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Enhancing Learning Using Generic and Specific Aspects of Knowledge Formation Peter Petocz University of Technology, Sydney, Australia Peter.Petocz@uts.edu.au Anna Reid Macquarie University, Sydney, Australia Anna.Reid@mq.edu.au Abstract: Recognising and understanding the diverse ways that students learn is an important step in setting up effective environments for learning. A traditional way of getting this information is to observe the quality of assessed work and classroom interactions. An alternative and more direct method is to actually ask students to tell you about their own learning. While some students will be less successful than others in articulating their ideas, an overall picture will emerge of the variety of ways in which students understand what it means to learn. Such an approach has been used to investigate students' experience of learning in a variety of contexts. One practical effect of this line of enquiry has been the discovery of the dichotomy between teacher focused, content orientations to learning associated with a surface approach to learning and student focused, learning orientations associated with a deep approach to learning. These qualitatively different conceptions of learning result in discernible differences in learning outcomes. While some aspects of learning seem to be universal, others depend on the context of learning. In this paper, we look at two parallel studies of students' conceptions of learning in statistics and in music, areas quite different both in content and traditional methods of pedagogy. Research in these and other academic disciplines suggests that there is a strong relation between students' (and teachers') perception of professional work and their conceptions of their discipline and learning within that discipline. We discuss how this 'Professional Entity' is apparent in statistics and music, and how an appreciation of the Professional Entity can help teachers enhance their students' learning in other

Since September 2008, Guy Claxton has been Co-Director of the Centre for Real-World Learning (CrL), and Professor of the Learning Sciences, at the University of Winchester (see News). He previously held the same title at the University of Bristol Graduate School of Education. He has a 'double first' from Cambridge and a DPhil from Oxford, and is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. His books have been translated into many languages including Japanese, Greek, Italian, German, Spanish and Portuguese.

Building Learning Power In 1999 I wrote a book called Wise Up: Learning to Live the Learning Life (published by Bloomsbury / Network Press), in which I reviewed the growing evidence for the idea that people could be helped to become more effective learners. In 2001 I was approached by Bristol-based educational publisher TLO Ltd to write a book for teachers that drew out the practical implications, and in 2002 Building Learning Power: Helping Young People Become Better Learners, was published. In the box below are some of the enthusiastic reactions to that book.

\nIn 1973 Alverno College\n\nbegan a new curriculum based on eight abilities integrated within the content of the disciplines.\n\nStudent Assessment-as-Learning is Alverno's term for a process that involves individual student demonstration of those abilities as requirements for graduation.

Library & Learning Resources e-Library

Predictably Irrational When we make decisions we think we're in control, making rational choices. But are we? Entertaining and surprising, Ariely unmasks the subtle but powerful tricks that our minds play on us.

Introduction: Many of the courses at UAL require you to produce sketchbooks and engage in reflective writing. You can use this site to develop your ideas about these practices by: * Listening to staff and students talk about their approaches * Reading short guidelines in a variety of formats * Viewing examples Both sketchbooks and reflective writing provide evidence of how your work has evolved. Remember that they are not always separate entities: some reflective learning journals contain visuals, while many sketchbooks include reflective writing.

Enhancing Learning through Technology (ELT) We are increasingly aware of how technology can enhance the student learning experience. Our work with institutions indicates a shift towards an overarching approach which uses technology to enhance core activities, e.g. using technology in assessment to improve feedback to students. This shift has been taking place within institutions over the past few years since the release of the original 2005 HEFCE e-learning Strategy, as reflected in the Welsh HEFCW (Higher Education Funding Council for Wales) Enhancement of Learning Strategy. More recently, on 26th March 2009 HEFCE released their Enhancing Learning and Teaching through Technology (ELTT) Policy Statement. This Policy Statement includes an Implementation Framework to support our stakeholder institutions for the development of their own L&T strategies - this Framework was developed through evidence collected from a range of Academy and JISC programmes. To reflect this emphasis, and in line with our remit to support the student learning experience, the Academy has developed an Enhancement of Learning through Technology (ELT) programme. We are in the process of developing this website to reflect this shift and to map our menu structure onto the HEFCE Implementation Framework, i.e. to support institutions on the interpretation of the Framework - to be completed by mid June 09 (JISC are undertaking a similar exercise). We are also developing an additional resource through EvidenceNet. Currently, to support institutions and in collaboration with the JISC we have developed a joint search tool, as below - Academy resources can also be accessed using the menu on the left.

How to Teach These pages are complementary to the theory pages on Learning, which address various �why?� questions about learning. These address �how?� questions about teaching (teaching adults, that is). I suspect they will be consulted more than the others. (You can switch between the two parts of the site by clicking on the appropriate part of the logo in the top left-hand corner) I feel a bit presumptuous writing all this, because although I have been teaching for almost 35 years, man and boy (literally, because in that distant past I had my own primary-school class, as a temporary unqualified teacher, in what is now called the �gap year� before I went to university � poor souls, I wonder what became of them), I have not cracked it yet. I still have lousy classes, without understanding quite why. Going by the results of my evaluation questionnaires, my students think I have even more of them than I do!

Angles on Learning\n\nAn introduction to theories of learning for college, adult and professional education

Universities UK the essential voice of UK universities Universities UK is the major representative body and membership organisation for the higher education sector. Our members are the executive heads of UK universities. Together with Higher Education Wales and Universities Scotland, we work to advance the interests of universities and to spread good practice throughout the higher education sector.

The UK honours degree is a robust and highly-valued qualification. It is the core product of the UK higher education system. This report considers the honours degree classification system, which measures a student's performance on an undergraduate honours degree programme. All UK higher education institutions use the same classification nomenclature which is almost universally applied to honours degrees.

Code of practice for the assurance of academic quality and standards in higher education The Code of practice for the assurance of academic quality and standards in higher education (the Code of practice) provides guidance on maintaining quality and standards for universities and colleges subscribing to QAA. It is made up of 10 sections and was originally prepared by QAA between 1998 and 2001. Revisions of individual sections began in 2004.

Subject benchmark statement Art and design QAA 238 03/08 PDF version Contents * Preface * Joint foreword * Introduction * Defining principles * Nature and extent of art and design * Subject knowledge and understanding, attributes and skills: typical standard of achievement * Teaching, learning and assessment * Benchmark standards: threshold level of achievement * Appendix A: Consultation groups * Appendix B: Membership of the review group for the subject benchmark statement for art and design * Appendix C: Membership of the original benchmarking group for art and design Preface Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated.

Programme specifications A programme specification is a concise description of the intended learning outcomes from a higher education programme, and how these outcomes can be achieved and demonstrated. QAA has produced guidelines to offer help and guidance to those preparing programmes specifications. They draw on the experience of others in a range of subjects and institutions who have already prepared programme specifications.

Frameworks for higher education qualifications The frameworks for higher education qualifications describe the achievement represented by higher education qualifications. They apply to degrees, diplomas, certificates and other academic awards granted by a higher education provider with degree awarding powers. QAA has developed two frameworks:

Joint declaration of the European Ministers of Education, convened in Bologna on the 19th of June 1999. The European process, thanks to the extraordinary achievements of the last few years, has become an increasingly concrete and relevant reality for the Union and its citizens. Enlargement prospects together with deepening relations with other European countries, provide even wider dimensions to that reality. Meanwhile, we are witnessing a growing awareness in large parts of the political and academic world and in public opinion of the need to establish a more complete and far-reaching Europe, in particular building upon and strengthening its intellectual, cultural, social and scientific and technological dimensions. A Europe of Knowledge is now widely recognised as an irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European citizenship, capable of giving its citizens the necessary competencies to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space. The importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowledged as paramount, the more so in view of the situation in South East Europe. The Sorbonne declaration of 25th of May 1998, which was underpinned by these considerations, stressed the universities' central role in developing European cultural dimensions. It emphasised the creation of the European area of higher education as a key way to promote citizens' mobility and employability and the Continent's overall development.