Presented at LILAC 2019

1. Independent Learners’
Toolkit
Transition to
university;
information literacy
through gamification
and peer-learning
Sharon Perera
Andrew Sinclair

2. Do we need another learning resource?
Who are our students?
 60% students from WP backgrounds; first in the family; low
income households; BAME
 Skills gaps – transition to university; academic skills
 87% student retention
What does the research say?

3. How does learning at university differ from learning at school?
A massive change in learning style towards independent
studying
(even spread between negative, positive and neutral)
58%
Less support and guidance (even spread between negative,
positive and neutral)
19%
A change in teaching styles (even spread between negative,
positive and neutral)
17%
Difference in essay structure and writing style used in
university (neutral)
14 %
Greater need to manage time and motivation (neutral) 9.5%
Lectures as opposed to classroom delivery (positive) 8%
Difference in cohort size (neutral) 6.8%
Perceptions on Independent Learning Skills
(focus groups with 1st Year UG students)

4. Perceptions on Independent Learning Skills
(focus groups with 1st Year UG students)
Is there anything you think your school/college could have
done better?
Include tasks which would teach students how to learn
and work independently
34%
Preparation for university by exploring academic criteria
for undergraduate work in preparation for university
25%
Introduction to Harvard referencing 11%
Tasks focussed on research 11%
Tasks focussed on developing critical thinking skills 11%
Better feedback on essay structure and writing style in
order to develop skills for university work.
9%
No improvement needed 11%

5. Dr David Smalley
Research Fellow in Psychology, University of Greenwich
What Sixth Form tasks were effective in preparing you to learn
independently?
Students created their own work-task, based on topics
set within the classroom or of their own choosing
46%
Teacher set tasks within the classroom to be worked on
during school hours and/or during their own time
46%
Resources provided by teacher to aid the student with
their work task
11%
Perceptions on Independent Learning Skills
(focus groups with 1st Year UG students)

6. What does the research
say?University of Greenwich 1st year questionnaire (Smalley, 2015)
 Students do not feel prepared for university
 Students have unrealistic expectations of academic demands
 Students want to be independent but do not have the skills
Independent Learning; Students’ Perspectives and Experiences,
(Thomas, Hockings & Jones, 2015)
 Students value independence as a life skill but are unaware of
what is expected of them
Transition focus group for BTEC learners (UOG, 2018)
 Revisit Level 3 skills
 Focus on academic writing
 Develop independent learning skills
 Additional induction for BTEC learners

7. Can a skills course be
engaging?
 2012 – 2014 Paper Resources
 2017 electronic resources developed
The Virtual Campus Tour is an engaging
learning activity,
With gamification providing an
immersive experience of campus life.
This enables students to apply abstract
skills in a practical way.

8. The “people-in-practice” perspective
Lloyd’s (2013) concept sees information literacy skills as a
wider set of more meaningful activities that people can engage
with across different settings e.g. work, education and life.
A socio-cultural system of practices
Negotiated practice Students learn new behaviours in a given setting
Practice architectures The university campus setting
Enacted activities Students participate in well-versed practices that other
students observe
Ways of knowing Tacit knowledge and culture within the university setting

9. Independent Learners’ Toolkit
What is it? A virtual campus game experience to raise awareness of
university life and its constituent parts
Who is it for? Year 11, 12, 13; FE1, FE2, HE Year 0, Extended Year
What is the cost? No cost
How can people
register?
Self-enrolment on Moodle
Additional
support
Teachers’ Guide and Webinars on “How to use the
Independent Learners’ Toolkit”.

10. In groups, students explore a part of the campus
Using the resource with learners
 They answer the “Big Questions” in their section
 How do their experiences at university compare with their
game experience?
 They are asked to make a list of things that they feel new
students should know
(Teachers’ Guide available)
Task

11. “Big Questions” from Teachers’ Guide
(Library)
1. What are academic skills and who can
support you with these at university?
2. What questions should you ask when
selecting appropriate sources?
3. Why is it important to have several
viewpoints in your writing?
Task

12. Using the resource
 Secondary, FE and HE Level 3 to 4
 Self-study, blended or flipped learning
 Form time discussions (big ideas/myth
busting)
 Introduction to a topic in a lesson
e.g. careers and employability

13. Evaluation and Impact
Independent Learning Skills Pre Post
Know who to ask for help when they need it. 37% 47% +10
Manage their time so that they don't leave things to the last minute. 39% 47% +8
Review and set personal goals regularly. 36% 48% +12
Study with their friends. 15% 37% +22
Ask questions during lectures. 41% 45% +4
Work on their own all the time. 15% 12% -3
Question the reliability of extra sources of information from the library. 32% 41% +9
Plan their week to ensure they get enough time to eat, sleep and relax. 39% 46% +7
Questionnaire completed by student before and after the workshop.
Case Study

14. Evaluation and Impact
How confident are you that you understand what skills you will need
to have to be successful at university?
(1 = least confident and 10 = most confident)
0
1
2
3
4
5
6
7
8
1 2 3 4 5 6 7 8 9 10
Scores
Scale 1-10 (1 = least confident and 10 = most confident)
Confidence Level Summary
Pre-Survey Post-Survey
Case Study

15. Student feedback
 This course is good – it doesn’t “tell” you what
you need to know – you discover it yourself.
 The course talks about the things they don’t
really teach you but expect you to know.
 It doesn’t talk down to you.
 It discusses the things that help you in
university. I found it very useful
 You should have this course on our Moodle
site.
Extended Year (Year 0)
Case Study

16. Explore Greenwich

17. Any Questions?

18. References:
Jameson, J., Joslin, H. and Smith, S. (2014) Breaking through Groundhog Day; Making sense of
Progression Conference Paper available at
http://www.academia.edu/attachments/34360446/download_file?st=MTU0MjEzNjQwNiwxOTM
uNjAuNzguNDI%3D&s=swp-splash-paper-cover
Lloyd, A. (2012) Information literacy as a socially enacted practice: sensitising themes for an
emerging perspective of people-in-practice, Journal of Documentation, Vol. 68 Issue: 6 pp.772-
783 available at https://www.emeraldinsight.com/doi/full/10.1108/00220411211277037
Thomas, L., Hockings, C. and Jones, R (2015) Independent Learning; Students Perspectives and
Experiences, HEA available at file:///C:/Users/ps93/Downloads/independent_learning_final.pdf

19. Contact
Sharon Perera
Academic Support Team Manager
University of Greenwich
S.R.Perera@gre.ac.uk
Andrew Sinclair
Academic Skills Tutor
University of Greenwich
A.Sinclair@gre.ac.uk