Designing new ways to
support student learning
Ms Dee MacCormack (Student Services),
Mr Rene Meijer (Information Commons),
Mrs Lyn Parker (University Library)
Ms Chetna Patel (LeTS),
Overview
• Introduction and discussion questions
• Learning space – IC
• 301, the new student skills and development
centre
• Student enhancement service - MASH
• Questions and discussion
Introduction
• Learning space
• Layout
• Technology
• Environment
• Curriculum design
• Partnership
• Collaboration
• Student enhancement services
• Drivers and barriers
Designing spaces for effective learning (HEFCE, 2006 )
Questions for discussion
• How do we integrate the development of transferrable skills
into the curriculum?
• How should professional support services support students
and academics in the development of these skills?
• What are the requirements of learning spaces (virtual and
physical) in order to facilitate this development?
Innovative learning spaces and services:
THE INFORMATION
COMMONS
17/07/2016 © The University of Sheffield
Formal collaboration
Informal collaboration
Media
in the IC
• Format agnostic
• Integrated
workflow
• Easy to use
•
•
•
•
Next to teaching space
Can be booked separately
Blue wall
Suitable for small groups
•
•
Learning technologists support academics and students.
Looking at integrating IL-support from library
Development of
various
literacies in the
21st century
Taken from Secker, J. et al. (2011)
A new curriculum for Information
Literacy; an Ancil workshop held at
the University of Sheffield 10th
November 2011.
17/07/2016 © The University of Sheffield
Formal, structured
Part of the subject curriculum
workshop
student-requested session
induction
Lecture/demo
Student
Academic
Generic rather than subject
peer
mentoring
peer problem-solving
session
drop-in
skills suite
signposting
Informal
Who delivers the support? Personal tutor, professional services?
How deliver? Online, f2f, via phone, email, chat, social networking tool .....?
301 – a new student skills and
development centre opening at 301
Glossop Road in autumn 2012.
Why?
•To improve our offer to students
•To help meet a number of strategic
priorities e.g. employability, recruitment,
retention
•To provide a more effective service for
students and academic departments
•To create opportunities for collaboration
and new ways of working
What will be there?
Flexible, multi-use space which includes:
•Open plan study area
•Self-access resources library
•Languages learning suite
•Group/workshop space
•Self-service computer kiosks
•1-1 student interview/guidance rooms
HEAR
Languages
for all
MASH
Union
training
(leadership)
English
Language
Support Service
(ELSS)
Writing
Advisory
Service
(WAS)
Skills for Life
Careers
Module
301
Academic skills and
development services
Blue = Student Services
Red = other providers
Green = under development
How2
Skills for Work
International
exchange
Transitions skills
sessions
Support
Workers’
Service
ELTC
Modules
Financial
literacy (SSG
and SAC)
PGR
Development
IT & media skills
(CiCS)
USE
opportunities &
MIH
Sports
leadership
Information
literacy (Library)
Skills for
Success
Discover &
Understand
TASH
Identity (IF
tandem
learning)
Peer support
training
A final point…
301 isn’t just for students who are struggling
with personal or academic issues it’s somewhere for all students to access a
range of expert services to help them get the
most out of both their current learning
experience - and their future career.
MASH – currently
• At Octagon Centre
• Voluntarily, referred or encouraged
• Drop-in, appointments, small groups and
workshops
• Tutors and self-study material
• Study space and tea/coffee facilities
• 2 PC’s
• Office hours
MASH – future at 301
• Larger space and more technology
• Opportunities for setting up study groups
• Ease of setting up workshops
• Collaborative study space
• Integrated delivery of enhancement services
• Synergy of collaboration
Questions for discussion
• How do we integrate the development of transferrable
skills into the curriculum?
• How should professional support services support
students and academics in the development of these
skills?
• What are the requirements of learning spaces (virtual
and physical) in order to facilitate this development?