Learning at University

The following resources are designed to help you assess and develop your students’ learning at university skills.

All our resources are available for free educational use under a Creative Commons licence. You are welcome to link to them, use them and adapt them if necessary for your students, but please acknowledge LearnHigher as authors.

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This is a PPT with accompanying worksheet that gives students practice in forming a position on a topic (in this case eugenics) based on prompts and some preliminary reading.
Students can work through the slides and complete the worksheet autonomously or it can be used as an in-class activity. It has worked well as a pre-arrivals task, and gone on to form the basis of a discussion about the research process on arrival at university.

A gentle warning: The following slides contain information about the topic of eugenics, and ask you to consider examples of groups of people who have been treated as ‘unfit’, therefore the content should be delivered with caution and sensitivity.

Activity time:

Types of media: Worksheet, Slides

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Reading in print and in digital: Strategies and choices

This material introduces students to basic strategies for reading in digital and print formats. It encourages them to consider the advantages and challenges of each one, and the different learning contexts for which they may be most appropriate.

There are 6 strategies:
• Copy and paste function
• Digital annotation tools
• Split screen and working with multiple documents
• Support reading with online tools
• Using a mixture of mediums
• Word search function

Each document is designed as a flip-card of a strategy. One side outlines what the strategy is, and then poses questions for the student/s to think about. The second side outlines the advantages and challenges in relation to shallow and deep learning. We hope this will encourage students to reflect upon the choices they make when reading, and make purposeful and informed choices.

Following this, there are 2 scenarios provided as a separate document. Students are asked to select from 3 given responses to the scenario and then reflect upon the advantages and limitations of the response/s. This should allow students to situate the strategies within a real-world scenario.

These materials could be used within a number of learning settings, including a workshop or a one-to-one appointment.

These resources were developed from an ALDinHE funded research project into how students read for their studies, focusing on digital and print mediums. The selection of strategies and guidance given is based upon focus groups conducted with students at Lancaster University.

Activity time:

Types of media:

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Creative Learning Activity Cards

Creative Learning Activity Cards are an interactive teaching and learning resource for students of creative subjects at Foundation, BA or MA level to help scaffold student academic skills. This evidence-based resource consists of 50 activity cards divided into five sections of ten cards on: • Planning• Research• Thinking• Writing• Wild Card (includes tips for overcoming writer’s block, anxiety and procrastination, and building motivation) The cards can be used as materials in both online and face-to-face facilitated seminars or workshops, as the basis for teaching in lectures or as an independent study resource for students.To print you can use PowerPoint option of choosing number of slides per page, e.g. 4 slides per A4 and cut them out. You could also choose single page and print the desired ones to full A4 so they can be used as A4 handouts. Another option could be using photo paper, e.g. 10x15cm and print them individually (select 'fill whole page' option via printer setting).

Activity time:

Types of media: Worksheet, Slides, PowerPoint File, Interactive Learning Object

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‘Cards Against’ Feedback

This activity was designed for an academic and study skills workshop, 'Making the Most of Feedback'. This is a game based on the infamous card game 'Cards Against Humanity' (but without the extremely offensive content!). 20-30 mins activity. Split students into groups of 3-4 (ideally 4). There are 12 blue cards which should be cut up, shuffled, and placed face down in the centre of the table. Each blue card presents a situation related to receiving feedback on assessed work. There are 36 orange cards, which should be cut up, shuffled and dealt out to all students. Each orange card gives a response a student could have to each of the situations on the blue cards. Some are 'good' responses, some are 'bad' responses, and some are blank so they student can write their own response. Each student takes a turn at selecting a blue card from the centre of the table. They read out the situation from the card and ask the other students in their group for an appropriate response to the situation. For example, a blue card might read 'Your feedback is: You have not addressed the question/title. What is the best response?'. The other students around the table then select an orange card from their hand which they think best suits the feedback situation. For example, an orange card might read 'Re-write the assignment brief in simple / another language to check understanding', or 'PANIC!'. Once each student has selected an orange card, they play that card, face up, on the table. The student who selected the blue card then chooses which orange response card was the best, giving a reason why they think this is the best solution, and explaining how they might go about implementing the solution. The student who played the winning orange card take the blue situation card. Play continues with each student taking a turn at selecting the blue card and judging the best answer from the other students' responses. Play is finished when all blue cards have been drawn and won. The winning student is the one with the most blue cards in their possession at the end of the game. Online version(s):

1. Translate into a Kahoot quiz with the situation as the question, and 4 different response options the students can choose from. There can be multiple correct answers (e.g. for the situation 'Your feedback is: You have not addressed the question/title. What is the best response?', answers could include 'Re-write the assignment brief in simple / another language to check understanding', 'Highlight and define the instruction verb(s) in the assignment brief' and 'Analyse the assignment learning outcomes'. The proportion of votes will demonstrate which solution most students deem favourable, and discussion can follow as to why they selected this answer.

2. Use a programme like Padlet to create an online space for student collaboration. Write each situation in a comment/sticky note on the padlet, and ask students to use the comment thread to write in what their response would be in each situation. Ask students to use the 'like' or 'upvote' function to select another student response they think is good, and add a comment explaining why this is a good solution. This version encourages students to think up their own responses and reflect on previous behaviour in response to assignment feedback.* Please note that some of the orange response cards reflect the specific study skills workshops and provision at MMU, and you will need to change these to align with the provision at your institution.*

Activity time:

Types of media: Word Document

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Active note-making skills

Understand the value of keeping a record of information and insights - Understand how to differentiate between important and unimportant information - Understand how to apply recorded important information to help complete a task - Understand the importance of note-making at university

Activity time: 45-60 minutes

Types of media: Worksheet, Handout/s, Word Document, Interactive Learning Object, Quiz

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Employability Skills Assessment

To acknowledge the skill employers are looking for in new employees in the workplace. Learners will identify their personal employability skill level and critically reflect upon how they can provide evidence that they have gained employability skills from their life and learning experiences.

Activity time: 30 Minutes

Types of media: Worksheet

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What are Digital Capabilities?

To reflect upon the digital capabilities which are important to you

Activity time: 3 mins

Types of media: Video

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Learn Hacks

The animations are all based around the themes of productivity, curation, discovery, collaboration, impact and transferable skills. It is to highlight the many ways students can engage with technology to improve their learning experience.

Activity time: 3 minutes

Types of media: Video

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Microsoft Excel – Creating a Chart

To be able to create a chart in Microsoft Excel 2010

Activity time: 10 Minutes

Types of media: Worksheet, Handout/s, Helpsheet

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