Richard J Self - University of Derby 1 Becoming a “Learning to Learn” Academic A Workshop in Toronto May 2015 Richard J Self University of Derby [email protected].

1Richard J Self - University of Derby

Becoming a “Learning to Learn” Academic

A Workshop in Toronto May 2015

Richard J SelfUniversity of [email protected]

http://computing.derby.ac.uk/wordpress/people-2/richard-j-self

/http://tinyurl.com/ppyg6t8

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Objective

To share ideas on how to get students to fully engage with their studies

Leaky Buckets?

“Education is not filling (leaky) buckets but lighting fires (of enthusiasm)”

Plutarch (amended) Imagination is more important than

knowledge. Knowledge is limited; imagination is infinite

Albert Einstein

I have no special talent. I am only passionately curious.

Albert Einstein3Richard J Self - University of Derby

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Summary

Leading horses to water syndrome Scheduled contact time too valuable

to waste Deliver very high levels of

achievement Great Satisfaction

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Agenda

The Problem A Solution The Results Reflection

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Context

Traditional Approach (Teach) Academic as Domain expert? Knowledge Transfer to Students? BMEI grade deficit

Successful Approach (Facilitate Learning) Academic as Skills expert Students learn by doing research No BMEI Deficit Publishable Work

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The Problem

Low levels of achievement BMEI deficit Lack of enthusiasm

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A Solution

Research based learning Skills guidance One-to-One guidance Broad Assignment topic, negotiated

topic Clear, relevant, simple marking

criteria Formalised Final draft

assignment review Redraft and submit

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The Modules

Both are final year, final semester Capstone modules Enterprise Systems Information Security and Assurance

50 to 55 students, three BSc programmes

Very broad assignment topics Big Data for SMEs:- Questions of

Opportunities, Challenges, Benefits and Operations] and [Ethics, Trust, Governance, Security, Audit and Provenance]

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Clear Marking CriteriaPresentation Criteria Argument Topic

(20%) Weighting (40%) (40%)

  Your personal Assessment out of 100% for each column

Perfect adherence to the IEE template is worth 100% Your mark will be reduced for each type of error from the following list by the specified amount Errors on each line of the Title and Affiliation section – 5% each (maximum 30% deduction)  etc……….

1st (95%) Exceptionally lucid argument, with logical and novel conclusions, thorough critical evaluation

Novel topic that has been clearly articulated and also grounded in the existing literature. Publishable in an international workshop

1st (85%) Lucid argument, with logical and novel conclusions, thorough critical evaluation

Novel topic that has been clearly articulated and also grounded in the existing literature. Publishable in a national workshop

1st (75%) A coherent argument with logical conclusions drawn and justified by thorough, critical evaluation

Very clear focus to the article, in an emerging topic area that contributes to the research literature

2:1(65%) A coherent argument with logical conclusions drawn and justified

Good focus to the article, in an emerging topic area that contributes to the research literature

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Results

Eliminates BMEI deficit Improves grades by average of 15%

to 18% Module average grade of 73% - 78% High numbers of cited sources Almost eliminates failures Provides publication and editing CV

entries Aids employability

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Some details of the Results

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Grade Distribution

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Ethnicity Impact

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Quality of Research

Average 25Median 22

average 23median 22

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Final Draft Review Impact

Formatting Improvement

Academic Improvement

Article Improvement

Average 34.5 13.7 18.0Median 25.0 10.0 14.5Min -5.0 -5.0 0.0Max 100.0 75.0 80.0Std Dev 26.0 16.4 15.9

Formatting Improvement

Academic Improvement

Article Improvement

Average 24.9 11.3 14.5Median 25.0 10.0 15.0Min -10.0 -10.0 -6.0Max 90.0 32.5 34.0Std Dev 23.4 8.4 9.2

ES

ISA

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Student Publications

Enterprise Systems 44 articles

Information Security and Assurance 38 Articles

To be published at http://

commerce3.derby.ac.uk/ojs/index.php/itpsme

Working with IT Governance Ltd to promote

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Student Feedback - ES

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Student Feedback - ISA

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Reflection

Do not waste time on “teaching” facts Trust students to learn Ask questions, rarely give answers! Coach and mentor

Develop skills Students can achieve amazing results

High expectations lead to great achievement Students can surprise themselves

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References (1)

Plutarch, (100 AD) On Listening to Lectures (De auditu), in Moralia (Vol 1, 3), http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/De_auditu*.html , Accessed 18 May 2014

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References (2) Alltree, J., Barefoot, H., Flynn, S., Haddleton, F., Weston, K.

and Wright, M. (2010) The University of Hertfordshire’s Higher Education Academy (HEA) and Equality Challenge Unit’s (ECU’s) Black and Minority Ethnic (BME) Summit project – Report April 2010, University of Hertfordshire, http://www.heacademy.ac.uk/resources/detail/Hertfordshireethnicitysummit , (accessed 10 Feb 2014)

Berry,J., Loke, J. (2011) Improving the degree attainment of Black and minority ethnic students – Final Report, HEA, http://www.heacademy.ac.uk/resources/detail/inclusion/Ethnicity/BMEProgramme_FinalReport , (Accessed 10 Feb 2014)

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References (3) HEA (2011) Improving the degree attainment of Black

and minority ethnic students, 17-03-2011, UK Higher Education Academy, http://www.heacademy.ac.uk/news/detail/2011/improving_BME_degree_attainment , (accessed 10 Feb 2014)

Self, R.J., (2013) Students Can do Research and Can Deliver Strong Bibliographies!, International Journal of Arts and Sciences, Toronto, Canada, May 2013, Volume 06, Number 04, pp 247–259, ISSN:1944-6934

Senior, N. (2013) Exploring the retention and attainment of black and minority ethic (BME) students on Social Policy pathways in higher education, http://www.heacademy.ac.uk/resources/detail/disciplines/hsc/Social-Work-and-Social-Policy/retention-and-attainment-senior , (accessed 10 Feb 2014)

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References (4) Stevenson, J. (2010) Enhancing BME student success

through staff-student collaboration, Summit Programme to Promote Student Success: Improving the Degree Attainment of Black and Minority Ethnic Students, http://www.heacademy.ac.uk/resources/detail/inclusion/Leedsethnicitysummit , (Accessed 10 Feb 2014)

University of Northampton, (2009) The University of Northampton - Improving the degree attainment of Black and minority ethnic students, http://www.heacademy.ac.uk/resources/detail/inclusion/northampton_ethnicity_summit (accessed 10 Feb 2014)