Preparation for Higher Education (HE)

Andrew Holmes University of Hull

Welcome & Introductions Course Outline Expectations & Differences Independent Learning Self Assessment Learning and Learning Styles Reflective Learning and Learning Logs http://

preparationforhecourseclluniversityofhull.wikispaces.com/

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.

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.

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

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

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?

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 ?

Topics (continued)

Writing Academic writing Critical and analytical thinking Research skills/sources of

information Referencing Proof reading Study skills

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/

How may HE be Different? Over to you for ideas and

suggestions

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

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.

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.

question How may students are classified as

being ‘mature’ i.e. over age of 21 when they start a course at Hull University?

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.

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

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

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’

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.

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.

JARGON BINGO!!

Intelligence and Learning

Am I Intelligent Enough for University?

What is Intelligence? Intelligence is a general underlying

‘cleverness’ which is fixed for life. Or is it?

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

Gardner’s Multiple Intelligences Linguistic Logical,

mathematical Spatial Musical

Bodily-kinaesthetic

Interpersonal Intrapersonal

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

The Brain ‘plasticity’; it is capable of change

and development. Connections between neurons The more connections the faster

you learn

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

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

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.

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

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’

    

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’

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?'.

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?'.

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

Honey and Mumford [1985]

They suggested the following dimensions of learning styles:

Activist,

Reflector,

Theorist

Pragmatist.

See handout for details

How Do You Learn Best?

See handout

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.

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.

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

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

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’

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.

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.

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

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

That’s all for this week

My email address A.G.Holmes@hull.ac.uk My tel no. 01482 465429 Better to email me as may be out

of office teaching or in meetings

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

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

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