INDEPENDENT LEARNING Dr Andrew Thomas Manchester Metropolitan University

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INDEPENDENT LEARNING Dr Andrew Thomas, Manchester Metropolitan University Dr George Heritage, Salford University

INDEPENDENT LEARNING Dr Andrew Thomas, Manchester Metropolitan University Dr George Heritage, Salford University

ACTIVITY 1 On a post-it note: Write your name & table number and… Give

ACTIVITY 1 On a post-it note: Write your name & table number and… Give an example of where you have used techniques to encourage independent learning Then, introduce yourself and your idea. OUR RATIONALE • Dissatisfaction (especially with dissertations) • No recipe book of answers - we can’t cover everything & won’t be prescriptive - need to be comfortable with own style • Encourage discussion, provide some examples and resources, provide a forum for sharing ideas & develop confidence to increase the use of these techniques

WHY BOTHER? • Benchmark Statements: 4 interpretations of what independent learning might be: 1.

WHY BOTHER? • Benchmark Statements: 4 interpretations of what independent learning might be: 1. Developing self-managed learning skills 2. Research projects 3. Independent study associated with a module 4. Demonstrating “independence of mind”, emphasizing critical thinking skills • Changing (and increasing student intake): • Biggs’ Robert and Susan • Diversity of learning styles • To engage the maximum number of students

WHAT DO WE MEAN BY INDEPENDENT LEARNING? “Independent study is a process, a method

WHAT DO WE MEAN BY INDEPENDENT LEARNING? “Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation. ” (Candy, 1991) • The Paradox Student independence and autonomy is seen as an indicator of academic quality, but to achieve it necessitates letting go a degree of control

WHAT ARE THE ATTRIBUTES OF AN INDEPENDENT LEARNER? ACTIVITY 2 In groups of 3,

WHAT ARE THE ATTRIBUTES OF AN INDEPENDENT LEARNER? ACTIVITY 2 In groups of 3, use your examples of independent learning to derive three most important attributes of an independent learner and write on the acetate. Our list: • self awareness - reflective learner • planning and management of learning - controlling own learning environment • formulate your own questions • research & information skills • interdependence - working effectively with others • critical thinking • institutional & disciplinary awareness

CASE STUDIES OF INDEPENDENT LEARNING ACTIVITY 3 In the same groups, review the examples

CASE STUDIES OF INDEPENDENT LEARNING ACTIVITY 3 In the same groups, review the examples in terms of: - How, if at all, are the attributes of an independent learner (identified earlier) developed? -The extent to which different learning styles are accommodated. Nominate a spokesperson to present your findings to the group

SOME TOOLS FOR DEVELOPING INDEPENDENT LEARNING Not just a case of GAFO! • develop

SOME TOOLS FOR DEVELOPING INDEPENDENT LEARNING Not just a case of GAFO! • develop awareness in students of how they learn • skills training and support • negotiated learning opportunities and contracts • self-assessment and evaluation • group work and peer evaluation • learning journals and diaries • problem-based learning • independent study modules It’s not what you do, it’s what the student does

INDEPENDENT LEARNING AND CURRICULUM DESIGN ACTIVITY 4 Based on the list of characteristics of

INDEPENDENT LEARNING AND CURRICULUM DESIGN ACTIVITY 4 Based on the list of characteristics of an autonomous learner: - reflect on a range of learning and teaching approaches that might help learners to develop & display those characteristics in your units After 10 minutes, discuss your thoughts on your table

OUTLINE STRATEGY Level One - Capacity Building • skilling up • establish culture of

OUTLINE STRATEGY Level One - Capacity Building • skilling up • establish culture of reflection and self-evaluation • offer some opportunities for negotiated learning • basics of subject discipline Level Two - Letting go of Control • reduce emphasis on instructor-led approach • more opportunity for flexibility, choice and negotiated study • mini-projects • in-depth subject discipline & its development Level Three - Freedom to Learn • most assessment contains elements of negotiation • greater control over subject content • significant piece of independent work • challenging subject discipline assumptions & boundaries

WHAT BARRIERS ARE THERE TO OVERCOME? ACTIVITY 5 Discuss the barriers and write the

WHAT BARRIERS ARE THERE TO OVERCOME? ACTIVITY 5 Discuss the barriers and write the top 2 on a post-it