Recall an earlier email in which I noted the CITSCAPES Project. This is a
JISC-funded project, with Glasgow being one of the lead institutions (I am
familiar with it because I am on its Advisory Committee). Glasgow have what
appears to be a very thorough IT induction program with a well-integrated
accreditation component.
Tom Browne, Computing Service, University of Sussex,
email: [log in to unmask] tel: 01273 606755 x 2967
Web: http://www.sussex.ac.uk/USCS/Staff/staff3.cfm?ID=tomjb
-- Begin original message --
> From: "Earl, Shirley" <[log in to unmask]>
> Date: Wed, 1 Nov 2000 10:18:13 -0000
> Subject: RE: Re: Intro and study support
> To: "[log in to unmask]" <[log in to unmask]>
> Reply-To: [log in to unmask]
>
> Diagnostic testing of IT Skills is being honed to a fine art at Glasgow
> University. Biology in particular, if I recall correctly, with three
> different routes available to students as appropriate to the 'diagnosis'.
>
> Shirley Earl
> Napier University, Edinburgh
>
> -----Original Message-----
> From: Roger OTTEWILL(SBF) [mailto:[log in to unmask]]
> Sent: 01 November 2000 08:06
> To: [log in to unmask]
> Subject: Fwd: Re: Intro and study support
>
>
> Dear Ann
>
> I read your email with great interest. I am becoming increasingly concerned
> about the wide variations in students prior skills/knowledge in areas such
> as
> IT, numeracy, political literacy etc. To the best of my knowledge there is
> very
> little systematic diagnostic testing in most of these areas at present. The
> one
> exception is modern languages, where testing is used to determine the level
> at
> which students should enter the University wide language scheme. I have
> copied
> my reply to a colleague., Christine O'Leary, who knows far more about this
> than
> I do. Her experiences might well be of some interest with respect to
> diagnostic
> testing on a broader front.
>
> Hope this is helpful
>
> Best wishes.
>
> Roger Ottewill
> Centre for Business Education Research
> Sheffield Hallam University
>
>
> [log in to unmask] writes:
> >I joined this discussion list only a couple weeks ago and I'm finding
> >the discussion very interesting.
> >I've been a member of ILT since March and like Tom Browne would
> >be interested in knowing how many support staff are members and
> >also to what extent they are included in their institution's ILT
> >activities. If in fact their institutions have made efforts to enable
> >networking between their members.
> >
> >I'm the Learning Support Coordinator for Manchester Metropolitan
> >and my role includes providing study skills support for students
> >who are having difficulty with academic work as well as
> >coordinating support for students with disabilities. We have, over
> >the past three years tried to develop an integrated approach to
> >these two issues, as we have found they are closely interlinked.
> >We are finding that students do seem unprepared for independent
> >learning whether they have disabilities or not and would be inclined
> >to agree with an earlier comment on this list that there seems to be
> >a results based culture which is leading to spoon-feeding before
> >university. We're also concerned about levels of literacy particularly
> >in students who have come to us through non-traditional routes.
> >
> >We're currently considering diagnostic testing mechanisms which
> >would enable us to identify students needing support early in their
> >course and subsequently to tailor our support services
> >appropriately. I wondered if anyone else is using or developing such
> >materials and could give us some advice at these early stages.
> >
> >I look forward to reading any views on this.
> >
> >Ann
> >
> >
> >
> >Ann Barlow,
> >Learning Support Co-ordinator,
> >Student Services,
> >the Manchester Metropolitan University,
> >All Saints,
> >MANCHESTER M15 6BH
> >
> >Tel 0161 247 3492
> >fax 0161 247 6852
> >e-mail
>
>
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