for developing a module.

Implementation

Students received technical instruction in the techniques of 3D digital modelling, so that students can familiarise themselves with the software and learn the necessary skills to conduct effective modelling. These sessions are conducted within computer labs, in which the module convener can demonstrate the use of 3D digital modelling software though projection while students follow on the lab’s computers. Students use the 3D digital modelling software SketchUp Make, which is able to be downloaded for free, allowing greater access to independent learning. There are numerous tutorials available to help students learn to use SketchUp Make, and Students also have access to screencast guidance videos on the Blackboard Learn virtual learning environment.

Students also learn the conduct of reconstruction. Students engage with how reconstruction is used in historical research to deepen understanding, and consider the debates which are central to the topic. Additionally, students develop the skills necessary to conduct research, so that they can access materials to justify decisions they make in reconstruction.

The module has two assessments. The first, constituting 20% of the final mark, sees students assigned a building, of which they construct a digital model, alongside a written commentary of 1500 words justifying the decisions they have made. This assignment presents students with a formal means through which to obtain feedback on their use of 3D modelling software and their report writing. In the second assessed piece of work, constituting the remaining 80% of the final mark, students freely select a building from the Roman town at Silchester, and create a large digital model and detailed written commentary, for which there is no word limit. To allow construction of an effective model students must research the available resources, such as archaeological plans, secondary texts and comparative materials.

The marking criteria for the module are adapted from the Department of Classics’ internal marking criteria, and so students are easily able understand how to fulfil the criteria.

Students receive video feedback on their assessments. Through use of video capture software, students can see the module convener manipulating their 3D model while providing verbal feedback on how well it and the commentary meet the marking criteria.

Impact

Feedback from students is overwhelmingly positive, as students enjoy the opportunity to try something different to other modules. Students who find other areas of academic study challenging may excel in the module, as they are provided with an opportunity for visual learning and use different skills to conduct 3D digital modelling. The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence. The module was also a contributing factor for Dr Nicholls being an inaugural winner of the British Academy Rising Star Engagement scheme.

Reflections

Seemingly one of the greatest challenges for the module was teaching the techniques of 3D digital modelling, as the module convener did not have formal experience of this, and the students did not have prior knowledge upon which to draw. The methods used in the first year of the module, which have since been refined, proved effective, and despite the steep learning curve all students were able to become suitably proficient in order to conduct the assessments. Some students do, however, require a large amount of support to reach this level of aptitude, which they may not require in a traditional module. The use of Blackboard Learn to provide access to learning resources was an important factor in helping students adapt to the module.

With regards marking of assessments, one challenge was to explain the module to external examiners, as this module is unique within Classics in Higher Education in the United Kingdom. This did not represent a major obstacle, but more coordination than normal was required with the external examiners.

Teaching 3D digital modelling is valuable, as many careers in which the University of Reading’s Classics graduates find employment make use of digital modelling. Beyond careers that actually perform digital modelling, many employers value the digital visualisation skills that students develop on this module, and students find that it provides an interesting topic of discussion in interviews.

Follow up

The module has continued with some amendments since its first year. The submission dates for assessments has been altered so that students submit following the Autumn and Spring terms. This has been done to allow them to benefit from a full term of instruction before creating their models.

In order to support the teaching of the module, the process of capturing lectures and workshops, so that students can refer to these videos for their independent learning, is underway.

In December 2015 Dr Nicholls will be holding a workshop for beginners to learn SketchUp modelling at the University of Reading. Interested academics or researchers are invited to contact Dr Nicholls for further details.

The Language Learning Advisor scheme

10 September 20154 October 2019 By edwardwhite Comment Closed

Alison Fenner, International Study and Language Institute
j.a.fenner@reading.ac.uk
Year(s) of case study activity: 2012-13

Overview

11683 (1) The scheme provided training for students to act as Language Learning Advisors (LLAs) to Institution-Wide Language Programme (IWLP) and Modern Languages and European Studies (MLES) students, providing peer support for developing language learning strategies. The scheme is popular, and has benefited students receiving advice, the Language Learning Advisors, and tutors within the IWLP and MLES.

Objectives

Provide students with strategies for ‘learning how to learn’ a language.
Provide a supportive peer environment in which advice can be given which corresponds to the individual’s academic and cultural needs.
Encourage the acquisition of independent language-learning strategies and the development of specific skills.
Foster transferable skills such as self-evaluation, time management and goal setting.
Allow students within MLES and higher levels of the IWLP to develop coaching skills, enhancing their employability.
Provide a service to support tutors within the IWLP and MLES.

Context

The IWLP has about 850 students enrolled on its modules, with 24 tutors. The students are drawn from all schools and nationalities represented within the University of Reading.

It became clear to IWLP tutors that students needed to ‘learn how to learn’ a language, since many students have little experience of formal language learning and have therefore developed few language learning strategies. There are many simple techniques which can be taught and be of real benefit to the student. As most IWLP tutors are part-time, they often do not have the time or place to offer this level of support to students on an individual basis.

Implementation

The project followed the stages as detailed:

The scheme was discussed with colleagues in MLES in order to explain the benefits of their students becoming LLAs.
Applications from MLES undergraduates to become LLAs were invited. A further incentive was provided for participation, as students who did so would be eligible for the Reading Experience and Development (RED) Award.
As the personal approach of the LLAs was essential, applicants’ tutors were asked to give a reference before their appointment was confirmed.
A training session was held in which the LLAs were provided with materials to help their guidance. These included a questionnaire for LLAs to send to students before their first appointment to encourage reflection upon their learning and goals.
An appointment system was set up to allow students to schedule meetings with their LLA.
The scheme was presented to IWLP tutors so that they were aware of its advantages and could encourage their students to attend sessions.
Throughout the year the LLAs were in constant contact with the Project Leader so their activity could be monitored, and any issues could be addressed.

Impact

Students who received advice from the LLAs gained confidence in their abilities, and developed strategies to help themselves acquire language skills more effectively. Additional benefits were that students with access to an LLA were motivated to seek additional resources in the Self-Access Centre for Language Learning (SACLL) or elsewhere, and that having regular appointments with their LLA encouraged students to build in extra time for additional language learning activities.

LLAs found the experience of providing advice to students on IWLP courses rewarding, and they enjoyed the interpersonal nature of the work. LLAs reported that their own language learning techniques had improved as a result of the increased awareness they obtained through the work.

The scheme has provided a useful academic support service for tutors within the IWLP and MLES. As a result, tutors have been appreciative of the scheme.

Reflections

In its first year, it became clear that the scheme was of great value to both students on IWLP courses, and those who became LLAs. The success of the scheme was reflected in student feedback. Some feedback obtained identified ways in which the scheme could be improved. In the first year there had been less emphasis on matching students to LLAs specialised in the language they were learning. While sessions with LLAs were intended to focus on general language learning strategies rather than language-specific advice, some students expected to have an LLA specialising in the language they were learning, and were disappointed as a result, although most still found the sessions useful. Consideration was given to this, and the scheme was subsequently adapted.

Follow up

The LLA scheme has been expanded beyond its original remit in terms of the numbers of students who benefit from sessions with an adviser. A greater number of LLAs have been recruited from across MLES, as well as students on high level IWLP courses by recommendation of their tutor. The increased use of LLAs has been enhanced by having LLAs attend initial IWLP sessions in order to introduce themselves to students.

Since the pilot scheme was run, there has been closer liaison between tutors and LLAs so that advisers can be more aware of what advice their students require.

Where possible, students are now matched with LLAs who are specialists in the language they are studying, although the emphasis remains on the acquisition of generic, rather than language-specific, learning strategies and on providing students with a supportive peer environment in which they can develop effective autonomous language learning skills.

Politics Show on Junction11 Radio

3 September 20154 October 2019 By edwardwhite Comment Closed

Dr Alan Renwick, School of Politics, Economics and International Relations
Year of activity: 2014/15

Overview

DSC_0289 - Copy Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union radio station. This facilitated learning activities that greatly boosted students’ self-confidence, engagement with politics, and transferable skills.

Objectives

Deepen students’ engagement with politics by creating a forum for them to discuss it on live radio.
Deepen students’ understanding of the role of media in politics through practice as well as academic learning.
Foster students’ self-confidence and their skills of research, communication, presentation, and audio editing.

Context

The hardest part in studying politics is often connecting what we learn through academic study with what is happening around the world today. The Politics Show and allied Media and Politics module are designed to facilitate that, as well as to foster a range of crucial transferable skills. The ability to record and edit material ahead of broadcast is essential, and our TLDF funding allows that.

Implementation

The Politics Show was broadcast every Tuesday evening during term throughout the year, between 7 and 8pm. Much of the show involves live studio conversation, but pre-recording some content allows us greatly to open up the range of material that we can include, and most shows have therefore involved at least some such content. We have, for example, included vox pops hearing the views of students around campus, recorded interviews with notable visitors to campus, recorded interviews away from campus with a range of political figures, and recorded material on location, including reviews of exhibitions at the British Museum and British Library. While most such material can now be recorded with a good quality smart phone, the equipment we were able to purchase through the TLDF gives the highest quality of recorded sound and ensures that all students have access to the means of recording and editing, even if they do not own the requisite equipment themselves.

Impact

The Politics Show has been a tremendous success: students who take part visibly grow in confidence and ability to communicate and in engagement with politics. In addition, anyone with access to a computer can listen to the show live or through our podcast edition, and many people do so, ensuring that the show helps advertise the University of Reading and the Department of Politics and International Relations – and the achievements and professionalism of our students – to the wider world. The show is a core element in the package that we promote to applicants during open days and visit days. Again, these opportunities require that the show’s quality be high, and our TLDF funding has helped ensure that.

Reflections

We regard the Politics Show and the associated Media and Politics module as a very clear success, which is due in large part to the energy that this activity has unleashed among our students. We plan some tweaks to aspects of the module that are not related to our TLDF funding in response to lessons learnt over the past year. But we see no reason for substantial changes to the Politics Show itself or the role of pre-recorded material in it. Our one frustration this year was that, for administrative reasons, we could not purchase our new equipment until late in the year, but we will be able to integrate it more fully into the show more continuously in 2015/16.

The show’s original host, Dr Alan Renwick, has now moved on from the University of Reading, and two new hosts – Dr Dawn Clarke and Dr Mark Shanahan – will therefore be taking over. Given that they will be new to this kind of activity, we do not plan to experiment much with innovations over the coming year, but further refinement and evolution of the format may take place thereafter.

Links

The archive of podcasts from the show is available here: http://www.reading.ac.uk/spirs/about/spirs-PoliticsShowPodcasts.aspx

Active learning methods for week intensive MSc modules

2 September 20154 October 2019 By edwardwhite Comment Closed

Dr Stefán Thór Smith, School of the Built Environment
s.t.smith@reading.ac.uk
Year(s) of case study activity: 2014-15

Overview

8977 Active learning methods were explored, and the Environmental Quality and Well-being module (CEM236EQW), a week intensive module offered by the School of the Built Environment, was amended to incorporate suitable active learning methods, improving student satisfaction and engagement.
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