Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy)
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Identifying, developing, disseminating and embedding good practice in promoting learner autonomy Ivan Moore Director CPLA Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy)
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Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy). Identifying, developing, disseminating and embedding good practice in promoting learner autonomy Ivan Moore Director CPLA. Where have we come from?. - PowerPoint PPT Presentation
Transcript of Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy)
Identifying, developing, disseminating and embedding good practice in promoting learner
autonomy
Ivan Moore
Director CPLA
Centre for Excellence in Teaching and Learning(Promoting Learner Autonomy)
Where have we come from?
• The purpose of CETLs is to reward excellent teaching practice and to invest in that practice further in order to increase and deepen its impact across a wider teaching and learning community
(HEFCE 2004/5)
• CPLA empowers students at SHU and beyond to acquire responsibility for their learning, and to work in partnerships with tutors and other students.
(CPLA stage 2 bid 2004)
Where have we come from?
• CETL associates – individual project developments• Special Interest Groups – SIGs• Development (awareness) workshops – external
consultant
Where have we come from?
• Research (well, debate) about the meaning of learner autonomy
• Development in the subject area which provided evidence of excellence in the bid– and a small number of small-scale developments elsewhere
• Student involvement
Where are we moving to?
• Research (well, debate) about the meaning of learner autonomy
• Development in the subject area which provided evidence of excellence in the bid– and a small number of small-scale developments elsewhere
• Student involvement
use research to inform practice, not as an end in itself
broaden the area of practice and embed across the University
'customers' participants partners
A definition of learner autonomy
• An autonomous learner takes responsibility for his/her own learning
• They can identify:– their learning goals (what they need to learn)– their learning processes (how they will learn it)– how they will evaluate and use their learning
Characteristics of ‘effective’ autonomous learners
• they have well-founded conceptions of learning• they have a range of learning approaches and skills• they can organize their learning• they have good information processing skills• they are well motivated to learn
WILLINGNESS TO LEARN Balance of vocational, academic,
personal and social motivations to learnIntrinsic motivationExtrinsic motivation
GoalsShort - Medium - Long
Confidence
MANAGEMENTStudy Skills
Planning and problem solvingEvaluation & Metacognition
Self-assessmentFocus & ‘stickability’
Time and project managementBalancing social, work and learning
needsAssessment
INFORMATIONInformation handlingAccess to resources:
On line and Paper-basedRole models (people, exemplars,
designs)Equipment
Other learnersContexts
STANCE TOWARDS LEARNING
Orientation to learningAppropriate conceptions of learning
Deep approach to learningA range of appropriate learning
strategies
WILLINGNESS TO LEARN Balance of vocational, academic,
personal and social motivations to learnIntrinsic motivationExtrinsic motivation
GoalsShort - Medium - Long
Confidence
MANAGEMENTStudy Skills
Planning and problem solvingEvaluation & Metacognition
Self-assessmentFocus & ‘stickability’
Time and project managementBalancing social, work and learning
needsAssessment
INFORMATIONInformation handlingAccess to resources:
On line and Paper-basedRole models (people, exemplars,
designs)Equipment
Other learnersContexts
STANCE TOWARDS LEARNING
Orientation to learningAppropriate conceptions of learning
Deep approach to learningA range of appropriate learning
strategies
The SHU social model
• learning is a social activity• people are not only a resource• sense of belonging• sharing, supporting, discussing, debating• working in partnership
• teamwork, leadership, inter-personal skills
Special Interest Groups(SIGs)
Small Scale Projects
Faculty Development Initiatives
Strategic Themes Action Groups
(STAGs)
The PLAN - A balanced development
Special Interest Groups(SIGs)
Small Scale Projects
Faculty Development Initiatives
Strategic Themes Action Groups
(STAGs)
Innovative development Community of practiceRelatively small funding levels
The PLAN - A balanced development
Special Interest Groups(SIGs)
Small Scale Projects
Faculty Development Initiatives
Strategic Themes Action Groups
(STAGs)
Innovative development Community of practiceRelatively small funding levels
Strategic development. High profileHigher levels of funding
The PLAN - A balanced development
Strategic themes
• Developing a conceptual Stance• Motivation and engagement (Willingness)• Supporting Intellectual development and Information skills• Organisation for learning (Managing learning)
• Peer support for learning• Transitions and year themes• Enquiry-Based Learning (EBL)• Assessment• Evaluating the student learning experience• Research and scholarship
Conceptual stance
Motivation and engagement
Information skills
Organisation for learning
Enquiry Based Learning
Student partnerships
Associates
O&MACES D&S HWB
Associate Directors
O&MACES D&S HWB
Associate Directors
Conceptual stance
Motivation and engagement
Information skills
Organisation for learning
Enquiry Based Learning
Student partnerships
Associates
Governance
• QE Programme board– chair PVC– steering and monitoring group – meets monthly
• Core team– chair Director CPLA– management team – Associate Directors – meets bi-monthly
• Leadership team– chair Director CPLA– core team plus convenors of SIGs, STAGs, Faculty initiative
leaders – meets bi-monthly
The PLAN
• Balanced development– Special Interest Groups– Small scale projects– Strategic Themes Action Groups– Faculty initiatives
• Faculty based Associate Directors• Theme based Associates• Governance
The PLAN
Promoting
Learner
Autonomy
Network
Timescales
• SIGs– underway
• STAGS– now– two years
• Small scale projects– invitations to bid – January– one full academic year
• Faculty initiatives– scoping now– project planning and
preparation – January to June 2008
– two years starting September 2008
Identifying, developing, disseminating and embedding good practice in promoting learner
autonomy
Ivan Moore
Director CPLA
Centre for Excellence in Teaching and Learning(Promoting Learner Autonomy)
