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Self Portraits and Perpetual Motion: Resources for choice, feedback, and the student experience

Self Portraits and Perpetual Motion: Resources for choice, feedback, and the student experience. A NTFS Funded Project Val Wass University of Keele Patricia Clift University of Manchester Jennifer Blake University of Manchester. The HEAR: Document or resource?.

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Self Portraits and Perpetual Motion: Resources for choice, feedback, and the student experience

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  1. Self Portraits and Perpetual Motion: Resources for choice, feedback, and the student experience A NTFS Funded Project Val Wass University of Keele Patricia Clift University of Manchester Jennifer Blake University of Manchester

  2. The HEAR:Document or resource? • HEAR: Higher Education Achievement Report • Burgess Report • Diploma Supplement • A more “holistic” portrait of a student than a straight diploma • Can it be used as a pedagogical tool? • As a tool for informing choice • As a form of feedback • To spark discussion on careers and skills

  3. Part One Methodology • Stage one: • Pilot focus group (~10 students, mixed disciplines, PASS leaders) • Main focus groups in three contrasting disciplines: English and American Studies, Pharmacy, and Geography (~ 10 students per discipline) • Transcription and analysis • Stage two: • Mixed discipline focus groups /Staff focus groups • Individual Interviews • Transcription and analysis • Staff focus group/consultation • Theoretical framework

  4. In their own words • For example most of our modules, for this course, the information is in different places. How can you make an informed choice if you don’t access all the information? (stuEinD) • But I think - we have a lot - the resources we have are quite good. It's just knowing what we actually need to find. (gfg1) • We’re not really aware of what we are supposed to have or what we’re supposed to know, because we don’t know where to access or know all of these things (pfg1) • "Yeah and there's noone to tell you how well you're doing in general, they can tell you how well you're doing in this, how well you're doing in this, but they can't say oh in the long run how you're going to do in the end, because no one talks to each other and no one has all of your grades, and can say, you're doing well or your doing terribly or you're better at this than that. Obviously from your marks you can tell if you're doing better at something, but... “ (EFG1)

  5. Where do I go next? How do students navigate their curriculum? The Learning Environment Student decision making is impacted by a number of factors. All of these factors, and the decision making framework are influenced by the learning environment in which the student finds themselves.

  6. Questions If you’re curious: Paper on methodology: www.heacademy.ac.uk/evidencenet/home (search for “feedback and choice” or “Jennifer Blake”)

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