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Using ‘practice-led enquiry’ to develop resources for time management in Higher Education Dr Kim Shahabudin Dr Judy Turner University of Reading.

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Presentation on theme: "Using ‘practice-led enquiry’ to develop resources for time management in Higher Education Dr Kim Shahabudin Dr Judy Turner University of Reading."— Presentation transcript:

1 Using ‘practice-led enquiry’ to develop resources for time management in Higher Education Dr Kim Shahabudin Dr Judy Turner University of Reading

2 Introduction What is ‘practice-led enquiry’? How is it central to the LearnHigher project? Using practice-led enquiry to develop resources for time management.

3 at Two learning areas - time management & report writing. Based in Study Advice team. Core activities of team - one-to-ones, developing resources (paper, online, workshops), students with SLDs.

4 Applying a practice-led approach Four key areas: getting organised; planning time; effective study practices; motivation. Start from existing resources and practices. Establish cycle of evaluation and development. Acknowledge value of practitioner experiences.

5 Potential strengths of practice-led approach Utilizes non-traditional knowledge. Rapid (sometimes immediate) feedback. Opportunities for longitudinal observations. Models Self-Regulated Learning style.

6 Possible problems with practice-led approach Issues of academic rigour and objectivity. Danger of inward-facing discourse. Privileges views of self-selecting sample. Difficult to establish coherent overview. Relationships of power?

7 Results of initial evaluations Students agree on need for and value of TM advice – 96% of survey respondents said it had helped. Few criticisms about content of advice. More wanted on: how to avoid time wasting; advice for specific groups. Comments on formats and delivery.

8 Points of interest If students already know advice, why aren’t they using it? Models developed are for specific student community – how to broaden this? Approach makes researchers themselves into most crucial resources.

9 Initial conclusions  New resource development model: adaptable; mediated; embeddable.  Need to convert qualitative research to coherent evidence base to re-engage with more traditional academic practice.  New conception of ourselves as embodied knowledge resources.

10 Questions for discussion How can we get views of students who don’t engage with LD services? Can we engage other academics? Do they regard project as only relevant to LD? Do we need single set of knowledge or is accumulation of individual experiences equally valid? Time wasting - strategies for Gen Y?

11 Contact details


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