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Student partnerships: a complex experience for complex learning. Dr Sherria Hoskins

Student partnerships: a complex experience for complex learning. Dr Sherria Hoskins Head of Psychology University of Portsmouth. Engaged. Time and energy Motivated learner Partners in quality assurance and enhancement Different or the same?. Partner.

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Student partnerships: a complex experience for complex learning. Dr Sherria Hoskins

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  1. Student partnerships: a complex experience for complex learning. Dr Sherria Hoskins Head of Psychology University of Portsmouth

  2. Engaged • Time and energy • Motivated learner • Partners in quality assurance and enhancement • Different or the same?

  3. Partner • Psychological contract ‘student’ ‘lecturer’ • Co-creator of learning environment • Co-creator of knowledge • Active vs passive • Identity – partner vs customer • Protection against impact of marketisation.

  4. Complex Learning Experience • Teamwork exercises • Jeroen van Merrienboer • ‘complex tasks for complex learning’ • integrates knowledge, skills and attitudes like that developed at work • transformational learning • Studio experience • Expanded to community projects • Research/co-creating knowledge! • Partnership=complex learning experience

  5. Alignment is Key Transformational Learning

  6. Examples from Psychology Department

  7. Research as a complex Experience • Disssertation • PSA • RBL • Research Bursaries - British Psychological Society (BPS) and the Nuffield Foundation Hughes, K., Moore, R.A., Morris, P., Corr, P. (in submission). Mapping the Revised Reinforcement Sensitivity Theory onto Levenson’s Psychopathy subtypes. Journal of Personality and Social Psychology. Kadar,E.E., Pasztor, A., Megellai G., & Costall, A. (2010) Global strategies in the negotiation of a triple bend at high speed: Analysis of gaze patterns. International Journal of Sport Psychology, 1, 82-83. Morris, P.H. & Lewis, D. (2010) Tackling diving: The perception of deceptive intentions in association football (soccer). Journal of Nonverbal Behavior, 34, 1 - 13. Stafford, L.D., Ng, W., Moore, R.A., Bard, K.A. (2010). Bolder, happier, smarter: The role of extraversion in positive mood and cognition. Personality and Individual Differences, 48, 827-832.

  8. KS/Impact http://www.port.ac.uk/department-of-psychology/facilities/autism-centre-for-research-on-employment/ http://www.port.ac.uk/department-of-psychology/community-collaboration/growing-learners/

  9. The students’ perspective Maideen - “thought-provoking, and an all-round good experience”. Natasha - “both interesting and challenging. . . It’s been great fun working in a team and getting to know members of staff . . . it leaves you wanting to know more about the topic. By having meetings with the Council, it has shown me how applied work is carried out and the complications that have to be dealt with. These few weeks have demonstrated to me what doing research is all about and it has been a fantastic experience!” Chris“I got the opportunity to work on several research projects run by staff at the department and it was probably the best experience I could have received for my career. I was able to see first hand how real-life research is conducted which now means that when I run my own studies I can draw on knowledge from experience, and not just theory. There are so many little details which you have to consider when you conduct studies in the real world that are just impossible to teach in a lecture hall. . . . I do not come from an academic or affluent family, and I do not have a strong academic background, and so with the opportunities provided I was able to show that I am able to conduct research effectively. It also shows that being a good researcher isn't just about getting the highest grades, it's about creativity, persistence, and patience. These are traits which you cannot express in any other way except through working with your future peers. I would strongly recommend the experience to any undergraduate, especially those who are undecided on what to do when they finish their course. . . . thanks to the staff of the University of Portsmouth giving students a chance”.

  10. Staff Perspective Reduced Conflict

  11. Psychological factors can’t be ignored. • What you come in with = engagement • Self-theories • Implicit theories

  12. Self-theories • Bandura (Self Efficacy) • More than self-esteem or confidence • Can I do this? • Early experience. • Watching others (social comparisons) • What will it get me? • Do I want it?

  13. HEFCE Learning Gain Project Longitudinal (3 years, 3 time points) + cross sectional • Student Records (demographics) • KIS • UKES (HEA) • ASSIST (Entwistle and Ramsden) • Employability capital • Psychological Factors • Learner resilience • Implicit theories • False uniqueness • Self-efficacy

  14. Partnership Award Formalise some of this • What is the impact and for who? • What will we value, how will we communicate that? • Record • What? • Where? • Who? • Who has access? • For how long? • Recognition and reward • What? • How? • When?

  15. https://www.heacademy.ac.uk/research-based-learning-taking-it-step-furtherhttps://www.heacademy.ac.uk/research-based-learning-taking-it-step-further

  16. Thank youQuestionssherria.hoskins@port.ac.uk

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