Preparation for Higher Education (HE) Andrew Holmes University of Hull.
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Transcript of Preparation for Higher Education (HE) Andrew Holmes University of Hull.
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Preparation for Higher Education (HE)
Andrew Holmes University of Hull
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Welcome & Introductions Course Outline Expectations & Differences Independent Learning Self Assessment Learning and Learning Styles Reflective Learning and Learning Logs http://
preparationforhecourseclluniversityofhull.wikispaces.com/
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Aims of the Module
1 1 To prepare participants for further study at HE level 4 and above
2. To develop a range of study skills appropriate for further study at HE level 4 and above
3. To provide an initial higher education programme for advanced apprentices in our region
4. To provide an opportunity for participants to critically reflect upon their own learning and development, their educational aspirations and plan for their future study.
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Learning outcomes On completion of this module students will show
that with support and guidance they are able to demonstrate the following learning outcomes:
1. Knowledge and Understanding: 1i. Of HE study techniques, referencing conventions
and the importance of evidence based research 2. Intellectual / Thinking Skills: 2i. Build on their own research and communicate
their results effectively in writing using academic conventions through the Research and production of written academic work appropriate for HE level 4.
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Learning outcomes continued 2ii Reflect upon own learning and academic
strengths and weaknesses, educational aspirations and action plan for future development.
3. Practical / Professional Skills: 3i. Operate successfully at level 4 and above
by using a range of appropriate study skills (including referencing conventions, proof reading, research skills)
4. Transferable Skills 4i. Communicate information effectively via a presentation to a specified audience
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The Process Taught Sessions Practical Activities Home Study Research &
Reading Feedback Reflection &
Learning Journal
Develop a Portfolio
Assessment FUN! ?? Up to you
10 Credits towards University Foundation Award
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If you were to ask for something specific from this course..
What would it be…? If you could make the best use of your
time whilst on this course…..? what would you do? what would you ask for? What learning would you want to take
back with you to the workplace from this course in order to make it one of the best or one of the most useful courses you have ever attended?
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The Topics Learning/Learning
Styles/Reflection Time
Management and Motivation
Reading, Lectures, Note-taking
Study Techniques Communication
Skills Presentations and
Interviews Group Work Applying to
University ?
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Topics (continued)
Writing Academic writing Critical and analytical thinking Research skills/sources of
information Referencing Proof reading Study skills
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Research & Reading Cottrell, S. (2008) The Study Skills
Handbook, 3rd edn. Basingstoke: Palgrave Macmillan BUY A COPY !
Northedge, A. (1990) The Good Study Guide, Milton Keynes: Open University
www.skills4study.com www.hull.ac.uk/studyadvice www.coursewise.co.uk/yhelln/
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How may HE be Different? Over to you for ideas and
suggestions
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How may HE Different? Levels of
independence Time Management Motivation Specialist terminology Teaching Methods Reading Making Choices No ‘right answers’ No national curriculum Each University
different
Group Sizes Debate and difference Few competency
based qualifications Finding resources and
support Structuring your
study Key skills and skills
development Reflection Electronic learning
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Independent Learning “The ability to take charge of one’s
learning” Holec (1981)
Choices Taking responsibility Motivated Confident Reflecting on your learning
It is NOT necessarily about working on your own.
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What is expected from you? Independence Self-Motivation Openness to working
with others Ability to work things
out for yourself, to think Ability to set goals to
improve your work Time management ! Ability to work out
when, how and where you learn best.
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question How may students are classified as
being ‘mature’ i.e. over age of 21 when they start a course at Hull University?
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Some Interesting facts.. In 2001/02, 30% of full-time first year
undergraduate students at University of Hull were classed as mature (21+), and 79% of part-time students. Figure is rising.
Most mature students are highly motivated and therefore very successful in achieving their goals.
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University Staff Have Found That Students with Experience of Working Life…
Maturity of thought Transfer life and work experiences
to study Generally very meticulous and
accustomed to meeting deadlines Usually well organised More used to team working Better problem solvers
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But Also may be.. Less confident in their abilities Feel ‘different’ as may not have
done A levels May not always feel a part of the
university as may not live on or near the campus
May need to develop ‘study skills’ such as essay writing and how to do research
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Skills audit and GAP analysis What are your current skills? How would you rate them on a scale 1-10 A skills audit! To do one properly takes
times, so one of your homework tasks is to do a skills audit.
Download a version of one from www.hull.ac.uk/php/cesagh/ or http://preparationforhecourseclluniversityofhull.wikispaces.com/
Also have a look at ‘how are skills learnt?” and ‘learning a skill’
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SMART goals ? Set yourself SMART goals for the areas you need
to develop in. SMART acronym
How and from whom or where will I gain the skills I need? How and when will I make the time to do this?
Think about how you are going to gain the skills you need. For example; courses, self study, web searches, mentoring, learning informally from others, shadowing another person.
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A Knowledge Audit ? How well does the knowledge I have match
what is required for my future in HE? How do I know that my knowledge is sufficient,
adequate, accurate and up to date? How will I keep my knowledge up-to-date? How and from whom or where will I gain the
knowledge I need? How and when will I make the time to do this? Think about how you are going to gain the
knowledge you need.
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JARGON BINGO!!
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Intelligence and Learning
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Am I Intelligent Enough for University?
What is Intelligence? Intelligence is a general underlying
‘cleverness’ which is fixed for life. Or is it?
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Spearman (1927) and Terman (1975) believed that each individual has a general level of intelligence known as the intelligence quotient or IQ and regarded intelligence as a single fixed underlying capacity.
Gardner (1993) and others argue that genetic influence is as little as 20% or even zero
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Gardner’s Multiple Intelligences Linguistic Logical,
mathematical Spatial Musical
Bodily-kinaesthetic
Interpersonal Intrapersonal
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Gardner’s Multiple Intelligences Of course, HE values some of these
more than others. A bodily-kinaesthetic may be a fantastic
top footballer and able to earn £50,00 a week, but may not be able to study at HE.
Gardner argues that all the intelligences are equally valid; but society values some more than others
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The Brain ‘plasticity’; it is capable of change
and development. Connections between neurons The more connections the faster
you learn
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What is learning? Multi-faceted process Individual Learning history Current learning environment Interaction between the two.
We may say that learning may have taken place when we understand something and can explain, teach or demonstrate it to others. Learning involves change
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Learning is easier when… You are in a physical state to learn When information is organised When you use your whole brain When you enjoy what you learn When the medium suits you When you work with others When you believe you can learn
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Learning Styles A unique collection of individual
skills and preferences that affect how a person perceives, gathers and processes information.
Over 90 different types of learning style, some have a solid research base of evidence to support their validity. Some do not.
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Learning Styles
MISMATCH Less effective Lose motivation Give Up!
AWARENESS Plan for learning tasks Learn more effectively More satisfied and
motivated Understand why
difficult Strategies to cope Improve
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Kolb (1984)Kolb’s inventory identifies learners who prefer: active experimentation, people who would
describe themselves as: ‘practical, doing, active, responsible’
reflective observation, people who would describe themselves as ‘tentative, watching, observing, reflecting, reserved’
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abstract conceptualisation, people who would describe themselves as ‘analytical, thinking, evaluative, logical, rational’
concrete experience, people who would describe themselves as ‘receptive, feeling, accepting, intuitive, present-orientated’
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HAVING AN EXPERIENCE = doing something.
REFLECTING UPON IT = thinking about it and asking yourself questions such as 'was it good about it?', 'what was bad about it?', 'how well did I do?'.
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CONCLUDING = learning from your experience and reflection on it.
PLANNING = thinking about how you will do it next time and asking yourself questions such as 'how can I do it better?', 'how can I learn from my mistakes?', 'how can I ensure I do the best I can each time?', 'what might I change in the way I did it in order to improve things?'.
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1 Concrete experience - ACTIVIST Learning from specific experiences, relating to people,
and sensitivity to feelings and people 2 Reflective observation- REFLECTOR Careful observation before making a judgement,
viewing things from different perspectives, and looking for the meaning of things
3 Abstract conceptualisation THEORIST Logical analysis of ideas, systematic planning, acting on
intellectual understanding of a situation 4 Active experimentation - PRAGMATIST Ability to get things done, risk taking, influence people
and events through action
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Honey and Mumford [1985]
They suggested the following dimensions of learning styles:
Activist,
Reflector,
Theorist
Pragmatist.
See handout for details
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How Do You Learn Best?
See handout
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Reflection/Reflective LearnersReflective Learners continually reflect on: What they are learning How they are learning it How they are using what they are learning What their strengths and weaknesses in
learning are What their priorities are How they can improve and build upon their
learning process How well they are working towards their goals.
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INTERNET RESEARCH Using Google as the Search Engine first
type in Learning Styles - see what you can find.
Next type in Learning Styles Questionnaire to find a questionnaire which will help you identify your own learning style – have a go.
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Reflective learningReflective learners consider: Their motivation Their attitudes and ideas, and changes
in these The skills they need for different
components in their study and learning What (if anything) is blocking their
learning The gaps in their knowledge and skills,
and how they might fill them
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Why is reflection important? Clarify thoughts and emotions Focus on your development as an
independent learner Record of progress
Reflection is a way of learning, not a method of assessment
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Learning Journal/Portfolio Feelings about course and progress Feelings about lecturers and other
students Changes in your motivation or attitude Ideas about how you learn best Things you find difficult/easy and why Ideas for tackling tasks How areas of study are connected How study relates to ‘real life’
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Home Study & Reflective Journal Visit the university’s study advice
service website – from www.hull.ac.uk
Look up topics/guidebooks on: portfolios, reflective learning, learning styles making the transition from work to
study in HE.
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Home Study & Reflective Journal
Complete the Honey and Mumford Learning styles questionnaire and bring it with you next week as we will use it.
Look on web via google or google scholar for learning styles – do some research! Be prepared to discuss your findings on learning styles with everyone else on the course next week; make some written notes. Make a note of where you found the information from – using the referencing guidelines – aim for at least 5 different sites.
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Home Study & Reflective Journal Complete your first reflective learning log
as part of your learning journal from www.hull.ac.uk/php/cesagh/ Example of Learning log or learning journal here.
Save the document to your pc or memory stick and after each taught session complete a new one. These build up over time. You don’t have to answer every question – they are designed to get you thinking; no right or wring answers
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Home study
Complete the Skills Audit, and GAP analysis. Both available from
www.hull.ac.uk/php/cesagh/ or from the wiki site http://preparationforhecourseclluniversityofhull.wikispaces.com/
Leave for a few days and then revisit If possible ask a friend or colleague for
honest feedback on your self ratings
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That’s all for this week
My email address [email protected] My tel no. 01482 465429 Better to email me as may be out
of office teaching or in meetings
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You should also Find out how to get to the University
and where to park !
Find out where the library is on the campus
You can pick up a library card from the library reception. They will take your photo and issue a card – allow a few minutes for this
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Remember 10 credit course equates to 100 hours
of overall learning. Taught sessions are around 18-20
hours.
The rest is up to you. Make time for your study and learning
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Future sessions 11 march cfl Hessle 25 march University Brynmor Jones Library room
TR9 7 april university Wilberforce building room s12 21 april university Wilberforce building room s12 6 may University Brynmor Jones Library room TR9 20 may University Brynmor Jones Library room TR9 12 june University venue to be confirmed