The document summarizes a presentation on running "Shut up and write!" sessions to help students focus on academic writing. The presentation covered using the Pomodoro technique with timed writing and break periods, managing distractions, and providing peer support and accountability. Student feedback was positive, finding the sessions helped their concentration, time management, and starting their writing. Some requested additional techniques and regular sessions. The presentation suggested tips for running effective sessions, including managing expectations, dealing with distractions, setting goals, and providing feedback.
Being into various sectors like hotels , events and latest education, i.e. book rentals, I have made many friends and many of them go through this Dilemma of "HOW TO STUDY?" for exams. As all they are told is to Study and hardly anyone tells HOW.
This is an attempt to help people in their question of HOW TO STUDY.
Being into various sectors like hotels , events and latest education, i.e. book rentals, I have made many friends and many of them go through this Dilemma of "HOW TO STUDY?" for exams. As all they are told is to Study and hardly anyone tells HOW.
This is an attempt to help people in their question of HOW TO STUDY.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
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Enjoying the fruits of our collective labours: The unexpected benefits of a s...lucubrat
Presentation at the 5th International Conference on Developments in Doctoral Education & Training: Promoting Positive Research Cultures, delivered with project partners:
Dr Elizabeth Scanlon, Sheffield Hallam University, UK
Dr Heather Sears, Coventry University, UK
Dr Anna Seabourne, University of Huddersfield, UK
Llinos Spargo, University of South Wales, UK
Jennie Eldridge, University Alliance, UK
A brief guide to how to join in Academic Writing Month at the University of Huddersfield in 2017. Rules, spreadsheet, Shut up and Write! session details.
Kuden: The use of oral transmission in a traditional martial artlucubrat
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More information about my work can be found at: http://lucubrat.wordpress.com.
Learning to Experiment – workshops and activities for key transition pointslucubrat
A session given by Anna Seabourne and Anika Easy at the Student Education Conference “The Leeds Graduate - the distinctive journey”, The University of Leeds on Friday 9 January, Parallel Session 3, 14.10-14.40
Paper abstract:
Skills@Library provides a core programme of workshops on particular topics. Last year (2014) we ran two additional weeks of workshops targeting specific groups of students to provide dedicated help at key transition points: Experimental Week and Postgraduate Week. Sessions included: lunch-time referencing drop-in clinic located in the Library foyer; using Twitter to support academic learning; active writing sessions for postgraduate students during their dissertation-writing stage; drawing for review and learning at exam and project revision stages. This meant that practical support was available and tailored to students at times and places when they needed it, showing understanding of and empathy for the transitions within their University development.
This session gives a brief overview of the activities, highlighting what helped students (and ourselves) reach those ‘A-ha!’moments, and shows how the exercises can be replicated within modules or as additional sessions when required.
Transferability: The applications of these initiatives are University-wide.
Old style’, modern meaning: An ethnographic exploration of the value of a tra...lucubrat
Paper presented at the:
European Association of Japanese Studies conference at the University of Ljubljana, Slovenia, 26 – 30 August 2014.
More information about my work can be found at: http://lucubrat.wordpress.com.
Please note: several photographs in this presentation have been deliberately edited or formatted to be of lower quality for publication on the web.
‘The importance of doing and being myself’: The impact of traditional martia...lucubrat
‘The importance of doing and being myself’: The impact of traditional martial arts practice on the lives of contemporary practitioners.
Paper presented at the:
International Symposium on Japanese Studies, Bucharest 1-3 March 2014
More information about my work can be found at: http://lucubrat.wordpress.com.
Shoshinsha to Shihan: The community of practice in a Japanese martial artlucubrat
These slides are from a presentation to the 2012-2013 cohort of EDUC70500: Social Theories of Learning in Research and Practice. The session aimed to explore using Communities of Practice theory as a tool for examining the classical martial system which is the subject of my PhD research. More information about my work can be found here: http://lucubrat.wordpress.com.
My research takes an ethnographic approach to researching Japan’s classical martial tradition of Takeuchi-ryu Bitchuden (TRB), exploring it as a form of education and character development. Students spend years practicing this intensely mentally demanding and potentially dangerous physical combative art, which has been passed down from teacher to student since 1532. What they learn from their experiences; the impact it has on their lives, their conceptions of self, issues of gender and group and individual identity; and how the koryu bujutsu[1] relate to contemporary life and education in Japan are the focus of my work.
This presentation will focus on approaches to teaching and learning in TRB at the head dojo of the tradition, based on data gained through participant observation and consisting of field notes, photographs, audio recordings, copies of internal documents and records of online discussions where members exchange ideas about training and their experiences.
TRB offers an example of a rich learning environment outside mainstream education. Teaching methods include demonstration, oral instruction and some use of written materials. However, although the head instructor plays a central role, this is not the only way that learning takes place. The learning is highly experiential with most work taking the form of paired practice where a senior student works with a junior. Formal practice begins with kihon, basic moves which are practiced many times, even by more advanced students. This is followed by kata, or ‘forms’ where practitioners alternate between taking a ‘winning’ or ‘losing’ role. Kata are central to the process of passing on the techniques as they codify the knowledge in a form which can be both practiced and remembered. They have names which may range from a simple description of movement to the esoteric. The combination of the sequence of a kata, its name and when and how it is taught all have a significance which may not be apparent to the novice, but which is revealed as the student progresses.
Koryu rarely include sparring or free form practice in their training methods, so performing kata in formal situations (embu) is one way in which participants ability to perform under pressure can be tested and this is therefore a core element of the training.
There are also aspects of the philosophy of the tradition which are learnt outside of the formal training, in the informal discussions after practice, through shared participation in events and the sharing of stories. For example, the preparation of tea is the job of the most recent recruits, as they learn how to do this they become legitimate peripheral participants in the dojo community through interacting with more senior students.
The presentation explores how these formal and informal methods create a community where individuals through shared practice can develop their character and identity.
9th ALDinHE Conference: University of Leeds
"Learning Development in a digital age: emerging literacies and learning spaces"
2-4 April 2012
Pre-conference workshop.
Source: http://www.mendeley.com
Off the starting block: Academic skills development for international taught ...lucubrat
Due to unfamiliar approaches, differing expectations and perplexing uses of language, international students often struggle to negotiate the transition to the requirements of academic discourse at Masters level and may also lack familiarity with critical approaches to study.
As the proportion of international students taking Masters at Leeds increases (44% in 2010), the challenge for staff is to help students gain an understanding of the conventions of academic discourse, threshold concepts which students must to possess to enter the arena where the exchange and creation of knowledge takes place.
This session introduces a suite of workshops developed by Academic Skills Advisers, Faculty Team Librarians and Academics working within the curriculum to embed a critical approach to postgraduate research, reading and writing skills with cohorts of mainly (but not exclusively) international students. Scaffolded tasks apply a model of critical thinking to subject specific materials, thus enabling international students to gain the academic skills required to reach their full potential.
Student Education Conference
University of Leeds
Session 34
6 January 2012
Developing a culture of student engagementlucubrat
Slides from a presentation at the Association for Learning Development in Higher Education Conference in Belfast, 2011, “Engaging Students – Engaging Learning”.
Abstract and more info here: http://lucubrat.wordpress.com/2011/04/13/developing-a-culture-of-student-engagement/
See the video section here: http://skills.library.leeds.ac.uk/conference_presentations/libteach/
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http://lucubrat.wordpress.com/2011/04/11/a-critical-thinking-approach-to-negotiating-academic-discourse-at-masters-level/
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'Shut up and write!' Making academic writing social
1. “Shut up and write!”
Making academic writing social
Student Education Conference and Digital Festival –
“Evidencing Excellence” ,
University of Leeds, 8 January 2016, Parallel Session 10, 10.40-11.10
Anna Seabourne
8. Timings
20 mins social: intros, writing goals, set up
25 mins writing
5 mins silent break, no talking in the room
25 mins writing
20 mins social break
25 mins writing
5 mins silent break, no talking in the room
25 mins writing
20 mins social: follow-up, feedback, discuss
12. Shut up and write!
Skills@Library
10 sessions in summer for 137 students
7 sessions in first term for 94 students
3 hours
Flat room, tables with 4 people per table
13. Procrastination: student voices
Excellent method of time management.
The Pomodoro technique was new to me.
[taught] us about how to arrange time.
Made me understand the technique I can use to
study. I was able to start working and set my writing
objectives.
14. Distraction: student voicesGood technique to really concentrate.
Keeping concentration for a prolonged period. Concentration
and focus on target.
Enabled me to focus properly. Helped me aware of how I can
concentrate.
Concentration for 25 minutes helped me.
Once you write down your own ideas it helps us to read. It
teaches how to concentrate on your work without
distraction.
I can concentrate through the workshop and thinking deeply.
It helps me start my first essay! Shut down mobile phone is
15. Peer pressure, peer support
…since there were so many people around me, I didn’t try to
go on FB
Forced to produce your own work.
Forcing me to put the technique into practice.
The environment worked for me, kept me focus and less
distracted.
I actually managed to start writing my assignment. I am now
much more confident that I actually can write. Superb happy.
It was a really nice experience. Thumbs up!
Isolation?
16. Student requests
More tips on how to reduce distractions.
Writting for scientific papers… (sic)
Discuss additional techniques at the beginning.
Maybe some background music.
A regular, perhaps weekly session of this would be
excellent.
Shut up and read! (with shorter breaks…)
18. Managing expectations
I thought I could get tips and tricks in creating
and essay, but suddenly its practical.
A more accurate description of the workshop to
know what to expect.
Thought more guidance about how to
focus/write would be included.
Not what expected. Great structure. Greatly
inc. understanding.
21. Tools
• Timers and clock (online, app, 3D)
• Pen and paper
• Skype (Blackboard Collaborate?)
• Extension cables
• Refreshments!
22. Running your own
sessions – top tips!
• Manage expectations
• Discipline - deal with drifters
• Facilitate peer support
– Set goals on each table
– Final feedback to plenary
• ‘Today’ list
• ‘Quick write’
• Writing meditation
Intro for chair
Anna Seabourne, Library Learning Adviser, Skills@Library, UoL.
Writing is an area with which many students (and academics!) struggle, particularly as it is inherently a solitary practice. “Shut up and Write!” (“SU&W!”) sessions make academic writing social. The format which has recently become popular with researchers (Mewburn et al, 2014) can also be a powerful tool when shared with taught students. “SU&W!” was a departure for Skills@Library with a stronger experiential emphasis than traditional workshops can allow. This session will address how and why “SU&W!” helps students tackle procrastination and lack of focus. Skills@Library first trialled “SU&W!” for taught students as a one-off experiment. Feedback was extremely positive, so in summer 2015, ten “SU&W!” were offered, targeting primarily Masters students. This session uses personal reflections on the “SU&W!” process and analysis of student comments. “SU&W!” provides structured and focussed time with clear goals, providing students with immediate feedback on their writing process. Peer pressure prevents distraction; peer support helps with motivation and encourages student-to-student exchange of strategies for becoming better writers. Sessions are relatively simple to run and can act as a catalyst for students to set up their own groups.
By the end of this session, participants will have learned how and why “SU&W!” can be a powerful tool for reducing student isolation and developing excellent writing practices; and will have the tools to set-up sessions within their own context.
Link to Evidencing Excellence theme
(max 50 words)
“Shut up and write!” develops self-awareness in managing academic writing through modelling best practices. The session will also highlight applications and digital resources which can be used to support the writing process, both face-to-face and online.
“SU&W!” sessions work with undergraduates, taught postgraduate and research students. They fit well with peer support initiatives; study skills sessions taught within modules as well as central provision. Once students have experienced the format they are encouraged to run groups themselves. Similar sessions could target other study skills, such as “Shut up and Read/Revise!”.
“SU&W!” may also be particularly appropriate for supporting part-time and distance students, using Skype.
The session will include the student voice through examples of feedback on “Shut up and write!” sessions, including how it has informed/improved their writing practices.
See handout
. [cf noisli]
. [cf noisli]
10 sessions over summer for 137 students. -
Did the workshop meet your expectations?
62 Completely
49 Mostly
2 Partially
0 Not at all
To what extent has the workshop increased your understanding of this area?
42 Greatly
53 Quite a lot
12 Partially
3 Not at all
How happy were you with the content and delivery of the workshop?
72 Completely
39 Mostly
2 Partially
Learned something that will improve the way you work?
96 Yes
4 No
We had 7 sessions this Semester with 94 Students attending.
Did the workshop meet your expectations?
22 Completely
35 Mostly
9 Partially
To what extent has the workshop increased your understanding of this area?
28 Greatly
22 Quite a lot
12 Partially
3 Not at all
How happy were you with the content and delivery of the workshop?
43 Completely
22 Mostly
2 Partially
Learned something that will improve the way you work?
65 Yes
1 No
. [cf noisli]
Column1 Greatly 70 Quite a lot 75 Partially 24 Not at all 6
