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Supporting learner achievement through OR approaches

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Presentation at EURO 2013 (European Operational Research Conference) held in Rome in July 2013. Content focuses on the development and implementation of an online study skills resource using soft …

Presentation at EURO 2013 (European Operational Research Conference) held in Rome in July 2013. Content focuses on the development and implementation of an online study skills resource using soft systems methodology as preparation for the formal student learning experience.

Published in: Education

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  • 1. © University of South Wales Supporting learner achievement through OR approaches Dr Jo Smedley Director, Centre for Excellence in Learning & Teaching (City & Caerleon Campuses) Email: jo.smedley@southwales.ac.uk July 2013
  • 2. Overview Learners, while appropriately qualified for course entry, can encounter challenges with their learning skills, particularly during their first weeks of study. Co-curricular learning, accessible through a mix of traditional and modern technological delivery approaches, provides additional learning alongside the formal delivery. Using OR soft systems approaches, improved quality outcomes are evident with improved formal achievement and enhanced abilities to apply learning to real-life situations. Case study examples include academic and professional applications from the UK and Europe. © University of South Wales Supporting learner achievement through OR approaches
  • 3. Structure • Background • Establishing systems • Systems development • Outcomes • Lessons Learned © University of South Wales Supporting learner achievement through OR approaches
  • 4. © University of South Wales Background Entry level skills • Qualifications • Learning skills • Academic language • “Managing Knowledge” • “Managing Prof. Prac” Retention & Success • Learning Analytics • Course factors • Learning style and mode Employability • Skills development • Confidence
  • 5. © University of South Wales Systems Development Organisation Staff Students Organisation Staff Students
  • 6. © University of South Wales Entry Level Skills: Project Background Action Plan Smedley, EURO, 2012 Map Model • Market research • Gap Analysis • Interface design and development • Students as co-creators/producers Project funded by University of Wales Teaching Fellowship 2011
  • 7. • Staff 49 (M 13; F 34) • Staff in a more mature age group more likely to direct the student to what they believed the student required rather than going through the process of diagnosis of underlying need. • Staff within the lower age brackets more likely to spend more time attempting to diagnose the underlying issues and then ask the student to discover their own solutions using resources as supporting materials  more likely to foster the learning of transferrable skills. © University of South Wales Market Research (Staff)
  • 8. • Students198 (M 81; F 116) Skills • Academic writing 808/198 = 4.08 mean average • Time management 834/198 = 4.21 • Referencing 778/198 =3.92 • Note taking 724/198 = 3.65 • Understanding Feedback 816/198 = 4.12 Access • Electronic= 91 • Paper=53 • Face to face =2 • Electronic & paper=42/Electronic & face to face= 3/Paper &face to face=1 • All =3/Decline=3 © University of South Wales Market Research (Students)
  • 9. © University of South Wales
  • 10. © University of South Wales
  • 11. • Implementation • University of Wales network • Learning Development in Higher Education(LDHEN) • Analytics • Take-up • Retention and success • Acknowledgement • University of Wales Teaching Fellowship Funding 2011 © University of South Wales Moving Forward
  • 12. Email: jo.smedley@southwales.ac.uk Skype: jo_smedley Website: http:/www.southwales.ac.uk © University of South Wales Questions

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