Creatinga Situated Learning Environmentin the Classroom for Final Year IT Students

Creatinga situated learning environmentin the classroom for final year IT Students

Rene Leveaux, University of Technology, Sydney, Australia

Alan Sixsmith, University of Technology, Sydney, Australia

Sandra Gallagher, University of Technology, Sydney, Australia

Abstract

This paper reports on the efforts made to enhance the engagement of students in a final year undergraduate IT subject.Through the use of situated and scenario based learning, students undertake collaborative groupwork to produce industry-like outputs. Results from a series of student satisfaction surveys are discussed in relation to the subject from the aspects of situated learning and collaborative groupwork. The results, while limited to IT students, show that in general, student perceived the learning experience to be valuable through its alignment with industry practice. We also present reflections onengaging student with situated learning and collaboration from the perspective of a Subject Coordinator trying to improve graduate work-readiness within the existing curriculum.

Keywords: Situated Learning, Blended Learning, Collaboration, Group Work, Work Ready Graduates

Introduction

Over the lasttwo decadesprofessional societies, accrediting bodies, employers and governments, have an expectation that universities produce graduates that are work ready (Mayer, 1992; ACNielsen Research Services, 2000; ACCI & BCA, 2002; Precision Consulting, 2007). However, university curriculum is predominantly focused on a profession or disciplinebased body-of-knowledge. The learning of graduate attributes which are targeted towards the workplace remains largely haphazard and incidental rather than being designed and deliberate. The workplace of today demandswork ready graduates and as such the emphasison profession or discipline based curriculum is no longer adequate.

Developing professional graduate attributes and its importance to graduating students has been widely discussed in academic literature (Clanchy & Ballard, 1995; Finn, 1999; Holmes, 2002; Barrie, 2005; Barrie, 2006). Graduate attributes “have their roots in the contested territory of questions as to the nature of knowledge and the nature of a university”Barrie and Prosser 2004, p.244). The continuing pressure from university stakeholders is influencing Universities are being influenced by stakeholders such as accrediting bodies, employers and governments, to re-think the attributes their graduates need for today’s workplace and introduce changes during curriculum renewal curriculum which encourage the development of professional work-ready learning objectives and outcomes..

This paper examines on the use of a situated learning environment using collaborative groupwork within an IT undergraduate capstone subject at an inner city university. A capstone subject requires a student to draw on the student’s learning experiences over the duration of their course of studies. The specific focus is on one undergraduate capstone IT subject student would normally undertake in their final sememtsre of studies. The subject operates under the blended learning model of education and uses Blackboard as the Learning Managament System (LMS) for the subject’s learning materials and as one of the collaborative technologies available to the student project teams. Having the ability to work effectively and collaboratively as a team member is a crucial and core skill for any graduate entering the workplace. To enable graduates to be more ready for professional employment, components of the learning process must be closely aligned to relevant employability or work ready skills. Teamwork, communication skills, self-mamagement, planning and organizing, initiative and problem solving have been widely identified as key employability skills in Australia. In fact, the Australian Information Industry Association (2015) identifiedcommunication, teamwork and soft skills as key areas of deficiency among universty graduates.

Situated and Blended Learning

Situated learning provides a platform for goal-directed activities which are authentic and assist with the transfer of knowledge within educational institutions to situations and circumstances external to those institutions (Billett 1996). It could be stated that all learning is situated and it is the educational environment that is influential in providing the contextual element of this learning mode. Wang et al (2015) state that blended learning can be thought of in numerous ways, such as: mixed mode learning, hybrid instruction or technology-mediated/enhanced learning. Regardless of the mode, blended learning is a combination of both the online and face-to-face modes of learning (Abdellatief et al., 2011 p. 158). As such, situated learning can encompass or compliment a blended learning approach.

The driver for most universities to adopt blended learning is the fundamental need for students to gain work ready skills for their transition into the the workforce. To enable this to happen,an undergraduate IT capstone subject at our University has incorporated authentic assessment which utilizes industry like case studies and group based classroom interactionsto enhance the students learning (Howitt & Pegrum 2015) which enables students to work together as they would in industry. This requires extensive content expertise and considerable time and effort in regards to subject management. However, even with this content expertise the question becomes - how do you know that you are indeed delivering authentic assessment based scenarios? Considerations which must be taken into account in the delivery of the subject content include:

1. Giving scenario based activities based on real situations (Situated learning)
2. Having guidelines on how to complete their oral and written assessments (Situated learning)
3. Build on scenario based activities that give the student an overall experience (Situated and collaborative leaning)
4. Formative assessment exercises
5. Industry presentations (Both from Industry and to Industry)
6. Other relevant material that gives them the conceptual background to help with research (Situated learning)

Situated learning (Lave, 1996) is a key element in engaging students. Participating in activities that maximize learning allows students to grasp not only intended outcomes but also the underlying context on which the activity was based. Learning then becomes an experience and provides students with the knowledge to perform effectively (Gallagher & Sixsmith, 2014). This learning experience must also consider that in today’s workplace is change is constant and as such students require a set of generic skills to cope with workplace uncertainty (Thom 2012).

Maznevski(1996)notesthatactiveinvolvementinlearningincreaseswhatis remembered andhowwellitisutilised bythestudentandhowitisappliedtonew situations.Thisis,inpart,becausestudentsneedtothinkaboutwhattheyaredoing.Contextisimportantinlearning,andtheconceptofsituatedlearning(Lave, 1996)isa keyelementinengagingstudents.Participatinginactivitiesthatmaximizelearningallowsstudentstograspnotonlyintendedoutcomesbutalsotheunderlyingcontexton whichtheactivitywasbased.Learningthenbecomesanexperienceandprovides studentswiththeknowledgetoperformeffectively (Gallagher & Sixsmith, 2014).

Engaging students in the learning process is a key to their success in a particular subject. Situated learning is an essential element for high student engagement and also enhances studndent learning opportunities. Previous research has identified the link between engagement and student learning. For example:

• Krause (2005; p3) posits engagement represents “the time, energy and resources students devote to activities” which are “designed to enhance learning at university”
• ACER (2011; p3) identifies student engagement as a mechanism where “involvement with activities and conditions [is] likely to generate high-quality learning”

To reinforce the concepts of ‘high-quality’ or ‘enhanced’ learning generated from engagement, Pittaway (2012) proposed a framework for student engagement which encompasses five (5) elements. The elements of this engagement framework are: Personal, Academic, Intellectual, Social and Professional. Pittaway (2012) describes each element as follows:

• Personal engagement, element is directly related to a student’s decision to enrol at university and actively become as a student and/or a member of their discipline.
• Academic engagement relates to recognizing and managing the expectations of both students and staff within, and outside of, the classroom setting. As such, this element relates to students taking control of their learning in a compatible environment created by teaching staff. The third element,
• Intellectual engagement, is underpinned by both personal and academic engagement being in place. It relates to the specific discipline a student has chosen to study and therefore encapsulates the concepts, ideas and issues within a disciplinary context (Bowen, 2005).
• Social engagement allows students to consider other ways of unravelling their surrounds and as such expand their own views and perspectives.
• Professional engagementis particularly important when preparing students for specific professions such as a capstone style subject and connects practice and theory, and can be applied in professional contexts such as work-integrated learning programs.

It is well known that collaborative group work improves communication andunderstanding between individual studentsinagroupandbetweenstudentgroups(andalsobetweenacademicsandstudents). Therefore each element of the engagement framework, when taken individually or as a set, is beneficial for collaborative group work as understandingevolvesfrom“interactive,socialsituations,scaffoldby,andincollaborationwith,others” (Burns and Myhill (2004,p.36). Group discussionslead to mutualspacesforlearningwherestudentsidentifykeyaspectsofatopicandtheteacherobtainsanappreciationofthislearningexperienceandthenbroadensthiscommonunderstandingamongallparties(Tsui2002) through contextually based content and situated learning experiences.

Educational pedagogyhasshifted“awayfromanexclusivelyindividualistic,psychologicalviewonlearningtowardaperspectiveof learninginvolvingparticipationinsocialinteractionswithinthecontextofacommunity” (Enyedy and Goldberg 2004, p. 906).Whenstudentsare engaged within a classroom (with content, fellow students and teachers), theyaremorelikelytoachieveimproved outcomes,keeptheir attentionlevelshighandthereforeincreasetheirunderstandingofthedeliveredcontent.Engagingstudentsinthelearningprocessisparticularlyrelevantwhenundertakingsubjects, which delivercontent that is professionally contextualized and provides work ready skills, which may, or may not, consideredappropriateto theirfieldofstudy (Gallagher & Sixsmith 2014).

Teams and Teamwork

When functioning in organizations, teamwork skills are critical as most positions and projects inevitably involve working with others. Graduates need to know how to: collaboratively work in teams to solve problems, reach a consensus and communicate to varying audiences. Hence, possessing the adaptability and flexibility to work with different departments and levels of seniority and with multicultural team members are key aspects of successful teamwork. The ability to adapt to working with multiple and changing teams on different projects over different time periods is crucial for the contemporary IT professional.

Forret & Love (2008) note that project work is prevalent in most organizations according and therefore employees must work effectively as part of a team and “collaborate interactively to achieve common goals” (Hertel et al 2005: p71). However, team formation can be dysfunctional as a team is often “composed of some … relatively independent individuals who each have their own needs, goals, and expected outcomes” (Day, Gronn & Salas 2004; p860). As teams consists of individuals who have a common purpose, accomplish organizational goals through interaction, and share accountability for outcomes, collaborative skills are needed by each to enable team members to work effectively within their environment to ensure delivery of team outcomes.

Collaboration and cooperation between employees in the workplace is essential for organizations to function in their dynamic environments and to meet the demands of both their global and local market (Forret & Love 2008; Hertel et al 2005; Majchrzak et al 2005). The growth in the global marketplace has seen the use of distributed or virtual teams become increasingly important. As a member of a geographically dispersed team it is extremely important to know your role within, and responsibility to, the team (Majchrzak et al 2005). Doz & Kosonen (2007: p1) concur suggesting “[s]enior executives … usually have a very clear idea of their roles and responsibilities and how they relate to one another and how to work together effectively, and the result is a well-oiled operation”.

Most organizations strive for enhanced teamwork amongst their employees as superior employee collaboration can help achieve corporate goals and competitive advantage (Day et al 2004). As such, teamwork is often promoted as a fundamental competency in organizations. Groysberg & Abrahams (2006: p1) support this by noting “[s]tar performers don’t operate in a vacuum; they operate as part of a team, and their success stems at least in part from their team relationships”

Teamwork skills can be developed in many ways with the most common method being team training. Specific team training and development strategies that have been used to enhance team performance include team building, scenario-based team training and team coordination training appear well suited as techniques to enhance graduate teamwork skills (Day et al 2004).

All authors mentioned above refer to collaboration or working collaboratively as a key to successful team operation. Decision-making in the team environment is not an individual task as input is canvassed from various team members before a team decision is put forward. Hence the ability to collaborate during the decision-making process and collaborate in the completion of work activities are fundamental skills that team member must possess.

Creating Situated Learning in the Classroom

Prior to the commencement of the second semester of 2015 the undergraduate capstone project subject was converted to run in a blended mode with initially five formal lecture sessions per semester. This was reduced to its current offering with only one formal lecture conducted in the first week of semester.

Each calendar year, two full academic semesters are offered our University and in each semester a standard online student feedback survey (SFS) is conducted by our University. The end of semester SFS consists of seven questions of which five were scale questions (quantitative data) while the other two questions allowed free form answers (qualitative data).

The five scale questions listed below used a five-point scale as follows: 5 - Strongly Agree, 4 - Agree, 3 - Neutral, 2 - Disagree and 1 - Strongly Disagree.

• The learning opportunities provided helped me meet the stated objectives of this subject.
• I made the most of my opportunities to learn in this subject.
• Overall, I am satisfied with the quality of this subject.
• The assessment tasks in this subject were directly related to the subject.
• Overall, I received constructive feedback throughout this subject.

The table below shows the number of students in each subject by class who participated in the subjectsurvey.

Table 1: Respondent numbers and percentages

Semester/year / Total Students / Number of Respondents / Percentage
Spring 2013 / 74 / 22 / 30
Autumn 2014 / 65 / 11 / 17
Spring 2014 / 68 / 23 / 34
Autumn 2015 / 60 / 17 / 28
Spring 2015 / 86 / 27 / 31
Autumn 2016 / 49 / 17 / 35

In addition, the following two free form answer questions were also part of the survey:

• What did you like particularly in the subject?
• Please suggest any improvements that could be made to the subject

The data collected from the two freeform questions in the SFS forms were the subject of a preliminary analysis, which identified several common themes (McGovern 2003, Morse & Richards 2002). Following this analysis, a consolidation of the common themes was undertaken to provide an overall perspective of collaborative learning from the data collected. As such, two key themes emerged from this qualitative data: 1) situated learning and effectiveness, and 2) collaborative group work.

Findings

Situated Learning

To facilitate providing a situated learning like environment in the subject, the subject delivery method changed dramatically. This encompassed a change in pedagogical styles from the content heavy lectures and a series of tutorials or computer laboratories to a new way of teaching style without formal teaching spaces or set class / tutorial times offering flexibility in the teaching methodology and also allowing greater flexibility in both the students’ and academics’ timetabling for the subject.

The introduction of a new collaborative industry-like workshop style of delivery also changed the face-to-face teaching method along with the introduction of blended learning. Previously (up to mid-2015) the subject consisted of five 1 ½ hour lectures followed by a 1 ½ hour tutorial and on the remaining non-lecture weeks a 3 hour tutorial block. Tutorials were timetabled and held in specific tutorial rooms.

Under the new model, the subject is delivered via one 2 hour lecture in the first face-to-face week of semester and in the second face-to-face week a brief 30 minute session where tutors are introduced and project teams are finalized. This is immediately followed by the teams arranging their project kick-off meetings with their tutors. From the following week through to the end of semester, student teams meet with their tutors at an agreed time and location on campus. There are no further face-to-face lectures in the subject for the remainder of the semester, with relevant course materials provided online via Blackboard. During the weekly meetings with tutors, their tutors also take on the roles of the team’s industry client, as well as tutoring the student teams.

Team meeting times

As part of the first lecture, there is discussion on where and how business is conducted in the 21st century, during which the students are asked for their suggestions where to conduct business. This reinforces that business is no longer necessarily conducted during the traditional “9am to 5pm Monday to Friday” model of previous generations, but rather business is conducted 24 x 7 mode at almost any location.

Students are then informed that there are no set tutorial times or locations for the subject but rather that the tutorials are conducted on mutually agreed times and locations. The only requirements are that the location must be on campus – anywhere on campus; and the time must be mutually agreeable to both the tutor and the team. If necessary, the default time is established as the timetabled period as per the University’s timetabling system, to cater for situations where a consensus cannot be reached.

Team meeting locations

During the first lecture, students are provided with suggested locations on campus, which would not be too dissimilar to locations currently, being used my people in industry. Some of these include the coffee shops, building foyers, collaborative spaces, group meeting rooms, small collaborative rooms, etc.

The student teams are responsible for organizing, and if necessary booking the meeting locations, inviting their tutor, preparine agendas, minutes, and any other meeting related matters. During these meetings, the tutors have two roles: one as the team’s client and as their tutor.

Each team and team meeting is managed independently to the other teams in the subject, and it is not uncommon that the way a tutorial meeting for one team will be run very differently for that of another team – even with the same tutor.

Students are also advised that the success of the team is their responsibility and are encouraged to meet informally an additional once or twice each week, either face-to-face and / or via the use of collaborative tools.

This structure has encouraged interaction of the students within their team. This takes the student to an environment not too dissimilar to that of industry and through various scenarios aimed to encourage interaction with the team and inadvertently with the other teams in the subject.