The Linked Project

Research output: Book/ReportCommissioned report

1 Citation (Scopus)

Abstract

The Linked project actively promoted student engagement by involving students across disciplines and students from ‘other’ year groups in peer interaction via dynamic, motivating, meaningful and fun workshops. It was evident that students were keen to participate in and engage with peer and interdisciplinary groups to develop their learning but required a formalized environment for this to take place. The project used peer interaction to engage students in, “…the whole of the experience of being a student.” (Anderson and Boud, 1996) The Linked project aimed to develop student engagement and learning via experimental drawing activities (traditional and digital).The project provided activities, experiences and forums for discussion that connected students to their peers. The project aimed to enhance the ‘whole student experience’.
LanguageEnglish
Number of pages2
Publication statusPublished - 16 Mar 2011

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student
experience
interaction
learning
Group

Keywords

  • drawing
  • student engagement
  • collaboration
  • student experience
  • empowerment
  • interaction
  • retention
  • peer learning

Cite this

@book{3d1ca7e7e0de4f7a8f6d0570b09bd2d6,
title = "The Linked Project",
abstract = "The Linked project actively promoted student engagement by involving students across disciplines and students from ‘other’ year groups in peer interaction via dynamic, motivating, meaningful and fun workshops. It was evident that students were keen to participate in and engage with peer and interdisciplinary groups to develop their learning but required a formalized environment for this to take place. The project used peer interaction to engage students in, “…the whole of the experience of being a student.” (Anderson and Boud, 1996) The Linked project aimed to develop student engagement and learning via experimental drawing activities (traditional and digital).The project provided activities, experiences and forums for discussion that connected students to their peers. The project aimed to enhance the ‘whole student experience’.",
keywords = "drawing, student engagement, collaboration, student experience, empowerment, interaction, retention, peer learning",
author = "Christine Blaney",
note = "Reference text: References: Ahlfeldta, S., Mehtab, S., & Sellnowb, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24, 1, 5-20. Anderson, G., & Boud, D. (1996). Extending the role of peer learning university courses. Research and Development in Higher Education, 19, 15-19. Coffield F., Moseley D., Hall E., & Ecclestone K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. Learning and Skills Research Centre, (p1). www.LSRC.ac.uk, http://www.hull.ac.uk/php/edskas/learning{\%}20styles.pdf Cohen E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, Vol. 64, No. 1, p30) Dunn R., & Griggs S. A. (2000). Practical approaches to using learning styles in higher education. CA, Greenwood Press. Hammersley, M., & Traianou, A. (2007). Ethics and Educational Research. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research/ Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. in C. Cooper (ed.) Theories of Groups Process. London, John Wiley. Simons H. & Hicks J. (2006). Opening Doors: Using the creative arts in learning and teaching. Arts & Humanities in Higher Education. London, Sage. http://ahh.sagepub.com Sims S. J., & Sims R. R. (1995). The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education. Westport, CT, Greenwood Press",
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The Linked Project. / Blaney, Christine.

2011. 2 p.

Research output: Book/ReportCommissioned report

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