1. 1 Dear user... Slides 2-8 were for students’ use - used by them for lists of points raised in their own discussions slides 9-32 are for the workshop subsequent slides are to illustrate points at various stages as necessary contact me at d.reavey@ucc.ac.uk or 01243 812008 if I can help

2. 2 A student view, by...

3. 3 The new short, fat courses: POSITIVES!

4. 4 The new short, fat courses: LESS POSITIVES!

5. 5 Why Independent Learning matters to us

6. 6 Our views on Independent Learning in our Programmes

7. 7 Recommendations for the short, fat courses To course managersTo students

8. 8 Recommendations on Independent Learning To course managersTo students

9. 9 Independent Learning Duncan Reavey Environmental Science University College Chichester

10. 10 What is Independent Learning? “Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation.” (Candy, 1991) Includes autonomous learning Not necessarily distance learning or resource-based learning

11. 11 This session is a chance to respond to student and tutor feedback on the new short, fat course structure reflect on ways in which the Programme provides support to students as they develop and use independent learning skills as individuals, each identify and solve one or more problems raised during the afternoon

12. 12 Task From the checklist, consider the statement that is highlighted In no more than 30 seconds introduce yourself give your response to the statement briefly explain your viewpoint

13. 13 Why bother? Benchmark Statements interpret independent learning in several ways: 1. Developing self-managed learning skills 2. Research projects 3. Independent study associated with a module 4. Demonstrating “independence of mind”, emphasising critical thinking skills

14. 14 Why bother? Changing (and increasing) student intake Diversity of learning styles To engage the maximum number of students

15. 15 The paradox Student independence and autonomy is seen as an indicator of academic quality, but to achieve it necessitates letting go a degree of control

16. 16 Evaluation of the new course structure Course Coordinators: Our perspective Students: Our perspective Student Evaluations received by Course Coordinators

17. 17 Addressing challenges posed by the emphasis on Independent Learning

18. 18 Characteristics of autonomous learners Form a small discussion group of 3 Brainstorm and discuss what skills and attributes you feel are characteristic of an autonomous learner List the 3 most important skills and the 3 most important attributes on the acetate

19. 19 Characteristics of autonomous learners self awareness - reflective learner planning and management of learning - controlling own learning environment formulate own questions research & information skills interdependence - working effectively with others critical thinking institutional & disciplinary awareness - learning “the system”

20. 20 Tools for developing autonomy in learners On separate post-its, list some learning and teaching methods you use that help learners to display characteristics of independent learners List examples in which IL skills are –taught explicitly. Mark these with a  –not taught, but are used by students On the coloured cards, match each post-it to the appropriate stage in a student’s career

21. 21 Tools for developing autonomy in learners Please review the post-its!

22. 22 Some tools for developing independent learning develop awareness in students of how they learn skills training and support negotiated learning opportunities and contracts self-assessment and evaluation group work and peer evaluation learning journals and diaries problem-based learning independent study modules

23. 23 What independent learning skills are missing in our students? Complete the grid for one of your courses Hand it in

24. 24 Making independent learning happen: Case studies In pairs, each choose a different case study. Skim read it and assess the extent to which independent learning is built into the case study Discuss your conclusions with your partner Be prepared to report back on one issue on the nature of independent learning OR one good idea that will interest all of us

25. 25 Peter Hughes’ outline strategy for a degree programme (Peter’s disclaimer: He’s not convinced the levels are so helpful any more!)

26. 26 Outline strategy Level One - Capacity Building skilling up establish culture of reflection and self- evaluation offer some opportunities for negotiated learning basics of subject discipline

27. 27 Outline strategy Level Two - Letting go of Control reduce emphasis on instructor-led approach more opportunity for flexibility, choice and negotiated study mini-projects in-depth subject discipline & its development

28. 28 Outline strategy Level Three - Freedom to Learn most assessment contains elements of negotiation greater control over subject content significant piece of independent work challenging subject discipline assumptions and boundaries

29. 29 Outline Strategy Masters “Independence” is a defining characteristic of Masters study Only works if those entering have the right disposition towards independent learning With diversity of student background, programmes may have to start again somewhere along the continuum Do it strategically - and difficult to do in 12 months If new students can’t cope with autonomy, resist the temptation to lapse back into a structured undergrad style experience

30. 30 Enhancing IL here What barriers are there to encouraging greater independence in students? What opportunities are there? Action points for follow-up?

31. 31 Key Issues Very few students automatically demonstrate the characteristics of autonomous learners Therefore we need to go through a process of capacity building, or enabling But at some point we need to let go of control, whilst retaining a framework of support - balancing freedom and structure is the key challenge Both tutors and students need to take risks

32. 32 Reflection A personal way forward? “One thing I could do to foster independent learning in my courses is …” Promises, promises Evaluation form

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36. 36 Phil Race’s ripples

37. 37 Something you learned successfully but at the time didn’t really want to Strong support from others 10% Didn’t want to be shown up as unable 30% (nb people especially vulnerable to the wrong kind of feedback!) Needed it 60%

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39. 39 Expedition grant application Real-life grant form and grading criteria Real world, motivating, creative Peer reviewed High quality product, unexpected outcomes

40. 40 Safety net! Carefully designed structures of tutor support and guidance are essential

41. 41 Feedback is like fish. If it’s not used quickly, it becomes useless

42. 42 Using the WWW Internet detective http://www.sosig.ac.uk/desire/ internet-detective.html TALESSI http://www.gre.ac.uk/~bj61/tal essi/