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Dear all, Further to my previous email, it was very remiss of me to forget to include the references to both the article I referred to, and the BBC's reporting on it. Sorry! Here are both: Dunlosky, J, Rawson, K.A., Marsh, M.J., Willingham, N. and Willingham D.T. (2013) Improving Students' Learning With Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58 The BBC's web coverage is here: http://www.bbc.co.uk/news/health-22565912 It was also less than a couple of years ago, too - I really need the weekend to come quickly. Steve From: Nikki Anghileri [mailto:[log in to unmask]] Sent: 26 September 2014 11:03 To: Rooney, Stephen G.; [log in to unmask] Subject: RE: Interesting piece about the impact of study skills on coursework grades I completely agree with Steve's comments and as I am about to deliver some workshops on Research Skills for 3rd Year UGs, I had already earmarked this article as a really good prompt for discussions about issues such as research scale, method validity, generalisation, presentation and interpretation of data and of course the ever thorny matters of who does research, who pays, who reports and who remembers!! It's a great article for lots of these topics and is also a perfect length for discussion in a workshop session. Happy days! Nikki Nikki Anghileri LEARNING ADVISOR [http://staffnet.smuc.ac.uk/services-departments/marketing-design-communication/PublishingImages/New-VID-Templates-Downloads/Logos/Logo-with-Crest/St-Marys-Logo-With-Crest-Colour.jpg] Tel: 020 8240 4377 From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Rooney, Stephen G. Sent: 26 September 2014 10:43 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Interesting piece about the impact of study skills on coursework grades Thanks, Kim and all and thanks, Ed, for sharing this Just to raise a slightly different way in which LD-related research might be used in teaching... A couple of years ago, the BBC website reported on a research project which they (the BBC) claimed demonstrated which approaches to revision (retention and recall) were more effective than others. Unsurprisingly, and on closer inspection, the research article itself made far more nuanced and qualified claims. In fairness to the authors, their version of the conclusions was nowhere near as simplistic as the BBC's presentation of them - far from it. Anyway, as it turned out, the article did nevertheless provide a useful basis for discussions with students about the limitations of research claims - especially the way such claims are reported on in a media often hostile to nuance and complexity - and the importance of looking behind the headlines, so to speak. It provided a topical gateway (in that it related to particular study practices) into deeper questions about the nature and limitations of research, the legitimacy of conclusions, how research is presented (both by the original authors and the media), and the importance of analysing, closely, both the findings presented and the methods by which those findings are arrived at. In other words, it became less about approaches to revision, as such, and more about the value of developing critical approaches to research. I've not looked in detail at the research in question, here, but wonder if it might also provide a gateway to similar discussions with students (among other possible uses, of course)? All best, Steve From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin Sent: 26 September 2014 09:13 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Interesting piece about the impact of study skills on coursework grades While agreeing that the explanation of the research in this article is not terribly rigorous, I do think Ed's original point that it could be used to support the impact of learning development on grades is valid - particularly that good time management is as significant a skill in gaining a decent grade as good writing. Should also perhaps point out that 60 - 64 is *not* a low grade in UK higher education marking - it equates to an Upper Second Class mark. 59 - 64 which is the actual figure mentioned in the article would represent a jump from Lower Second to Upper Second which would make a significant difference in, for instance, applying for graduate jobs or postgraduate study. Students gaining these marks in the UK are exactly the group of students that tend to seek learning development advice to give them the push they need to raise their grades. Kim ________________________________ Dr Kim Shahabudin, FHEA, Study Adviser, Study Advice & Maths Support 1st Floor, University of Reading Library, Whiteknights, PO Box 223, Reading, RG6 6AE * 0118 378 4242/4614 * www.reading.ac.uk/studyadvice<http://www.reading.ac.uk/studyadvice> twitter: @unirdg_study Please note that I now work part-time and am not usually on campus on Mondays. ________________________________ From: learning development in higher education network [[log in to unmask]] on behalf of Rachelle Thibodeau [[log in to unmask]] Sent: 25 September 2014 17:03 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Interesting piece about the impact of study skills on coursework grades Interesting. When I saw this last week, my first thought was to bury it, because it showed how little effect later submission had on grades. The hourglass graphic is striking, but the difference between a 64% and 60% would, I fear, have little power to motivate students achieving such low grades. I agree with Mark that this research by itself can't tell us anything about procrastination and with all that we can use data like to identify students who need extra support. Rachelle Rachelle Thibodeau, Ph.D. Coordinator, Academic Support Programs Centre for Initiatives in Education 1518 Dunton Tower, 613-520-2600 ext. 1024 Carleton University | Ottawa, Canada The information in this message, including any attachments, is privileged and may contain confidential information intended only for the person(s) named above. Any other distribution, copying or disclosure is strictly prohibited. If you are not the intended recipient or have received this message in error, please notify Carleton University immediately by reply email at the contact listed above and permanently delete the original transmission from us, including any attachments, without making a copy. Carleton University is fully compliant with the Freedom of Information and Protection of Privacy Act and appreciates your cooperation in this matter. -----Original Message----- From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Mark Stevenson Sent: September-25-14 11:30 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Interesting piece about the impact of study skills on coursework grades Hi Ed, Interesting, but let me go out on a limb here. I would like to suggest that, pending further evidence, all the experiment shows is that stronger students (students who have the skills and knowledge base to get good grades combined with adequate time or time management, more on this last below) get their work in earlier, and, in addition, that strugglers are indeed struggling and working right up to the last minute. The published data only tells us when students submitted their assignments, not when they commenced work on them, and it is the last that is relevant to the question of procrastination. Procrastination, unless someone wants to assign the word a special meaning, was not detectable within the research design described. As for warning students on the ills of procrastination, I'd go out on another limb and suggest that that is already the most mentioned topic of advice when presenting students with their tasks. What the data does give people working in learning development is a means to identify strugglers (people who need additional assistance) through the timing of their electronic assignment submissions. But their grades tell us that anyway! On the evidence so far I think it would be *highly* dangerous to the approach students with the assumption they are procrastinating and begin advising them on that basis. Many students I teach, particularly those who are are not strong communicators in English, commence work early and submit late because they know they are starting on the back foot. Dr Arnott's concludes from his research that it "demonstrates that delaying submission due to poor study habits has a serious and detrimental effect on performance," but no data was collected on poor study habits or otherwise. We don't know that late submission is a result of poor study habits or other underlying problems, or their combination. We already knew it could be a sign someone is struggling and needs help. If I could go out on a further limb, I'd like to suggest that, until more data is in, educators and managers in education take every precaution when reading interpretations of data that have anything to do with marketing departments, offices or consultancies! Mark ________________________________________ From: learning development in higher education network [[log in to unmask]] on behalf of Foster, Ed [[log in to unmask]] Sent: Friday, September 26, 2014 12:21 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Interesting piece about the impact of study skills on coursework grades Happy New Academic Year everyone (HNAY) This floated around twitter last week, I thought it was really interesting and potentially valuable for colleagues http://www.wbs.ac.uk/news/leaving-essays-to-the-last-minute-ruins-students-grades/ Ed [cid:3E46C381-8294-4A62-BB53-4E794E3ACD59] Monday 8th September NTU Student Dashboard Launches www.ntu.ac.uk/studentdashboard<http://www.ntu.ac.uk/studentdashboard> Ed Foster Student Engagement Manager Centre for Academic Standards & Quality Nottingham Trent University 0115 848 8203 DISCLAIMER: This email is intended solely for the addressee. It may contain private and confidential information. 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