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Formal learning in an informal setting: the student learning journey

Formal learning in an informal setting: the student learning journey. A joint project sponsored by: Centre of Excellence in Active Learning, University of Gloucestershire Academic Development and Practice Unit, University of Worcester. Background. Visit to the CeAL by members of Worcester ILS

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Formal learning in an informal setting: the student learning journey

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  1. Formal learning in an informal setting: the student learning journey A joint project sponsored by: Centre of Excellence in Active Learning, University of Gloucestershire Academic Development and Practice Unit, University of Worcester

  2. Background • Visit to the CeAL by members of Worcester ILS • Common interest in independent student learning • Development of social learning spaces at both universities • Emphasis on active learning and e-learning • JISC publication on the student experience

  3. Rationale • To discover how the learning environment impacts on the student experience • To identify students’ preferred ways of learning • ‘Active learning’ is becoming a buzz phrase – does it occur naturally? • To evaluate support currently provided

  4. What does the literature say? • JISC projects on the ‘student voice’ • Goldfinch and Hughes (2007) • Escalate project - Hearing the student voice • Yorke (2008)

  5. Methods... • Funding obtained from each institution • Merging of aims and objectives • Determining the questions • Deciding on the methods • Selecting the sample groups

  6. ...Methods • Expectations Questionnaire • Expectations Focus Groups/Interviews • Reflections Questionnaire • Reflections Focus Groups/Interviews • Tutor interviews

  7. Findings - themes • Task Expectations* • Skills Development* • Process Reflection* Location Timing Working Style Process Information Sources Technology Difficulties Study Support Teaching and Learning Activities

  8. Findings - location • “In my flat and in the library. Library so I can gain more resources to help me, and in the flat because it is quiet.” • “…….you’ve got your kit here, I’ve got my kitchen, Taylor’s got his late at night Learning Centre.” • “….until you hit a certain point when you work everywhere.”

  9. Findings – working style • “With others – less work more input.” • “I don’t like the fact that with group work my grade is dependent on other people.” • “With others whilst gathering ideas... and then on my own... to give me a chance to make my work stand out.”

  10. Findings - process • “I research it, then plan it – draft etc. Then write it up in full.” • “Start by [staring?] at the title on a blank page and look for inspiration ‘Eye of the Tiger’.”

  11. Joint projects • Sponsors may have different priorities • Co-ordination of work can be difficult if more than one research assistant, but workload may be heavy • Can add more depth to the research

  12. Summary • Timescale – still on track • Dissemination – 2 internal conferences and 2 external conferences and 1 journal article • Future directions

  13. Contacts Sarah Kennedy Learning Centre Manager, Francis Close Hall, University of Gloucestershire skennedy@glos.ac.uk Allison Davis Senior Information Adviser (Sport, Playwork and Performing Arts), University of Gloucestershire adavis@glos.ac.uk

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