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Annex 1 - The Model of the Effective Learner: an Outline

Introduction

The Model of the Learner (MoL) sets out what we want for, and what we expect of, our students (both undergraduate and postgraduate), paying particular attention to the opportunities and benefits of learning in a research-led environment. The MoL defines the type of student learning experience that we wish to promote at the University of Aberdeen, and the qualities that we wish to inculcate in our students, and will be used to guide design of curricula, assessments, personal development planning (PDP) for students, and staff development. The MoL is under constant review to ensure its continued relevance to all levels of students.

What does the MoL include?

The MoL consists of four inter-related parts that set targets to work towards:

1. Characteristics of an autonomous, self-aware learner and a statement of generic skills to develop in UoA students
2. Key reference points that guide our provision
3. Basic principles of good practice to which learning and teaching at the UoA is expected to adhere
4. Aspects of research-led teaching that Schools are expected to develop

The MoL will remain a work in progress to allow for appropriate evolution in response to external and internal developments. Below, we provide an indicative range of what we wish to develop.

1. Characteristics of an autonomous, self-aware learner

(A) Key graduate attributes

1. self-awareness as a learner
2. self-seeking of new knowledge and understandings
3. self review and monitoring
4. independence and responsiveness
5. self-responsibility and motivation
6. self-reliance and confidence
7. recognise self as part of a wider learning community

(B) Key skills

1. information access skills (including C&IT)
2. research skills
3. communication skills (to include presentation skills, and linguistic skills as appropriate)
4. numerical skills
5. analytical skills (including reasoning and critical analysis)
6. team skills
7. identifying and building personally and professionally relevant goals
8. project / planning skills
9. problem solving skills
10. identification and use of appropriate support from a variety of sources

2. Key reference points

To include:

• Scottish Credit and Qualification Framework (SCQF); in particular the level descriptors
• the UoA's Code of Practice for Undergraduate Teaching
• the UoA's Strategy for C&IT in Learning and Teaching
• the UoA's Code of Practice for Postgraduate Taught Students, Programme Coordinators, Heads of School, Heads of Graduate School & College Postgraduate Officers
• the UoA's Employability Strategy
• internal teaching review reports, external examiners' reports, Teachability reviews, and other sources that identify good practice in the University
• the work of the Higher Education Academy's subject centres
• appropriate benchmark statements + PSB guidelines
• appropriate Research Council guidelines (in as much as they impact upon taught postgraduate provision)

3. Principles for good practice ¹

• Set high expectations
• Concentrate on the early stages of study for all
• Promote active learning
• Emphasise productive, clearly defined "time on task"²
• Encourage contact between students, teaching staff and other services.
• Encourage co-operation among students
• Use effective assessment with clear criteria and prompt feedback
• Respect diverse talents, individual needs and ways of learning
• Systematically assess satisfaction, needs and outcomes.
• Enhance career and professional development opportunities.

4. Aspects of research-led teaching³

Our current thinking works with the following categories/continuum:

• The subject content of the curriculum incorporates current research – in particular, research conducted by the teaching staff themselves.
• Teaching, learning and assessment activities emphasise research-relevant skills and introduce students to research processes and research cultures.
• Staff use pedagogic research to enhance learning and teaching.

These three aspects of research-led teaching are inter-related. All are to be encouraged, although we anticipate that the appropriate balance between the three maybe different for different disciplines and levels of courses. We would expect research-led teaching to be a defining characteristic of most (if not all) taught postgraduate material.

1. Adapted from, After Chickering, A. W. and Z. F. Gamson. 1987. Seven principles for good practice in undergraduate education. See: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

2. "Time on task": a phrase designed to capture the idea that students should be given distinct, realistic learning tasks, for which the work time required, what students are expected to do, what they should learn as a result, and, if appropriate, what the assessment criteria are, are all clearly defined. Students should know how, when and with what results they should direct their energies. The opposite of effective "time on task" as a productive force for learning is simply to expect students (especially students in their early years at university) to get on with it without any direction at all.

3. Adapted from the University of Sydney's Research-informed Teaching project. See: http://www.itl.usyd.edu.au/rlt/