The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress

Myers, Janette; Gibson, Frances

doi:10.47408/jldhe.v0i2.47

jldhe

2010

DOI: 10.47408/jldhe.v0i2.47

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The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress

Janette Myers¹,

Frances Gibson²

Abstract: This paper considers the pathway to changing institutional approaches to learning development, in particular the introduction of integrated learning development. A piecemeal, fragmented approach is described in relation to a whole institution approach. The role of academic development and links to learning development are considered. One initiative within the overall project is explained in detail to give a flavour of the project and to explain the role of individual initiatives in creating opportunities for l… Show more

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Cited by 4 publications

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Institutional Management of Peer-Led Learning: A Framework for Holistic Integration

Eyre

2015

jldhe

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If we are to accept that peer-led learning (peer mentoring, peer tutoring and related approaches) are of benefit to students, how are we to approach the implementation of such approaches at the institutional level in a way that is resource efficient and effective? This paper presents the holistic framework for the institution-wide coordination and support of a wide variety of peer-led learning initiatives developed at De Montfort University. The framework presented sidesteps the thorny issues of categorisation that dominate the discourse of peer-led learning by devolving issues of definition to the site of implementation. A simplified typology is presented that characterises an initiative based on its level of formality and its overarching purpose with respect to transformational Ã¢â¬Ëtransition pointsÃ¢â¬â¢ through the student lifecycle. This Ã¢â¬Ëmixed economyÃ¢â¬â¢ approach accommodates highly idiosyncratic and locally-defined approaches to peer-led learning coordinated and supported by the universityÃ¢â¬â¢s learning development unit (the Centre for Learning and Study Support).ÃÂ

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Institutional Management of Peer-Led Learning: A Framework for Holistic Integration

Eyre

2015

jldhe

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'If only we knew what they wanted': bridging the gap between student uncertainty and lecturers' expectations

Magyar¹,

McAvoy²,

Forstner³

2011

jldhe

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It is increasingly accepted that the development of the academic writing required to succeed in higher education is most effective when embedded within the discipline in which students are studying and when integrated with formal teaching. The many initiatives and programmes discussed in this journal suggest a variety of models and collaborations in the move from generic study skills to the integration of writing in the disciplines. As a contribution to this, we discuss the evaluation of an academic writing module for Masters students in the School for International Development at the University of East Anglia. The module was devised collaboratively by the learning developer, subject specialist and postgraduate research students from the department. It was delivered by postgraduate research students, who also participated in its evaluation. The evaluation led to changes not only in the writing module itself but to the main Masters programme. We argue that the post graduate research students played a key role in these changes and that through dialogue between students and the department, academics who were only peripherally involved, nonetheless gained insights about students experience, potentially informing their future practice.

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Collaborating to embed academic literacies and personal support in first year discipline subjects

Chanock¹,

Horton²,

Reedman³

et al. 2012

JUTLP

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This article discusses a Design for Learning project in the Faculty of Humanities and Social Sciences, where academic and personal support for students was interwoven in their first semester. Staff of the Academic Language and Learning Unit (ALLU) worked with discipline staff to develop their students’ capabilities across a range of disciplines, while the Faculty’s First Year Coordinator organised dedicated tutors to identify and support students who struggled to engage with their first semester’s work. ALLU staff, consulting with subject coordinators, designed extra tutorials focussing on the subjects’ readings for four weeks, and working towards the first marked assignment. Using ALLU’s design, subject tutors showed students what is characteristic of thinking at university; how that is embodied in the structures and styles of academic texts; and how sources are used. Feedback from students, tutors, and coordinators was mainly favourable, and a comparison of students’ entrance scores and first semester marks with those of previous cohorts found that As and Bs rose in most subject groups, while Ds and Fails decreased, despite lower entrance scores overall. The article situates this initiative within the movement towards “embedding” development of students’ academic literacies into their disciplines’ curricula. It looks at the educational advantages of this method, as well as some difficulties of acceptance, ownership, and organisation. It focusses, in particular, on the benefits of involving ALLU staff, with their expertise in Applied Linguistics, in designing activities to focus both students and subject lecturers on the particular discourses used in their discipline subjects.

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The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress

Cited by 4 publications

References 6 publications

Institutional Management of Peer-Led Learning: A Framework for Holistic Integration

Institutional Management of Peer-Led Learning: A Framework for Holistic Integration

'If only we knew what they wanted': bridging the gap between student uncertainty and lecturers' expectations

Collaborating to embed academic literacies and personal support in first year discipline subjects

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