Embedding learning development; a model for collaborative practice

In 2016, the Learning Development Team at St Mary’s University was awarded a prize for teaching excellence for its report on 'the collaborative delivery of embedded academic skills development programmes within subject modules’. The report detailed the planning and delivery of embedded activiti...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Laura Minogue, Carole Murphy, Kim Salmons
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2018
Materias:	Academic literacies embedded skills learning development collaborative practice Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/43cf0abcec8d4a85a6449cb53da8339c
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:43cf0abcec8d4a85a6449cb53da8339c
record_format	dspace
spelling	oai:doaj.org-article:43cf0abcec8d4a85a6449cb53da8339c2021-11-29T14:02:54ZEmbedding learning development; a model for collaborative practice10.47408/jldhe.v0i13.4431759-667Xhttps://doaj.org/article/43cf0abcec8d4a85a6449cb53da8339c2018-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/443https://doaj.org/toc/1759-667XIn 2016, the Learning Development Team at St Mary’s University was awarded a prize for teaching excellence for its report on 'the collaborative delivery of embedded academic skills development programmes within subject modules’. The report detailed the planning and delivery of embedded activities across Schools in which academic skills were tailored to subject specific module content. The success of the report resulted in long-term investment in the Learning Development Team and positioned embedded academic learning as an integral part of the university’s corporate plan. This paper presents the results of a small-scale research study to evaluate an embedded academic skills module in Criminology and Sociology delivered at Level 4. The impact of this embedded module has been measured through semi-structured interviews with students, the subject lecturer and learning development lecturer. The final self-evaluation assessment was also analysed to understand more fully how students had developed over the course of the module. Results clearly demonstrate that embedding academic skills into the Criminology and Sociology programme had an impact on student confidence, belonging and retention. The outcome is an 'impact-tested' accredited skills module that can be adapted and used by other learning development teams.Laura MinogueCarole MurphyKim SalmonsAssociation for Learning Development in Higher Education (ALDinHE)articleAcademic literaciesembedded skillslearning developmentcollaborative practiceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 13 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Academic literacies embedded skills learning development collaborative practice Theory and practice of education LB5-3640
spellingShingle	Academic literacies embedded skills learning development collaborative practice Theory and practice of education LB5-3640 Laura Minogue Carole Murphy Kim Salmons Embedding learning development; a model for collaborative practice
description	In 2016, the Learning Development Team at St Mary’s University was awarded a prize for teaching excellence for its report on 'the collaborative delivery of embedded academic skills development programmes within subject modules’. The report detailed the planning and delivery of embedded activities across Schools in which academic skills were tailored to subject specific module content. The success of the report resulted in long-term investment in the Learning Development Team and positioned embedded academic learning as an integral part of the university’s corporate plan. This paper presents the results of a small-scale research study to evaluate an embedded academic skills module in Criminology and Sociology delivered at Level 4. The impact of this embedded module has been measured through semi-structured interviews with students, the subject lecturer and learning development lecturer. The final self-evaluation assessment was also analysed to understand more fully how students had developed over the course of the module. Results clearly demonstrate that embedding academic skills into the Criminology and Sociology programme had an impact on student confidence, belonging and retention. The outcome is an 'impact-tested' accredited skills module that can be adapted and used by other learning development teams.
format	article
author	Laura Minogue Carole Murphy Kim Salmons
author_facet	Laura Minogue Carole Murphy Kim Salmons
author_sort	Laura Minogue
title	Embedding learning development; a model for collaborative practice
title_short	Embedding learning development; a model for collaborative practice
title_full	Embedding learning development; a model for collaborative practice
title_fullStr	Embedding learning development; a model for collaborative practice
title_full_unstemmed	Embedding learning development; a model for collaborative practice
title_sort	embedding learning development; a model for collaborative practice
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/43cf0abcec8d4a85a6449cb53da8339c
work_keys_str_mv	AT lauraminogue embeddinglearningdevelopmentamodelforcollaborativepractice AT carolemurphy embeddinglearningdevelopmentamodelforcollaborativepractice AT kimsalmons embeddinglearningdevelopmentamodelforcollaborativepractice
_version_	1718407278696071168

Embedding learning development; a model for collaborative practice

Ejemplares similares