Reflections on Implementing aLearning to Learn Module:Learning for Success @ UniversitySuzanne GuerinUCD School of Psychol...
Collaborators• Project Team   – Judith Archbold – UCD Teaching & Learning   – Joe Brady – Dean of Arts   – Barbara Dooley ...
Background• Recognition of the importance of the first year  experience for success at university• Institutions that achie...
Module Development• September 2009 – June 2011   – Review of possible online learning resources   – Development of project...
Implementation• June 2011 – December 2011• Palgraves Skills4Study Campus (S4S) provided an  interactive online resource up...
PSY10110 Learning for Success @University• Learning Outcomes                      • Assessment – Developed an understandin...
PSY10110 Learning for Success @University• Key principles                      • Delivery   – Exposed to variety of aspect...
PSY10110 Learning for Success @University• Topics                             • Activities   – Transition to University   ...
The Blended Design• Using Fink’s (2003) Module Design Steps and  Littlejohn & Pegler’s e-learning work (2007), a  blended ...
The Weekly Blend
Information Literacy Skills in PSY10110• Central to the module are skills related to  accessing, assessing and using resou...
Card Sorting Game – Developed bySusan Boyle, UCD Library
Critical Thinking Workshop
Module Evaluation• September 2011 ongoing• Student & staff views will be captured• Student survey data collection   – Cons...
UCD Module Feedback Survey• Completed for all undergraduate modules• Five core (quantitative) questions   – Overall I am s...
Student Feedback: Core Questions(Agreement)
Student Feedback: Optional Questions(Agreement)
Three Most Helpful Elements• Online assessments and/or resources (including  Blackboard)   – The downloading of various ha...
Three Changes• Consistent criticism of mandatory  nature of the module• Sense that skills were basic or had already  been ...
Reflections and ObservationsPROS• Good engagement for those who attend• Positive experience for students:   – Active learn...
Reflections and ObservationsCONS• Declining attendance over 8 weeks• Initial reaction of some students : ‘do I have to do ...
Recommended Changes• More initial input on  accessing Blackboard & S4S• Revisit weighting of the S4S  assessments – Assign...
Conclusions• LSU as scaffolding!• Very beneficial  experience to date• Understanding of  positive and negative  experience...
ReferencesCottrell, S. (2003) The Study Skills Handbook, 2nd  Edition. London: PalgraveFink, L. D.. (2003). Creating signi...
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
Reflections on Implementing a Learning to Learn Module: Learning for Success @ University
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Reflections on Implementing a Learning to Learn Module: Learning for Success @ University

  1. 1. Reflections on Implementing aLearning to Learn Module:Learning for Success @ UniversitySuzanne GuerinUCD School of PsychologyUCD Fellow in Teaching & Academic DevelopmentEmail: Suzanne.Guerin@ucd.ieAdvisory Committee on Information Literacy,Annual Information Literacy Seminar, 14th June 2012
  2. 2. Collaborators• Project Team – Judith Archbold – UCD Teaching & Learning – Joe Brady – Dean of Arts – Barbara Dooley – College of Human Sciences VP for Teaching & Learning – Suzanne Guerin – Fellow in Teaching & Learning – Niamh Moore – Fellow in Teaching & Learning – Feargal Murphy – College of Arts & Celtic Studies VP for Teaching & Learning – Geraldine ONeill – UCD Teaching & Learning – Sara OSullivan – Fellow in Teaching & Learning – Bairbre Redmond – Dep. Registrar for Teaching & Learning• Module Implementation & Evaluation – Suzanne Guerin & Geraldine O’Neill
  3. 3. Background• Recognition of the importance of the first year experience for success at university• Institutions that achieve first-year excellence place a high priority on the first-year among competing institutional priorities and accept a significant share of responsibility for first-year student achievement (Krauss et al., 2005, 381)• Building on work of UCD Fellows in Teaching & Learning (2007-2009) – See http://www.ucd.ie/teaching/fellowships/
  4. 4. Module Development• September 2009 – June 2011 – Review of possible online learning resources – Development of project aims and implementation plan• Project aims: – To help students make the transition to university life – To improved study skills at first year level – To ease transition from second level to third level education – To promote greater engagement at first level• Decision to focus on Arts programme – approx. 1400 students in first year, concern re engagement and dropout, very diverse student group
  5. 5. Implementation• June 2011 – December 2011• Palgraves Skills4Study Campus (S4S) provided an interactive online resource upon which to build a module – Getting Ready for Academic Study – Reading and Note-making – Referencing and Plagiarism – Critical Thinking Skills – Writing Skills – Exam Skills• The resource was introduced to 380 first year Arts students in September 2011 as part of a new module PSY10110 Learning for Success @ University.• Module delivered in Semester 1 over nine weeks
  6. 6. PSY10110 Learning for Success @University• Learning Outcomes • Assessment – Developed an understanding of – Regular small stakes what is expected of a university assessment with feedback student; – Engaged in the process of – Palgrave ‘Skills 4 Study’ learning at university both as an Online assessments (n=5) individual and in groups; 60% – Enhanced your time – Journal: A reflection on the management, information and application of skills general organisational skills; developed in this module to your broader study pathway – Improved your critical thinking, in UCD (500 words) 20% writing and reading abilities; – Group-based critical – Identified your optimal learning thinking and writing style and its implications for your assignment 20% University learning.
  7. 7. PSY10110 Learning for Success @University• Key principles • Delivery – Exposed to variety of aspects – Four large group lectures of learning at university with in-class tasks and activities – Interactive class sessions – Two small group tutorials – Clarity around requirements and expectations – One in-class small group workshop – Regular communication with students – Blackboard VLE – Face-to-face sessions build on – Skills4Study Campus and apply S4S content – Module complete before the main assessment period
  8. 8. PSY10110 Learning for Success @University• Topics • Activities – Transition to University – Red-Green Quiz – Time Management – Time management fairy – Reading and Note-making – Reflecting on staff use of Blackboard – Library Skills, Referencing & Plagiarism – UCD Library card game – Critical Thinking Skills – Reviewing evidence – Writing Skills – Developing a self evaluation framework – Exam Skills
  9. 9. The Blended Design• Using Fink’s (2003) Module Design Steps and Littlejohn & Pegler’s e-learning work (2007), a blended approach to this module was designed and implemented. NB: The Sequence and Active Learning Fink (2003)
  10. 10. The Weekly Blend
  11. 11. Information Literacy Skills in PSY10110• Central to the module are skills related to accessing, assessing and using resources and information – Using the library to find resources and materials – Evaluating sources critically – Appropriate citation and referencing• Relevant Topics – Tutorial on library and information skills – Developed in collaboration with Ursula Byrne and Susan Boyle UCD Library – Workshop on critical evaluation of information
  12. 12. Card Sorting Game – Developed bySusan Boyle, UCD Library
  13. 13. Critical Thinking Workshop
  14. 14. Module Evaluation• September 2011 ongoing• Student & staff views will be captured• Student survey data collection – Consents received from 104 LSU students and 48 history/geography students (comparison) – Phase 1 of survey completed in Semester 1 – Phase 2 of survey ongoing (end Semester 2)• Interviews with staff in UCD and other settings• Observations and reflections from delivery• Insights from Module Feedback Survey (31% response) and student performance
  15. 15. UCD Module Feedback Survey• Completed for all undergraduate modules• Five core (quantitative) questions – Overall I am satisfied with this module – I have a better understanding of the subject after completing this module – The assessments to date were relevant to the work of the module. – I achieved the learning outcomes for this module – The teaching on this module supported my learning• Agreement rated from Strongly agree to Strongly disagree• Mean scores calculated per item (high score = 5)
  16. 16. Student Feedback: Core Questions(Agreement)
  17. 17. Student Feedback: Optional Questions(Agreement)
  18. 18. Three Most Helpful Elements• Online assessments and/or resources (including Blackboard) – The downloading of various handouts were useful. Some of the tests made me more focused – The online cafe for this module which allowed students to ask any questions about the module. The skills for study resource and the groupwork• Specific skills – The content helped me get used to the workload in university it also helped me figure out how to reference and how to write essays – This module helped me settle in to college. Helped me to understand black board. Helped me to think critically.
  19. 19. Three Changes• Consistent criticism of mandatory nature of the module• Sense that skills were basic or had already been developed• More or fewer tutorials• More or less use of online information• More or less group work• Very difficult to find a clear pattern
  20. 20. Reflections and ObservationsPROS• Good engagement for those who attend• Positive experience for students: – Active learning (e.g. using blackboard); – Finding out about other module assessments; – Experiential time-management; – Immediate feedback on grades.• Development of Library resources and a Tutor Guide for future offerings• Good grades and (relatively) good engagement in the ‘Skills4Study’ (S4S) on-line assessments• Clear evidence of learning in written assignments• Students who engaged with the module seemed to benefit
  21. 21. Reflections and ObservationsCONS• Declining attendance over 8 weeks• Initial reaction of some students : ‘do I have to do this?’, ‘why were we picked?’, ‘how do I do the minimum?’• Poor student online skills, slow to adapt• Concern (staff and student) about workload management• Some doing very well on S4S without reading the material• Concerns re integrity of S4S assessments and uptake of final assignment• Problems with multiple offerings within one module – led to significant confusion and undermined group work across the module• Concerns re suitability for students taking language and linguistics modules
  22. 22. Recommended Changes• More initial input on accessing Blackboard & S4S• Revisit weighting of the S4S assessments – Assignments showing more variation• Sequencing needs to consider social interaction and managing student expectations• Look at location options• Maintain small group structures• Simplify structures: One offering per module code
  23. 23. Conclusions• LSU as scaffolding!• Very beneficial experience to date• Understanding of positive and negative experiences• Impact of the module must be examined• Evaluation is key …… but further learning will emerge with full roll out
  24. 24. ReferencesCottrell, S. (2003) The Study Skills Handbook, 2nd Edition. London: PalgraveFink, L. D.. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.Harwood, D., McLaughlin, S. (2011) A Module in “Study in Higher Education” The STAR Project, http://www.ulster.ac.uk/starLittlejohn, A., & Pegler, C. (2007) Documenting e- learning blends, In, Preparing for Blended E-Learning. pp70-93. New York: Routledge.Wingate, U. (2006) Doing away with ‘study skills’, Teaching in Higher Education, 11, 4, 2006, pp. 457-469

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