Identifying, developing, disseminating and embedding good practice in 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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Transcript of Identifying, developing, disseminating and embedding good practice in 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)