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Using ‘practice-led enquiry’ to develop resources for time management in Higher Education

Using ‘practice-led enquiry’ to develop resources for time management in Higher Education. Dr Kim Shahabudin Dr Judy Turner University of Reading. Introduction. What is ‘practice-led enquiry’? How is it central to the LearnHigher project?

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Using ‘practice-led enquiry’ to develop resources for time management in Higher Education

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  1. Using ‘practice-led enquiry’ to develop resources for time management in Higher Education Dr Kim Shahabudin Dr Judy Turner University of Reading

  2. Introduction • What is ‘practice-led enquiry’? • How is it central to the LearnHigher project? • Using practice-led enquiry to develop resources for time management.

  3. at • Two learning areas - time management & report writing. • Based in Study Advice team. • Core activities of team - one-to-ones, developing resources (paper, online, workshops), students with SLDs.

  4. Applying a practice-led approach • Four key areas: getting organised; planning time; effective study practices; motivation. • Start from existing resources and practices. • Establish cycle of evaluation and development. • Acknowledge value of practitioner experiences.

  5. Potential strengths of practice-led approach • Utilizes non-traditional knowledge. • Rapid (sometimes immediate) feedback. • Opportunities for longitudinal observations. • Models Self-Regulated Learning style.

  6. Possible problems with practice-led approach • Issues of academic rigour and objectivity. • Danger of inward-facing discourse. • Privileges views of self-selecting sample. • Difficult to establish coherent overview. • Relationships of power?

  7. Results of initial evaluations • Students agree on need for and value of TM advice – 96% of survey respondents said it had helped. • Few criticisms about content of advice. • More wanted on: how to avoid time wasting; advice for specific groups. • Comments on formats and delivery.

  8. Points of interest • If students already know advice, why aren’t they using it? • Models developed are for specific student community – how to broaden this? • Approach makes researchers themselves into most crucial resources.

  9. Initial conclusions • New resource development model: adaptable; mediated; embeddable. • Need to convert qualitative research to coherent evidence base to re-engage with more traditional academic practice. • New conception of ourselves as embodied knowledge resources.

  10. Questions for discussion • How can we get views of students who don’t engage with LD services? • Can we engage other academics? Do they regard project as only relevant to LD? • Do we need single set of knowledge or is accumulation of individual experiences equally valid? • Time wasting - strategies for Gen Y?

  11. Contact details k.shahabudin@reading.ac.uk j.e.turner@reading.ac.uk www.learnhigher.ac.uk/Staff/Time-management.html

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