The learning of research methodology and skills is an integral part of a degree in the Social Sciences. Unfortunately, engaging students in methods modules can be challenging, particularly with mixed interest cohorts in a degree such as Geography. In this session we cover three broad themes to illustrate how we used technology and the programme-level approach (PLA) to address (1) engagement, (2) assessment, and (3) module management. We follow with a critical reflection on our processes and degree of success. Our work focuses on two modules in Geography that make up the bulk of core methods teaching that are linked across Level 1 and 2.
To engage students we used a variety of softwares (Kahoot, Socrative, Google Forms, Docs, Sheets) and teaching styles. One successful example we discuss are hybrid practical-lectures, which reduced staff teaching time but increased contact time (from 5 separate computer sessions to one 2 hour session). Whilst some of the softwares used are quite basic in concept, their integration can be effective. Throughout, a core message is that Google Forms proved integral to the success across our three themes. Indeed, through the use of dedicated quizzes at each practical (administered using Google forms), attendance at sessions averaged 78% (ranging 62-90%), a clear jump in engagement from previous years. These quizzes allowed continued evaluation of student understanding allowing the tailoring of later lecture and practical material, i.e. allowing us to pursue near real-time content adaptation (dynamic feedback). Furthermore, the quizzes act as weekly formative feedback for students, assessment preparation, and a record of module attendance.
Overall, the PLA and technological incorporation has enabled the creation of streamlined assessments and those which are more appropriate for the material, including the use of Online Quizzes which can incorporate testing of software skills. Through a structured report requiring guidance at Level 1, to a semi-structured report at Level 2 the PLA enables a clear pathway to creating a Level 3 Dissertation. We also reflect on aspects which didn't work: YouTube videos which created click-this-click-that students, quizzes for qualitative method topics, and in-lecture statistics generation for use in practicals. In summary, our experiences suggest that, technology use has been highly beneficial but must be used in moderation, i.e., we must avoid mismatches between content and technology. Finally, we suggest that a further core reason for success has been the technological literacy, buy-in, and stability of the teaching team.