Welcome! Preparation for Higher Education (P4HE) Training the Trainers / CPD Module Day two: Study skills in Higher Education
Day Two Programme (see pack) • Includes: • Presentations – first group • Raising awareness about HE • Sources of information, advice and • guidance for apprentices (part one) • Study skills: • Reading • Note-taking and mind maps • Plagiarism and referencing • Preparing assignments • Reports • Working in teams • Preparing for HE visits • Home study
One of course aims: • To provide an initial higher education programme for advanced apprentices in our region • This includes experiencing different forms of assessment: • Presentation - day two or four • Report – at end • Essay – at end • Plus learning log – throughout, not assessed
Criteria for a good presentation • Content addresses the topic • Interesting and informative - yet concise • Engage audience • Use standard presentation structure and logical order • Visuals - consistent style and layout, • standardised format • Demonstrate background reading/research • Discuss how topic relates to your own work • Speak clearly and confidently, assertive body • language • Keep to time!
Presentation Topic Independent Learning Choose one or more topics from day one. Discuss how this topic/s will be relevant to the apprentices you work with. How might you introduce this topic/s into your work with apprentices in a way that would engage them? Refer to different sources of information in your presentation.
Raising Awareness about Higher Education What is higher education?
Higher education is … Oxford English Dictionary Definition: n. Education at universities or similar educational establishments, especially to degree level UCAS website: Higher education offers a diverse range of courses and qualifications … Many courses take place in universities, but plenty are also taught at higher education colleges, specialist art institutions and agricultural colleges. http://www.ucas.com/students/wheretostart/heexplained/ (accessed 13 March 2011)
Why do people go to university? What are universities like? What kinds of misconceptions do some people have (and why)?
Why do people go to university? • Means to an end • Get a “good” qualification • Increase earning potential • Get a “good” job – direct route to chosen to career • Other reasons • Parents and school expect you to go to uni • Get an interesting job, one you like • Better quality of life – house, car, holidays • For the experience - have fun, • new experiences • Develop self – find out what • want to do in life • Like the subject, want to • learn more • Want to learn from a • particular expert
Aimhigher says … Higher education can open up new career options and help you find your dream job. What’s more, you’ll immerse yourself in a subject you love, having new experiences and meeting new people. Aimhigher website accessed 13 May 2011 http://www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/DG_073697
Statistics on HE population: England 2009/10 • 2.5 million HE students (UG and PG) • 2m UG students • 165 HE institutions • 2/3 full time, 1/3 part time • 44% male, 56% female • 84% UK, 5% EU, 11% rest of world • Largest subject areas are Business and administration, creative arts and design, social studies • 61% students are 19 or under, 25% aged 20–30 yrs, 14% over 30 yrs • 18% from ethnic minorities (UK students) • 8% known disability • 49% first degree, 3.5% foundation degree, 16% other UG – e.g. HND, not first degree • Higher education statistics Agency website, last accessed on 18 May 2011http://www.hesa.ac.uk/index.php?option=com_content&task=view&id=1974&Itemid=278
Types of HE qualification Certificate of Higher Education (CertHE): 1st year of degree course. Diploma of Higher Education (DipHE): 2 yrs, full-time - can give entry to 3rd yr of related degree course. Mainly vocational areas e.g. nursing, social work. Higher National Diploma (HND): 2 yr course. High grades can lead to 3rd yr of degree. Foundation degree: also equiv. first 2 yrs degree, full or part time, academic study plus work-based learning, can top up to honours degree. Degree:3 or 4 yrs, leads to bachelor's degree e.g. BA, BSc, BEd, BEng, ordinary/honours. Postgraduate:masters, PhD, law, medical.
Qualification Frameworks See handout mapping NQF and QCF BUT Equivalency in level and demand on the learner does not equal equivalency of content and duration
Types of HE providers • University groups share ideas and • resources regarding issues and • procedures in the higher education sector. • 1994 Group • Million+ • The Russell Group • University Alliance • UKADIA • Group members tend to have • particular characteristics in common • New / old • Teaching focussed / research focussed • Widening participation / Post grad and international • Lower cost / maximum cost
Higher Education in Lancashire • How many universities • in Lancashire? • How many colleges • with HE provision? • Map exercise
Provider Thumb Nails • Inclusive Catholic College • FE and HE • City based – new buildings • 1500 students – local, non-residential • Teaching • Full and part degrees – validated by Liverpool Hope University and UCLan • Only centre in E Lancs with evening degree study • Degree courses in 4 subject areas • FD in one subject area • PGCE • Recuiting
Blackburn College • City based - £50 million • state-of-the-art campus • FE and HE • 2nd largest college with • a University Centre in England • 15,000 students - mainly local/regional • Mainly teaching, some research • Sixth Form Centre plus wide range degree, foundation and professional qualifications, short courses for employers • PT or FT • Around 40 FDs and 40 degrees - validated by Lancaster, Uclan possibly others, plus HNC & HND. • Some PG – Masters in Law • Recuiting
Lancaster University • Campus based • New buildings all over • HE only • Research intensive, top Uni in NW, top 10 in UK, top 125 in world • 10,000 students - mainly national and international students • Mainly residential • One FD • 45 plus degrees • FT • Lots of PG • No HNC, HND • Selecting • Validates courses • at other HEIs
What types of teaching and learning take place in HE? What assessment methods are used?
UNIVERSITY JARGON A game to build awareness of different types of learning in higher education and the jargon that is used. PRIZE!!!
Weird and wonderful courses Adolescence Studies Liverpool John Moores University Culinary Arts & Spa Management Derby Adventure Recreation Management University of Cumbria Aerospace Engineering Liverpool University Brewing & Distilling Heriott-Watt E-Business Liverpool Uni Equine Leisure UCLAN
Real or not real? Are these real university degree courses - or have I made them up? At least 4 are not real (as far as I know!!)
It’s not all about study – • what do you think these • student societies are for? • ROCSOC • SLUJ • LUMAS • PULSAR • LUMC • SAC
Student life can be a combination of … WORKING STUDYING ENJOYING LIFE BEING MORE INDEPENDENT
Potentially your role covers three areas: Raising awareness, and building confidence Developing skills in preparation for HE IAG - answering questions and sign posting
Information, advice and guidance – • few definitive answers! • Information changes about courses available, • finances and grants, progression routes • Many questions about progression are • very specific to individual circumstances
Typical questions What courses will I be able to access after my current course? How will I know if I meet the entry requirements? Where do different courses run and how long are they? How much would it cost and how could I afford it? How much time will I need to spend at uni? Will I have to spend much time in the library and studying at home? I don’t like essays and exams - is the work really hard? How can I apply? What is UCAS? When I graduate what sort of job could I get?
Lancashire Lifelong Learning Network Raising awareness of progression routes for vocational learners All HEIs in Lancashire are partners Develop new progression routes Information about progression via website and Visa Route http://www.lancashirelln.org.uk/
Recap – HE awareness • Preconceptions about HE might be misconceptions • Different providers – different courses, different student experience, potentially different career opportunities • Lots of choice – even within Lancashire • HE doesn’t necessarily mean a degree • Students experience different types of teaching, • learning and assessment in HE • Next time – more about sources of IAG
Lunch! Start again at 1pm
Reading in HE – issues for students • Not used to reading at all • Not used to reading • academic books • Having to do a lot of reading • Reading difficult material • Trying to remember what you have read • Using critical thinking skills to question what you are reading
Reading - what, where? • Tend not to have one course book, but a reading list. Maybe 12 or more books, journal articles/papers, URLs • Some books may be essential, others just recommended • Don’t buy all the books! Use university library, internet, on-line course site, borrow, buy second hand (check edition) • Great to find books/articles that are relevant and not on the list. Show off your research skills!
Reading - why? • Reading for different purposes • Background – context, wider understanding, contemporary/linked events • Focusing in – detailed understanding, • differing opinions, evidence • Checking facts - dates, quotes, details, • names, numbers
How could you help apprentices to develop their skills in reading, and their interest? Devise a reading exercise …
Tips for effective reading • Be selective - find relevant materials • (stop reading if it isn’t relevant) • Use the index pages to find relevant sections • Once you’ve decided what to read, set • manageable targets (a chapter a night?) • Write down good quotes as • you go along (more later) • Take notes as you go along • (more later)
Are you struggling to take in what you’re reading? • Read from paper and read short sections at a time • Look up words you don’t know then read it again • Take notes as you go along - paraphrase (put it in your own words) • Test yourself - write down two or three key points from memory after each short section • Slow down, trying reading aloud
Are you a “slow” reader? • Does that matter so long as you are taking in the information? • You can work out your reading speed and try to speed up, if you think it would be useful: • Read for ten minutes at a speed where you can understand what you read • Divide total words by ten to work out number of words per minute – only approximate.
Tips for speeding up your reading • Start with small chunks of text – two large paragraphs, just under one page in a text book • Use finger-tracking • Don’t read aloud • Force yourself to read as fast as you can, • while still taking in the information • Read more every day - increase the amount • of text slightly • Build up to a point where you can read a whole chapter of quite difficult text with reasonable ease • Okay to look up words you don’t know
Practise makes perfect! • Practise reading a subject or book you like • Keep going - even if initially you think you’re • not taking it in • Check your speed again after ten days • The more you read the: • quicker you’ll get • better you’ll become at taking in the information • and deciding whether the text is really relevant
Note-taking – key part of reading What: While reading, researching, in a lecture or seminar * Why? Record key points Record references and quotes Help memory and understanding Help assignments and exam revision In a lecture: Helps you to listen actively Expands or amplifies lecturers’ notes Records questions and discussion – not in the lecture notes Having good notes can save you a lot of time when doing assignments * make sure you join in the discussion too!
Tactics for note-taking • Heading • Date, subject/course, topic, lecturer • Clear layout • Sub-headings, space between sections • Concise • Be selective, highlight key points, use abbreviations • ALSO • Read your notes the next day – do you still understand? • Keep all your notes for subject together • Separate sheet for all references for that subject (books, articles, quotes you might use in your assignment) • Like reading, note-taking gets better with practise!
Types of note-taking • Linear Notes – usually used in lectures etc. • Use a numerical system for sub-sections, • or alphabetise • Leave space for adding information / comments later • Use lined paper you can tear • out and ring-bind later
Patterned Notes Also called nuclear, spider-grams, mind-maps, diagrammatic, and organic Use large sheet blank paper Use lots of colour and pictures Start from a central point and “grow” “Mirror” how the brain organises information - can be easier for visual learners to recall than linear notes Which of these do you use – linear or patterned? Do you have a preference? Tend to use mind maps for brainstorming, not as a learning tool?
Mind Maps • Developed by Tony Buzan in 1960s • Use right side of brain to teach and learn - imaging, colour, rhythm, imagination, etc http://www.thinkbuzan.com/uk/company/about/tony-buzan, (last accessed 14 May 2011)