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Visualising the Future: creating new paper-based resources
Michelle Reid, University of Reading
Pauline Ridley, University of Brighton
What is LearnHigher CETL?
• Partnership of 16 universities, researching 20 learning areas
• Helping to build a research base for learning development
• Using research and evaluation to develop freely adaptable study resources
www.learnhigher.ac.uk
Overview of session
• What time management tools do you use?
• Developing the LearnHigher year planners
• Developing the Big Draw sheets
• What resources would you like to create?
What time management tools do you use?
Discuss in pairs / small groups:
Take out your time management tools –
e.g. Diary, note-book, phone, PDA
How do you use it to manage your time?
What are the advantages & disadvantages of its format?
LearnHigher year plannersResearch at the University of Reading shows
that students:
• Struggle with balancing their study and other commitments
• Find it hard to get an overview of ongoing deadlines and daily tasks
• Are not necessarily moving towards electronic time management devices
• Use a combination of different tools depending on their preferred way of working
A flexible time management tool
• Collaboration between:
- University of Brighton = LH visual practices
- University of Reading = LH time management
- Luce Choules – designer, Chalet Alpin
• A time management tool needs to be:
– Flexible
– Support different ways of working
– Overview timelines & weekly views on the same tool
– Interactive / tangible
– Help students visualise their time
– Designed for the academic year
LearnHigheryear planner
Pilot at the University of Reading
6 month pilot of 500 planners across 9 departments in 2007:
• 92% of respondents said the planner helped their time management
• 41% of respondents were still using it at the end of the academic year
How do students use the planners?
How do students use the planners?
Ongoing cycle of research and design
Feedback showed that:
• Students like the time management tips under each month
• Many students had trouble knowing how best to hang it on their wall
Ongoing cycle of research and design
In response to this feedback we added:
– More
More “top tips” from LearnHigher
A diagram showing how to hang up the planner
What next? The future of the planners
• In February we sent out sample planners to over 50 HEIs in the UK and Ireland
• We will be sending a feedback questionnaire to these HEIs to continue our evaluation and development of the design
• To find out about how to order the planners see:www.learnhigher.ac.uk/learningareas/timemanagement/lhyearplanner.htm
or email Michelle Reid at [email protected]
More time management resources
Big Draw @ Brighton
• Aim: to encourage staff and students to rediscover drawing and explore the role it can play in HE across all disciplines
• Drawing can: • improve observation skills• reinforce learning & memory• help generate and communicate ideas• access ‘hard to verbalise’ experiences• and much more.....
• Part of the Visual Practices project; Big Draw@Brighton also received the 2008 DrawingInspiration Award from the National Campaign for Drawing
“Drawing a Day” sheets
• Almost an afterthought! Came out of conversation with ex- Brighton student, Luce Choules, graphic designer & publisher of range of products
• Designed for course projects and individual use
• Can be used like a sketch book – but also opens out to display all pages at once
“Drawing a Day” sheets 2
• Aids chronological or spatial organisation - grid refs particularly useful for fieldwork projects
• Students and staff found their own uses –particularly for planning and mapping.
Exhibition, University College Falmouth Preparing for PhD Viva Fine art student project/ sketchbook
• Also handy for capturing group discussions.....
Collaborating on resource designBenefits:
• Wider student population with which to research & disseminate
• Potentially more funding if work collaboratively
Challenges:
• Generic resources not identified with your university
• Student populations are very different at different universities
Overcoming the challenges:
• Customise / add uni logo (stickers?)
• Create resources that can be used in a number of ways
• Students will use the resources unexpectedly – collect evidence
What resources would you like to develop?
In groups per table:
1 a) What study resources you have created?
b) How you have evaluated them?
c) What you learned from the experience?
2 a) What new resources would you like to create?
b) Who else could you work with to develop them?
c) How might you evaluate them?
Contacts:
• Pauline Ridley: [email protected]
• Michelle Reid: [email protected]
LearnHigher
www.learnhigher.ac.uk
