Connecting Transitions and Independent Learning: an evaluation of read/write web approaches

Richard Hall, Heather Conboy
De Montfort University, United Kingdom

Recent studies on the student experience in HE highlight that a framework of technologies, both institutional and non-institutional, are crucial in connecting students’ informal and formal learning (Hall 2009; Trinder et al. 2008). However, there is little research on how these technologies can be integrated into the student experience upon transition into HE, in order to motivate independent learning and engage diverse groups of learners (Anagnostopoulou and Parmar 2008; STAR 2009; Yorke and Longden 2008). This paper will report on the outcomes of a nationally-funded project that is evaluating strategies for enhancing the transition to independent thinking in HE. At the heart of this endeavour sits the hypothesis that structured social interaction and collaborative working extends the individual learner’s perceived and actual ability to make decisions, and to contribute to learning in a range of settings (Napier University 2007). The authors will report on formal and informal pedagogic innovations, which support structured risk-taking within the following groups. • Level one learners in Game Art Design, History, and Politics, who are experimenting with a range of technologies to build subject- and personal mastery. • Level one students who are being mentored informally by level two students using read/write web technologies. The innovations that will be reported are twofold: firstly, the impact of structured professional development for academic guidance, transitions and independent study support tutors, and academics in Education and Politics and International Relations; secondly, the development of read/write web tools and tasks in level 1 Education and Politics and International Relations, including induction session to technologies for students. The paper will draw out the headlines from an emergent action research approach that involves thematic analysis of student/staff interviews and analyses of on-line interactions. As the project ends at the close of the 2008-09 academic session outcomes are as yet emergent. However, the thematic analysis will enable participants to: • Judge the potential of these pedagogic strategies and tools for empowering learners who are new to HE; and • Identify a range of professional development needs for academic and support staff in promoting transitions towards independent thinking, using social media.

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