Mary Connell, E- Learning 2: CS7067
E- Learning 2
Design Document: DRAFT
Study Skills for Adult Learners in Leaving Cert.
Introduction:
With regards to preparing for Leaving Certificate the volume of information that learners
are expected to assimilate is enormous and the perceived challenge to learners in this
assimilation can be daunting and can lead to reduced self –efficacy, poor attention in class
and ultimately course drop-out, (Lent, Brown, & Hackett, 2002). Therefore it makes sense
that learners are supported in developing an appreciation of those factors and strategies
that can make learning, more effective. This is especially relevant for adult learners who
may have had a difficult experience with education in the past and may have limited
experience in formal education.
When the concept of study skills are first broached with a group they can initially be very
enthusiastic. However when it becomes clear that study skills doesn’t provide a silver bullet
solution to the problem of assimilating a large volume of information in a relatively short
period, but does in fact involve a significant degree of work, the enthusiasm can wane.
Part of this is that acquiring good study habits and developing the learning techniques that
suit each learner, is of itself, work. This is seen as additional to the actual work of learning
the content to be examined and so can be viewed as misplaced effort. The challenge is
therefore convincing students that here is merit in expending effort in developing effective
study skills, habits and techniques.
This is a blended learning study skills course at the ‘enhancing’ level (Bonk, C.J & Graham,
C.R), is aimed at adult learners taking VTOS Leaving Certificate courses on a fulltime basis
through a Further Education centre. The programme covers the fundamentals of effective
study: time management, goal setting, physical and mental preparation as well as revision
and note-taking strategies and various memory aids. The concept of learning preferences
and how we learn is also touched on.
Learning content is delivered through a variety of media including video, text and sound.
The course has been designed with adult learners and their particular circumstances in
mind. Case studies and scenarios are developed from real world examples of issues,
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challenges and obstacles that adult learners face in relation to returning to education and
developing their learning skills.
The course aims to provide students with an opportunity to develop these skills through
practical application and the production of their own study plans, timetables and revision
strategies. They are required to submit evidence of incorporating the strategies and tools
into their regular study as part of their assignments. They are encouraged to think critically
about how the structure their learning as well as how they learn and to assess the
effectiveness of the various techniques and strategies in light of this.
Collaboration to complete assignments and support reflective practice is also a feature of
the programme. This is to develop teamworking skills, as well as ideally create a support
group for learners as they work toward their qualification. Experience of working with adults
in learning, especially in high intensity courses such as Leaving Certificate has shown that
support from family and peers is vital (REFERENCE) but that adult learners can be slower to
seek this help. The requirement to develop groups and participate in collaborative activities
may support this process. .
Part B: Analysis
Instructional Goals.
After completing this course adult learners will be able to successfully plan and manage
their own educational workload using a range of learning and study techniques and
strategies that suit their own particular learning preferences. (Group?)
Instructional Analysis:
To achieve the above learning goal learners will need to be also to;
● Understand the principles of successful study and revision.
● Understand ways of learning.
● Set appropriate learning goals.
● Define their priorities and manage their time effectively.
● Create and follow their own revision & study plans.
● Understand and successfully apply a range of learning tools and strategies.
● Identify how, where and when they should seek support with challenges in achieving
their learning goals.
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Mary Connell, E- Learning 2: CS7067
Learners & Context
This course is aimed at adult learners participating in VTOS Leaving Cert courses. Learners in
these groups are aged from twenty-one with no upper age limit and have a varied
experience of education ranging from positive to negative. They also have varied
expectations of themselves and have different levels of home and family support for
learning. Some work part time, all have been in receipt of a social welfare payment for at
least 6 months before the course starts.
There are varying levels of understanding of what the Leaving Cert entails within the group
in relation to the amount of work required for successful completion. Some of the group
may have completed some study relatively recently (within the last five years) but want to
improve their grades and/or progress in education. For others it may be many years since
they participated in education and feel it’s no longer an accurate measurement or their
academic potential. Other members of the group may not have completed second level
education, indeed some may have left formal education after primary school so there is a
variety of experiences and insights into formal and informal learning within the group.
This course would ideally be offered during the October half-term in the first year of the
Leaving Cert, two year programme. At this point students should have settled into their
class and have a better awareness of the demands and expectations of the course.
This is usually the point in the academic year when students are starting to struggle with
course workloads and they need more formal instruction in managing study. Typically most
learners in these classes are unfamiliar with the concept of study skills and may have
developed some inefficient study habits, however they are more receptive to the idea of
investing time into establishing study routines and plans than they would be if introduced
earlier in the academic year.
Entry level Skills: Learners would also need to be familiar with Moodle and Mahara and
Padlet before participating.
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Mary Connell, E- Learning 2: CS7067
Performance Objectives
On completion of the course learners will be able to:
Learning; How it happens:
● Identify their own learning preferences.
● Use appropriate study tools accordingly.
Time management:
● Create realistic time management plans for study.
● Develop appropriate routines to support work & life priorities.
Goal setting
● Set SMART study goals.
● Develop effective action plans to achieve their goals.
Preparing for Study
● Set up an appropriate study space.
● Take necessary steps to maintain physical and mental health for study.
● Understand when and how to seek help with learning.
Part C: Design
Group Construction:
Sociocultural learning prioritizes the value of discussion with peers as an aspect of learning.
It recognizes the value of having to articulate an idea, and to negotiate, in the continual
iteration of discussion, the terms of the linguistic representation of an argument or idea.
Having to express an idea clarifies for learners what they do not fully understand, especially
if their interlocutor is prepared to argue and question.
(Laurillard, 2009)
Study groups are a central component for this programme and are the locus for much of the
constructed knowledge. In any discussion of collaborative learning, group size and
composition are important considerations, as are the individual functions learners will
perform within the group. Dillenbourg, (1999) describes scenarios where members of the
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group may hold different forms of knowledge that have to be integrated in particular ways
to achieve the desired outcome.
At this stage of the year students may know each other well enough to be able to selforganise into groups of three to four. However it is important that the participants in these
groups have the capacity to support each other in achieving their objectives. It is likely that
the tutor may have to negotiate group composition with the students so that a balance of
skills, interests and abilities is available within all groups.
Environment
Online environment. The course would be offered to adult learners completing Leaving Cert
in three separate adult learning centres and so it would not be possible to provide
classroom based instruction to all within the time and resources available. This course is
offered fully online.
The learning environment used is Moodle for a number of reasons
● Low cost,
● Familiar to students
● A high degree of functionality
● User friendly.
Students will construct a e-portfolio as part of from their activities and assignments. The
platform here is Mahara as it can be integrated with Moodle and is easy to navigate. The
creation of a portfolio should allow students to create a study tool kit for future use which
can be reused and adapted for future study.
(more detail)
Padlet will also be used as a ‘flip-chart’ and to provide a space where key points of a
discussion etc, can be quickly itemised.
Course Introduction & Orientation Session
The introduction and orientation is an important part of this course. The high degree of
emphasis on reflection and discussion as the focus for assignments means that supportive
learning groups are central.
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Introductory session: Moodle class forum.
Introductory message from course tutor.
Invitation to all students to post the following ice-breakers:
● What can they see out their window?
● A few lines about themselves
● To name what they most want to get from the course. (Course tutor will collect
these on Padlet for periodic review.)
● Housekeeping
○ Reminder session on Moodle and Mahara
○ Creating group agreed ground rules for communicating online, everyone
to make a suggestion as to these and the list compiled from these. These to
be stored in the first post on the class forum in Moodle.
○ How to contact the course tutor via email and forum.
○ Links to the available learning and technical support.
Outline Syllabus
Topic 1: Creating Study & Learning support groups
They will be asked to submit a group name with a list of member with their contact
information and these groups will be set up as separate groups on Moodle. Their discussions
can be seen only by the tutor and the group members.
Learner Objectives
➔ Learners will understand the principles behind effective study groups.
➔ They will understand the role their study groups will play in this course.
➔ Learners will be able to form effective study groups
Learning content: Delivered through Moodle
● Notes on forming groups
● Discussion on motivation.
● Moodle synchronous chat session on group formation with the objective of
establishing the groups.
Activities:
● Class/ Study groups: Create the study group
○ Clarify roles
○ Establish a contract
○ Agree structure and process
○ Agree group guidelines.
Topic 2: Space & Self for Successful Study & Learning
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Mary Connell, E- Learning 2: CS7067
Learner Objectives:
➔ To understand the physical & mental demands of study & learning and how to
prepare for these.
➔ To create an appropriate study space at home.
Learning content: Delivered through Moodle
● Notes on effective study spaces.
● Notes on the physical & mental effects of study on the body
● Video on staying healthy for study, (created in Camtasia and delivered through
Moodle)
● Tedx Talk video: Barbara Oakley Learning How to Learn
● Links to resources on preparing for study,
● Points for group discussion
Activities:
● Individual: Post a picture of their before and after study spaces.
● Individual: Write or create their response (300 words) to the video Learning How to
Learn. Consider the following points:
○ What did you think of the presenters ideas?
○ Which ones stood out for you and why?
○ What can you do with the new information?
● Study group: Create a group slide presentation (10 mins) on either:
○ Links between mind & body
○ Eating for Learning
○ Exercise and Concentration
● Class group: After reviewing all presentations collectively agree 5 - 7 key pieces of
advice for keeping fit & healthy for study.
Topic 3: Goal Setting and Action Planning for Learning
(for complete lesson plan see Appendix 1)
Learner Objectives
➔ Understand and create SMART learning goals.
Learning Content: Delivered through Moodle
● Notes and examples of Goal Setting for learning using the SMART approach.
● Notes on creating action plans from goals
Activities:
● Study groups: Create a presentation on using the SMART method to secure a work
experience placement for Brian.
● Individual & Study Group: Select a topic in a subject you are finding difficult. Then
using the SMART goal grid create a focused learning goal that can be achieved within
three days. Share the goal with your study group and get feedback. Use this
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feedback to create your plan and put it into action. Write a 300 word report
(alternatively a mind map diagram?) on the process covering:
○ What were the challenges?
○ How you dealt with these?
○ How you incorporated feedback?
○ How satisfied you are with the outcome?
○ What would you do differently?
Topic 4: Time Management
(for complete lesson plan see Appendix 2)
Learner Objectives
➔ To understand the importance of managing personal time for study.
➔ To effectively track how their time is being spent and to recognise where it’s not
being used well by using a time diary for one week.
➔ To recognise that outside support is sometimes needed so we can manage time
more effectively and to identify sources of this support in their own lives.
Learning Content: Delivered through Moodle
● Notes on Time Management Theory
● Textual case study of ‘Anne’ & discussion questions
● Video case Study of ‘Maura’ & discussion points
Activities:
● Study group: Review Anne & Mauras cases and draw up realistic time management
plans based on your discussions
● Individual & Study group: Record how you spend your time for one week using one
of the suggested apps or the time diary download. Review with your group in
relation to the key principles of time management. Draw up a plan for the following
week based on your discussions and observations
Topic 5: Tools, Tips & Techniques.
TBC
Timetable.
6 weeks. One topic covered per week. Study hours: 1.5- 2.5 hours per week including
activity and assignment completion times
Other learning resources: Please see appendix 3
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Technology.
I decided to use Moodle as the main focus for delivery as it has been used in a limited way in
some of the adult learning centres. There is a significant amount of setup to be done with
regards to creating the student groups on the platform prior to starting. Acquiring study
skills requires a good deal of reflection and discussion and Moodle can accommodate this
through the synchronous and asynchronous Chat and Forum features. It is also likely that
students may also want to use more common social media apps such as Google hangouts or
facebook groups/messenger for informal conversation but participating in class and group
discussions counts towards successful completion of the course so practice and familiarity
with these features is important.
The tutor will also monitor the discussion taking place through the various Moodle based
forms and so can see the level of participation in discussions. The forum function can also
be set up in such a way that require students to participate in order to complete discussions
and achieve objectives.
Technology overview TBC
Technology
Features
Pedagogy
Moodle
● Synchronous & Asynchronous
communication
● Facilitates constructive discussion
● Comprehensive LMS
Social Constructivism.
Social Learning Theory
Padlet
● Collaborative recording space
● ‘Mood board’ & reflective
affordances
Constructionism
Mahara
● Artefact creation and storage
● Portfolio review
Constructionism.
Assessment TBC
What I want to see in the assignments and activities is a process of reflection on the themes
and techniques presented. I want to see evidence that the techniques have been considered
and attempted and that the learners have made efforts to apply their learning in their study.
The objective is not necessarily that a learner is able to use all the strategies and approaches
perfectly but that they have developed a better understanding of their own relationship
with learning and are better able to cope with the demands inherent in it.
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Mary Connell, E- Learning 2: CS7067
Assignments and activities are meant to provide practice at using the tools and encourage
engagement with both the content and each other.
REFERNCES:
Bonk, C.J. & Graham, C.R. (Eds.). Handbook of Blended Learning: Global Perspectives,
Local Designs. San Francisco, CA: Pfeiffer Publishing.
Dillenbourg, P. (Ed.). (1999). Collaborative learning: cognitive and computational
approaches. Amsterdam; Oxford: Pergamon.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies.
International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20.
doi:10.1007/s11412-008-9056-2
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social Cognitive Career Theory. In D.
A. Brown (Ed.), Career Choice & Development (Fourth ed., pp. 255-311). San
Francisco: John Wiley & Sons, Inc.
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Mary Connell, E- Learning 2: CS7067
Appendix 1: Goal setting
Objective of lesson: Understand and create SMART learning goals.
Introduction: Being able to set an achievable goal and follow through on it is a valuable life
skill. There are straightforward steps that can be taken to help make the process more
effective.
Content:
What are goals? The Merriam-Webster definition of a goal is “something you are trying to
do or achieve”. This means that a goal is a tangible thing leading to something quite
definite; a result, an object, a skill or knowledge. When we think about learning goals it can
be quite daunting to consider just how much information we have to acquire. However by
breaking up this goal into smaller ones it becomes more manageable. There are a number of
ways to do this and one of the most effective is to create SMART goals.
Steps to SMART goal setting:
1. Analyse your starting point. Take stock of what you have and what you want or don't
want anymore
2. Decide on a specific goal. Ensure this goal is SMART
3. SMART:
a. S SPECIFIC: e.g State exactly what you want to accomplish.
b. M MEASURABLE: e.g How will you know when you are succeeding
c. A ACTION BASED: E.g. What steps will you take to achieve it?
d. R RESULTS FOCUSED: What results are you looking for?
e. T TIME BOUND: How long will it take you to achieve your goal?
4. Write out your goal clearly and in detail based on the steps above
5. Break the goal into smaller tasks if possible.
6. Identify any obstacles or issues in completing these tasks.
7. Identify any additional information or resources or materials you need to complete
these tasks.
8. Write out your plan of action detailing how you will approach each task.
9. Start the first task.
Example
Here's an example of a poor goal: I will do better in maths.
It's too vague and doesn't break the task into achievable steps. It's hard to become
motivated when goals are this vague.
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Mary Connell, E- Learning 2: CS7067
Let's make that SMARTer using the steps.
In the next quarter ending on May 14th, I will raise my grade from a C to a B on math tests
and from a B to an A on homework. I will do this by spending two extra hours each week
preparing for tests and one extra hour each week completing homework
What's different?
● The goal setter was specific about raising grades and by how much.
● This goal is measured through the use of grades and is certainly achievable if the
focus is on improving test and homework study habits.
● The goal is action oriented and details the steps the learner will take toward the
goal.
● The result is a B on tests and an A on homework.
● This goal is also time bound and ends with the end of the next quarter on May 14th.
Use this approach to complete the following activities.
Activities & Assignment: Completion time 1 week.
Activity 1: Case study
Brian needs to secure 10 days of work experience to complete his work experience module
for his QQI FET level 5 Business course. He has never had to do this before and is unsure of
how to go about it.
In groups discuss the steps Brian needs to take and create a SMART goal/goals for him using
the process above.
Consider the following points:
● Describe Brian's starting point.
● What information does Brian need to achieve this goal?
● What information does he have already?
● Where might he go for help?
Create a group slide presentation on how you used the SMART method to create relevant
goals and an action plan for Brian.
Activity 2: My learning goal
Think of a topic in one of your subjects that you are finding difficult. Write out how you feel
about it at the moment. Then using the SMART goal grid create a learning goal for this topic.
Make sure you cover each of the stages.
Share the goal with your study group and get feedback. Use this to create your action plan
to achieve the goal and put it into action.
http://study.com/academy/lesson/using-smart-goals-with-students-types-examples.html
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Mary Connell, E- Learning 2: CS7067
Appendix No. 2: Time Management
Objectives of lesson:
● To understand the importance of managing personal time for study.
● To effectively track how their time is being spent and to recognise where it’s not
being used well by using a time diary for one week.
● To recognise that outside support is sometimes needed so we can manage time
more effectively and to identify sources of this support in their own lives.
Overview
Learning how to manage time is a vital skill to successful study. By learning to track how you
spend your time you can spot ways of managing it more effectively. This can help you free
up more time for study and other priorities.
Content:
Academic leader Neil Shipman believes that critical skills for time management are
● Being aware of yourself, your habits and your ways of working
● Structuring your time
● Setting goals and priorities
● Increasing personal efficiency and effectiveness
● Scheduling specific time for each activity
● Reviewing your results
Personal awareness is a big part of these stages. To manage anything you need to know how
much of it you have. For example, you can’t draw up a budget for groceries without knowing
how much you have to spend and how much you need to get.
The same is true for managing or budgeting time. You need to know how you are currently
spending it so you can decide how, and what changes to make. You also need to think about
the priorities in your life, what activities, people or things will you need to devote time to
during the week. You also need to decide how much time each of these will take.
In her 1994 book: Thinking Smarter: Skills for Academic Success Carla Crutsinger defined
Time Management as:
● Setting goals
● Prioritising those goals
● Deciding how much time to allocate to specific tasks
● Adjusting plans as they change
● Revisiting goals and priorities regularly
● Observing results
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Mary Connell, E- Learning 2: CS7067
In the previous lesson we looked at the importance of being able to break tasks into
achievable goals and how, when we do this it has a positive psychological impact that makes
it easier to complete the work to achieve the goal.
Sometimes when we are very busy in our own lives it can be difficult to spot where we can
make changes on the fly. It is useful to map your time and review it with someone else to
see where you can make improvements in your routine to free up more time.
Assignments & Activities.
Activity 1: Annes Week
Anne is a full time student living with two elderly parents for whom she is the main carer.
Both parents require a significant level of care and support including regular hospital visits.
In your study groups review Annes completed time diary and discuss the following
questions:
● What are your first impressions about Anne's week?
● How could Anne incorporate our ground rules for optimal learning in her week?
● What changes would she need to make?
● What kind of support would she need to make these changes?
From your discussion agree suggestions for changes to Anne current routine to improve her
time for study.
As well as better time management strategies what else would Anne benefit from in relation
to supporting her learning
Activity 2: Mauras typical Monday:
Group Video Case Study Content suggestions:
Maura is married to Ben. They have 3 children aged 6, 11 and 15. Ben works fulltime and
leaves home before 7am every morning for work, returning at 6pm. He also works every
second Saturday.
Maura is attending a full time course in QQI FET Healthcare Support as well as working for 5
hours every Saturday.
Her two youngest children are in primary school and her oldest child is studying for their
Junior Cert.
Get up at 7am and prepare lunches and breakfasts for herself and the children.
Drive the children to school for 8.50am and be in class for 9.00am.
Class until 3.30pm
Part-time work from 4.00pm to 6.00pm
Collect two youngest children from child minder by 6.30pm
Return home by 6.45pm
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Mary Connell, E- Learning 2: CS7067
Evening activities from 6.30pm to 10.30pm
● Prepare and serve dinner,
● Supervise homework.
● Housework- Clean up after dinner, Laundry & Ironing,
● Childrens athletics training
● Check in on elderly parents.
● Walk the dogs.
● Study
Typically Maura finds it difficult to spend more than 1 hour per evening studying when she
estimates she needs at least two hours to complete homework and revision.
Activity:
In your group forum discuss ways in which Maura could free up time for study on Mondays.
Draw up a realistic time management plan for Maura’s Monday based on the video to
accomodate her priorities and to give her the time she needs for study and revision.
Assignment 3: Find your time
Keep a time diary using one of the mobile apps listed below or another one that you enjoy
using.
ATracker
Timesheet
Toggl
Alternatively download the diary sheet in resources .
Record all your activity, include sleeping, eating, travelling, study, family time, tv time,
socialising, etc. Record everything between waking and bedtime. Circulate to your study
group for comment.
In your own discussion group review each other's diaries and try to come up with answers
to the following questions
● What stand out to you when you look at your completed diary?
● What are your regular priorities during the week?
● How much time do you spend on these?
● Can you see where is time being lost?
● How might you prevent or improve this?
● List the changes you need to make to free up time for yourself
● List the support and help you need to do this.
Finally rewrite your time diary to reflect the week you would like to have incorporating
these changes.
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Mary Connell, E- Learning 2: CS7067
Appendix No. 3: Additional Resources.
Learning Skills: Additional Resources.
Adult Learner Study Skills Guide
A very useful study skills resource for adults
recently returned to education. Lots of
practical advice & tips.
Learning Skills: A Comprehensive
Orientation and Study Skills Course
Designed for Tennessee Families First
Adult Education Classes
A comprehensive learning skills course.
How to form effective Study Groups; Tips
& Strategies
Handout of practical advice on creating
strong and effective study groups
How to Make Learning Easy
Tony Robbins video on straightforward
Learning Strategies.
Maynooth University Study Skills guide.
Comprehensive online study skills guide.
Aimed at college students.
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