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Centre for Excellence in Teaching and Learning
(Promoting Learner Autonomy)
Identifying, developing, disseminating and
embedding good practice in promoting
learner autonomy
Ivan Moore
Director CPLA
Where have we come from?
• The purpose of CETLs is to reward excellent teaching
practice and to invest in that practice further in order to
increase and deepen its impact across a wider teaching
and learning community
(HEFCE 2004/5)
• CPLA empowers students at SHU and beyond to acquire
responsibility for their learning, and to work in partnerships
with tutors and other students.
(CPLA stage 2 bid 2004)
Where have we come from?
• CETL associates – individual project developments
• Special Interest Groups – SIGs
• Development (awareness) workshops – external
consultant
Where have we come from?
• Research (well, debate) about the meaning of learner
autonomy
• Development in the subject area which provided evidence
of excellence in the bid
– and a small number of small-scale developments elsewhere
• Student involvement
Where are we moving to?
• Research (well, debate) about the meaning of learner
autonomy
use research to inform practice, not as an end in itself
• Development in the subject area which provided evidence
of excellence in the bid
– and a small number of small-scale developments elsewhere
broaden the area of practice and embed across the University
• Student involvement
'customers'
participants
partners
A definition of learner autonomy
• An autonomous learner takes responsibility for
his/her own learning
• They can identify:
– their learning goals (what they need to learn)
– their learning processes (how they will learn it)
– how they will evaluate and use their learning
Characteristics of ‘effective’ autonomous learners
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they have well-founded conceptions of learning
they have a range of learning approaches and skills
they can organize their learning
they have good information processing skills
they are well motivated to learn
STANCE TOWARDS LEARNING
WILLINGNESS TO LEARN
Orientation to learning
Appropriate conceptions of learning
Deep approach to learning
A range of appropriate learning
strategies
Balance of vocational, academic,
personal and social motivations to learn
Intrinsic motivation
Extrinsic motivation
Goals
Short - Medium - Long
Confidence
INFORMATION
MANAGEMENT
Information handling
Access to resources:
On line and Paper-based
Role models (people, exemplars,
designs)
Equipment
Other learners
Contexts
Study Skills
Planning and problem solving
Evaluation & Metacognition
Self-assessment
Focus & ‘stickability’
Time and project management
Balancing social, work and learning
needs
Assessment
STANCE TOWARDS LEARNING
WILLINGNESS TO LEARN
Orientation to learning
Appropriate conceptions of learning
Deep approach to learning
A range of appropriate learning
strategies
Balance of vocational, academic,
personal and social motivations to learn
Intrinsic motivation
Extrinsic motivation
Goals
Short - Medium - Long
Confidence
INFORMATION
MANAGEMENT
Information handling
Access to resources:
On line and Paper-based
Role models (people, exemplars,
designs)
Equipment
Other learners
Contexts
Study Skills
Planning and problem solving
Evaluation & Metacognition
Self-assessment
Focus & ‘stickability’
Time and project management
Balancing social, work and learning
needs
Assessment
The SHU social model
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learning is a social activity
people are not only a resource
sense of belonging
sharing, supporting, discussing, debating
working in partnership
• teamwork, leadership, inter-personal skills
The PLAN - A balanced development
Special Interest Groups
(SIGs)
Small Scale Projects
Strategic Themes
Action Groups
(STAGs)
Faculty Development
Initiatives
The PLAN - A balanced development
Innovative development Community of practice
Relatively small funding levels
Special Interest Groups
(SIGs)
Small Scale Projects
Strategic Themes
Action Groups
(STAGs)
Faculty Development
Initiatives
The PLAN - A balanced development
Innovative development Community of practice
Relatively small funding levels
Special Interest Groups
(SIGs)
Small Scale Projects
Strategic Themes
Action Groups
(STAGs)
Faculty Development
Initiatives
Strategic development. High profile
Higher levels of funding
Strategic themes
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Developing a conceptual Stance
Motivation and engagement (Willingness)
Supporting Intellectual development and Information skills
Organisation for learning (Managing learning)
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Peer support for learning
Transitions and year themes
Enquiry-Based Learning (EBL)
Assessment
Evaluating the student learning experience
Research and scholarship
Associates
Conceptual stance
Motivation and engagement
Information skills
Organisation for learning
Enquiry Based Learning
Student partnerships
Associate Directors
ACES
D&S
HWB
O&M
Associate Directors
ACES
D&S
Associates
HWB
Conceptual stance
Motivation and engagement
Information skills
Organisation for learning
Enquiry Based Learning
Student partnerships
O&M
Governance
• QE Programme board
– chair PVC
– steering and monitoring group – meets monthly
• Core team
– chair Director CPLA
– management team – Associate Directors – meets bi-monthly
• Leadership team
– chair Director CPLA
– core team plus convenors of SIGs, STAGs, Faculty initiative
leaders – meets bi-monthly
The PLAN
• Balanced development
– Special Interest Groups
– Small scale projects
– Strategic Themes Action Groups
– Faculty initiatives
• Faculty based Associate Directors
• Theme based Associates
• Governance
The PLAN
Promoting
Learner
Autonomy
Network
Timescales
• SIGs
– underway
• STAGS
– now
– two years
• Small scale projects
– invitations to bid – January
– one full academic year
• Faculty initiatives
– scoping now
– project planning and
preparation – January to
June 2008
– two years starting
September 2008
Centre for Excellence in Teaching and Learning
(Promoting Learner Autonomy)
Identifying, developing, disseminating and
embedding good practice in promoting
learner autonomy
Ivan Moore
Director CPLA