As an 'add-on', many students arrive wanting me to help them interpret
their assignment title. Telling the student that you have no specialist
knowledge and that they will first have to explain the context to you
is, as you all know, a great way of empowering them to stand back from
content, think things through and articulate the outcome. (Might have
just talked myself out of a job there)
Alison Green
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of C Neville
Sent: 14 February 2007 11:47
To: [log in to unmask]
Subject: Add-ons do not work?
Yes, I agree with Pat too, to a large extent. I work in a
large business school as an 'Effective Learning Officer'
and have adopted both approaches: of organising and
teaching a module on writing for business and academic
purposes, contributing to other modules at undergraduate &
postgraduate levels, but also offering a programme of
workshops and other non-accredited activity, including
one-to-one support.
The former accredited teaching activites complements the
other optional activity for students. Students (and staff)
see me as a part of the teaching programme, which raises
the level of attendance - and credibility of the workshops.
The workshops, however, are an important part of the whole,
as they offer opportunities for some experimentation in
teaching approach, and offer a relaxed space for students;
a space and time free of assessment pressure, and with the
freedom and opportunity to ask questions that they might
not raise in formal lectures.
Colin Neville
Bradford
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C Neville
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