Research on report writing that we've been conducting with students at Reading for the LearnHigher CETL has revealed a strong preference for advice on study practices that is 'authorised' in some way by a connection with the modules they are actually studying. Generic modules on study practices were regarded as less useful than support resources which used discipline-specific examples.
As a result, we are now producing adaptable learning development activities and exercises that can be 'plugged into' discipline or course specific examples by individual tutors and learning developers. What I anticipate this meaning in practice is that those working with groups in specific departments or disciplines are likely to produce hypothetical examples, and those working with individuals or mixed groups are likely to use real assignments.
In my own practice, I've found that hypothetical assignments can be a useful vehicle in workshop sessions to help students to self-develop through discussion with their peers. However our most productive work with students is in one-to-one sessions on real assignments. If we see our role as being to develop study practices and not just 'teach study skills', then we must also acknowledge the value of cases over models - we are interested in how students can study more effectively, not how essays are written. Of course there must be clear boundaries about what we will and won't do (e.g. guiding the student on how to form their own interpretation and argument rather than suggesting one, no proof reading etc).
Kim
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Dr Kim Shahabudin, Study Adviser & LearnHigher Research Officer
Room 107, Carrington Building, Whiteknights, University of Reading, RG6 6UA| ( 0118 378 4218| : www.rdg.ac.uk/studyskills : www.learnhigher.ac.uk
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From: learning development in higher education network on behalf of Hazel C. Nicholson
Sent: Wed 02/07/2008 17:19
To: [log in to unmask]
Subject: Supporting students with assessed work
Dear all,
I just wanted to ask if anyone can help me assemble arguments to support the notion that Learning Developers should advise students on pieces of assessed work, rather than offering advice on hypothetical assignments (and if you agree that we should be giving advice related to their actual courses rather than inventing a parallel curriculum).
Any thoughts would be greatly appreciated,
Hazel
Dr Hazel Nicholson
Learning Adviser
Bishop Grosseteste University College
Lincoln
LN1 3DY
01522 583663
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