Identifying, developing, disseminating and embedding good practice in promoting learner autonomy Ivan Moore Director CPLA Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy)

Where have we come from? The purpose of CETLs is to reward excellent teaching practice and to invest in that practice further in order to increase and deepen its impact across a wider teaching and learning community (HEFCE 2004/5) CPLA empowers students at SHU and beyond to acquire responsibility for their learning, and to work in partnerships with tutors and other students. (CPLA stage 2 bid 2004)

Where have we come from? CETL associates – individual project developments Special Interest Groups – SIGs Development (awareness) workshops – external consultant

Where have we come from? Research (well, debate) about the meaning of learner autonomy Development in the subject area which provided evidence of excellence in the bid –and a small number of small-scale developments elsewhere Student involvement

Where are we moving to? Research (well, debate) about the meaning of learner autonomy Development in the subject area which provided evidence of excellence in the bid –and a small number of small-scale developments elsewhere Student involvement use research to inform practice, not as an end in itself broaden the area of practice and embed across the University 'customers'participantspartners

A definition of learner autonomy An autonomous learner takes responsibility for his/her own learning They can identify: –their learning goals (what they need to learn) –their learning processes (how they will learn it) –how they will evaluate and use their learning

Characteristics of ‘effective’ autonomous learners they have well-founded conceptions of learning they have a range of learning approaches and skills they can organize their learning they have good information processing skills they are well motivated to learn

WILLINGNESS TO LEARN Balance of vocational, academic, personal and social motivations to learn Intrinsic motivation Extrinsic motivation Goals Short - Medium - Long Confidence MANAGEMENT Study Skills Planning and problem solving Evaluation & Metacognition Self-assessment Focus & ‘stickability’ Time and project management Balancing social, work and learning needs Assessment INFORMATION Information handling Access to resources: On line and Paper-based Role models (people, exemplars, designs) Equipment Other learners Contexts STANCE TOWARDS LEARNING Orientation to learning Appropriate conceptions of learning Deep approach to learning A range of appropriate learning strategies

WILLINGNESS TO LEARN Balance of vocational, academic, personal and social motivations to learn Intrinsic motivation Extrinsic motivation Goals Short - Medium - Long Confidence MANAGEMENT Study Skills Planning and problem solving Evaluation & Metacognition Self-assessment Focus & ‘stickability’ Time and project management Balancing social, work and learning needs Assessment INFORMATION Information handling Access to resources: On line and Paper-based Role models (people, exemplars, designs) Equipment Other learners Contexts STANCE TOWARDS LEARNING Orientation to learning Appropriate conceptions of learning Deep approach to learning A range of appropriate learning strategies

The SHU social model learning is a social activity people are not only a resource sense of belonging sharing, supporting, discussing, debating working in partnership teamwork, leadership, inter-personal skills

Special Interest Groups (SIGs) Small Scale Projects Faculty Development Initiatives Strategic Themes Action Groups (STAGs) The PLAN - A balanced development

Special Interest Groups (SIGs) Small Scale Projects Faculty Development Initiatives Strategic Themes Action Groups (STAGs) Innovative development Community of practice Relatively small funding levels The PLAN - A balanced development

Special Interest Groups (SIGs) Small Scale Projects Faculty Development Initiatives Strategic Themes Action Groups (STAGs) Innovative development Community of practice Relatively small funding levels Strategic development. High profile Higher levels of funding The PLAN - A balanced development

Strategic themes Developing a conceptual Stance Motivation and engagement (Willingness) Supporting Intellectual development and Information skills Organisation for learning (Managing learning) Peer support for learning Transitions and year themes Enquiry-Based Learning (EBL) Assessment Evaluating the student learning experience Research and scholarship

Conceptual stance Motivation and engagement Information skills Organisation for learning Enquiry Based Learning Student partnerships Associates

O&MACESD&SHWB Associate Directors

O&MACESD&SHWB Associate Directors Conceptual stance Motivation and engagement Information skills Organisation for learning Enquiry Based Learning Student partnerships Associates

Governance QE Programme board –chair PVC –steering and monitoring group – meets monthly Core team –chair Director CPLA –management team – Associate Directors – meets bi-monthly Leadership team –chair Director CPLA –core team plus convenors of SIGs, STAGs, Faculty initiative leaders – meets bi-monthly

The PLAN Balanced development –Special Interest Groups –Small scale projects –Strategic Themes Action Groups –Faculty initiatives Faculty based Associate Directors Theme based Associates Governance

The PLAN Promoting Learner Autonomy Network

Timescales SIGs –underway STAGS –now –two years Small scale projects –invitations to bid – January –one full academic year Faculty initiatives –scoping now –project planning and preparation – January to June 2008 –two years starting September 2008

Identifying, developing, disseminating and embedding good practice in promoting learner autonomy Ivan Moore Director CPLA Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy)