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Welcome to Transition into HE – Learning to Learn

Welcome to Transition into HE – Learning to Learn. Whilst everyone arrives, please use a smart device/laptop to access https://padlet.com/jo_miller/idealy1 and add your thoughts to the Padlet wall. Supporting Transition into Year 1.

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Welcome to Transition into HE – Learning to Learn

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  1. Welcome toTransition into HE – Learning to Learn Whilst everyone arrives, please use a smart device/laptop to access https://padlet.com/jo_miller/idealy1 and add your thoughts to the Padlet wall.

  2. Supporting Transition into Year 1 Learning to Learn in Higher Education – more than just a set of study skills…………..

  3. overview Concerns about Y1 students – academically, motivationally etc Widening participation? Retention? Expectations – students, staff Learner identity Learning, Teaching and Y1 curriculum

  4. Ideal Y1? Review and briefly discuss padlet wall responses

  5. Real Y1? Add to diagram, compare to ideal

  6. Expectations of students • Comments from previous data collected • Previous experiences • How they have been ‘successful’ previously – impact of this on HE learning and expectations? • Strengths • Concerns • Expectations of HE • – linked to Ideal Y1 • - Linked to Real Y1 • Process/outcome driven

  7. Value of Y1 ‘Year 1 doesn’t count’ – really?? Challenge – previous experiences have developed them to be outcome-driven which manifests in a number of ways (e.g. what do I need to do to pass the assignment, only engaging with facts and not understanding and application ) Learning in HE - Outcome or process driven? Only ‘doesn’t count’ in terms of outcome-driven perspective - final mark awarded (outcome). In which case, how can we complain about students following this if we are doing this ourselves? Vital in successfully transitioning into learning to learn in HE (process) and, therefore, impact on final achievement (outcome).

  8. Learning to Learn – an initial approach • ITE prog • Early focus, first 3 weeks of module focuses on students’ own learning and effective ways of working. • Addresses expectations, roles and responsibilities in learning in HE. • Creative, independence, study groups and peer support, active engagement and attendance, (all process) • Engagement with assessment (outcome) • Impact? • On engagement • On retention • On academic success

  9. Next steps? How do your modules/programmes support transition into learning in HE? How could they support transition into learning in HE?

  10. Questions?

  11. references Bowles A, Fisher R, McPhail R, Rostenstreich D & Dobson A (2014), Staying the distance: students’ perceptions of enablers of transition to higher education, Higher Education research and Development, 33:2, 212-225Briggs A R J , Clark J & Hall I (2012) Building Bridges: understanding student transition into university, Quality in Higher Education, 18:1, 3-21 Brooman S & Darwent S(2014) Measuring the beginning: a quantitative study of the transition to higher education, Studies in Higher Education, 39:9, 1523-1541 Gale T & Parker S (2014) Navigating change: a typology of student transition in higher education, Studies in Higher Education, 39:5, 734-753 Hultberg J, Plos K, Hendry G D & Kjellgren K I (2008), Scaffolding students’ transition to higher education: parallel introductory courses for students and teachers, Journal of Further and Higher Education, 32:1, 47-57 Johnston B (2010) The First Year at University, Teaching students in transition. Open University Press. Maidenhead Lowe H & Cook A (2015) Mind the Gap: Are students prepared for higher education? Journal of Further and Higher Education, 27:1, 53-76 McInnis C (2001) Researching the First Year Experience: Where to from here?, Higher Education Research & Development, 20:2, 105-114 Murtagh L (2010) They give us homework! Transition to Higher Education: the case of initial teacher training. Journal of Further and Higher Education, 34:3, 405-418 Pitkethly A & Prosser M (2001) The First Year Experience Project: A model for university-wide change. Higher Education Research & Development, 20:2, 185-198 Trautwein, C. and Bosse, E. (2017) The first year in higher education – critical requirements from the student perspective. Higher Education. 73:3, 371-387 Wilcox P, Winn S & Fyvie-Gauld M (2005) ‘It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education, Studies in Higher Education, 30:6, 707-722

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