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- 1. Sarah’s Learning experience in IAD Man Xu (Sarah) Management of Training and Development Moray House School of Education Placement Supervisors: Chris Doye and Frances Parry
- 2. Introduction • Research Report of LearnBetter (LB): aims, process, results and limitations • Learning Reflection in IAD: work at IAD, enjoyment, difficulties and development, suggestions
- 3. Research Background • LearnBetter (LB), which was created in September 2012. It is a relatively new system for students to help them build study skills as well as offer resources for tutors, demonstrators teaching assistants and teaching academics.
- 5. Research Aims • A study skills resources questionnaire was used to conduct this research. The main points we wanted to achieve from it were exploring the awareness and usage of LB by tutors and demonstrators for their teaching and their students’ learning, moreover, raising the awareness, and canvassing suggestions for LB.
- 6. • Background research: 28th Jan---1st Feb • Constructing questionnaire: 4th Feb- 20th Feb • Questionnaire distributed : 21st Feb---4th Mar • Data input and analysis : 5th Mar---15th Mar • Data presentation (Report): 18th Mar---3rd Apr Research Timeline
- 7. Questionnaire was sent to 170 tutors and demonstrators who registered for IAD courses by email. 12 questionnaires were returned within 11 days, and the return rate was 7.06 %. Due to the low return rate, more consideration was given to the information gain from the open questions. Research Process & Findings
- 8. Respondents Teaching Background 0 1 2 Figure1.2 Which school/s do you teach in? Fi gure1. 2 2 1 1 2 2 1 1 1 1 Soci al and Educ at i o n Busi ness Hi st ory, Cl as Mat h emat i cs Chem i st r y I nf o rmat i cs Engi neer i ng Bi om edi c al Section 1 Respondents Attribute: a more objective and extensive demonstration of using LB (Figure 1.1, Figure 1.2, and Figure 1.3) Figure1.1 Respondents Attribute 41% 17% 42% t ut or demonst r at or bot h Figure1.3 Which year do you teach? 40% 20% 30% 0% 10% 1 (undergraduat e) 2 (undergraduat e) 3 (undergraduat e) 4 (undergraduat e) post graduat e
- 9. Figure1.4 Please highlight the appropriate answer 0, 0% 2, 17% 10, 83% I have used Lear nBet t er or r ef er r ed st udent s t o i t I had l ooked at Lear nBet t er bef or e I r ecei ved t hi s quest i onnai r e but have never used i t or r ef er r ed st udent s t o i t I had never l ooked at Lear nBet t er bef or e I r ecei ved t hi s quest i onnai r e Awareness of LB Section 3&4
- 10. Use and Value of LB 0 1 2 3 4 Figure4.1 Howlikely is it that you will use LB with your students in the future? （exluded 1 no reply and 1 unvalid answer） Fi gure4. 1 0 4 2 0 1 1 1 very l i kel y 2 3 4 5 6 not at al l l i kel y 3 3 7 6 0 1 2 3 4 5 6 7 Figure4.2 Ifyou are likely to use LB, howmight you use it? Please highlight all answers that apply: Fi gure4. 2 3 3 7 6 i )Di rect l y use t he mat eri al i i )Adapt t he mat eri al i i i )Ref er speci f i c sect i on/ s i v)Ref er as a whol e (Q 3.1, Q 4.1 and Q 4.2)
- 11. Usefulness of Generic Study Skills 2 3 2 1 1 0 0 1 2 3 Figure4.3 In general, how useful do you think a generic study skills resources on a VLE is? （exluded 1 unvalid answer） Fi gur e4. 3 2 3 2 1 1 0 1 ver y usef ul 2 3 4 5 6 not at al l usef ul (Q 3.2 and Q 4.3)
- 12. Usefulness of Both Topics Covered and Types of Materials 2 4 1 0 1 0 0 1 2 3 4 Figure4.4 In general,how useful do you think the topics ocvered on LB are? （exluded 1 no reply and 1 unvalid answer） Fi gur e4. 4 2 4 1 0 1 0 1 ver y usef u 2 3 4 5 6 not at 1 3 2 1 0 0 0 1 2 3 Figure4.5 In general, how useful do you think the types ofmaterials provided on LB are? （exluded 2 no replys and 1 unvalid answer） Fi gure4. 5 1 3 2 1 0 0 1 very 2 3 4 5 6 not (Q 3.3, Q 4.4 and Q 3.4, Q4.5)
- 13. Suggestions to improve LB • Marketing • Content and Audience • Ease of use – Navigation – Worksheets – Organisation (Q 3.5 and Q 4.6)
- 14. Limitations • Choice of sample • Low return rate • Data collection time • No pilot/test of questions
- 15. My Learning Reflection Work at the IAD: •A true meaning of Worked Based Learning: Work + Learning •Something similar & something different
- 17. Difficulty: • Balance between WBL and other courses
- 18. Development ： • Confidence • Research Skills • Language • Cultural Fusion
- 19. Some can be improved: • Some general training courses • Timetable
- 20. Thank you so much Chris and Frances! Thanks for all the supports and guidance… Thank you so much Diane! Thanks for all the helps… Thank you so much everyone! It is such a good memory with all of you…
Editor's Notes
- 1.It is considered reasonable in mail or self-completed postal surveys to have a response rates as 30% (Saunders et al 1997), and email surveys range from 25 to 60 % (Moss and Hendry 2002).
- 1.4 Sections 2.Spread & Coverage---Years; Types; Schools
- Topics: Revision and exams; effective learning (Time management); reading and writing; numerical data… Types: PDFs, videos, webpages
- Marketing: More exposure should be given to LB. Content & Audience: it is better to change the interface (Picture 1) of LB to staff and students in any degree friendly instead of just highlight undergraduate. final year students : with aspects such as tutorials, group working, research methods Postgrads too, for example, “how to get funding” seminars; “how to deliver a conference” Advertisement. 2. Individual preference and computer skills will influence the use of LB. 3. Combine online learning with face to face courses. 4. Add more audience and content. Ease of use – 1) navigation of vle : order of material ;;; interface of LB : cumbersome 2) Worksheet: the disconnected between PDFs and the instructions or justification on the pages. usability of worksheets : 3) Organisation: the last point is about the location of general useful skills. contingent needs of different schools and students.
- Choose of sample: to be more familiar or concerned with the material that IAD offered to them, thus they may lead us to a more positive feedback of awareness and usefulness of LB. Low return rate : reasons: distribute of questionnaire—email. The incident may turn off the reply to some extent. awareness Make up for it: following interviews or focus groups are planed to be conduct to compensate it.
- Work: environment, time management, task driven Learning: learning to do a research (research method+ research attitude) New working experience: different work style (prepare well and think more, never too in a hurry; pay much attention to reflection) something different: culture: similar- to be initiative different-good at expressing inner feelings and have a sense of humor vs. intrapersonal and work hard to be perfect, sometime too stressful
- Support: 1. Communication with my supervisors 2. Well organised schedule, but with flexibility 3.talking with people: Natalie, Kay, Louise, Louisa, Fiona, Lara (chancellor’s follow )
- Introverted 内向的 praise+ encourage Language: speaking+ ‘quite’; ‘finger cross’ Culture fusion: express more : speak out; don’t afraid to be critical.