Informed learning: Supporting student transition and academic success in higher education Hilary...
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Informed learning: Supporting student transition and academic success in higher education Hilary Hughes and Christine Bruce Queensland University of Technology,
Informed learning: Supporting student transition and academic
success in higher education Hilary Hughes and Christine Bruce
Queensland University of Technology, Australia Informed learning:
Supporting student transition and academic success in higher
education Hilary Hughes and Christine Bruce Queensland University
of Technology, Australia Higher Education Academy Annual Conference
Manchester, UK, July 2012
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Brisbane, Australia South Bank Parklands, Brisbane River and
CBD (city centre)
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Upper Kedron, Brisbane
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Informed learning: Supporting student transition and academic
success in higher education Overview Evolution of informed
learning. Principles and characteristics of informed learning.
Informed learning in practice: 3 units of study. Photo copied with
permission from QUT website
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Socially and culturally diverse; International engagement;
Imperatives: sustainability, quality and equity; Trend towards
online and part-time learning; Graduate attributes + disciplinary
knowledge; Australian higher education
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Informed learning = simultaneous attention to subject learning
and information use using information to learn something Christine
Bruce, Informed learning, 2008 critical, creative, reflective,
ethical, wise use of information (in all forms ) to learn (in all
contexts)
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takes into account learners previous experiences of information
use and knowledge brings about changes in learners experiences of
information use and knowledge promotes simultaneous learning about
information use and subject(s) Principles of informed learning
Adapted from Bruce, 2008
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characteristics of informed learning trans
formativereflectiveresponsible active eclectic collab orative
balanced context ualised grounded expansive creative inclusive
Adapted from Bruce, 2008
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Informed learning in practice papajOe (2008). The spit at
broadwater_edited-2. Copied under Creative Commons licence.
http://www.flickr.com/photos/46543410@N02/4474762366/
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Personalised Language Development (MEd TESOL/TEFL at QUT)
Simultaneously experiencing different ways of using information to
create a literature review learning about second language learning
Unit objectives an informed learning journey ~ Extend subject
knowledge - topic related to second/foreign language learning. ~
Develop familiarity with Aus academic environment &
conventions. ~ Develop awareness of diverse information types,
sources & media. ~ Develop a critical, creative, reflective,
ethical approach to using info for learning. ~ Develop scholarly
communication strategies for - written & oral. ~ Explore
concepts and practice of informed learning.
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Cyberlearning (Master of Education at QUT) Simultaneously
learning about cyberlearning theory & practice: as disciplinary
knowledge Unit objectives informed cyberlearning ~ Extend subject
knowledge theory and topical issues of cyberlearning. ~ Develop
familiarity with online learning environment (formal and social). ~
Use online media to collaboratively design and create a
cyberlearning resource. ~ Develop a critical, creative, reflective,
ethical approach to using info for cyberlearning. ~ Apply
pedagogical strategies to support students cyberlearning. ~ Explore
learning and creating in a virtual team. experiencing different
ways of using online information/media: as learners, educators:
designers and critics
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~ Informed learning at University of Colorado Denver
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Learning in the 21 st century (First year experience seminar at
UC Denver) Simultaneously learning about learning: as disciplinary
knowledge Unit objectives becoming informed learners ~ Extend
subject knowledge basic theory about learning and learners. ~
Develop familiarity with university learning environment. ~ Explore
different learning spaces. ~ Build learning community and personal
learner identity. ~ Use information of various types to research a
topic about learning. ~ Develop a critical, creative, reflective,
ethical approach to using info for learning. experiencing different
ways of using information to learn: as freshmen students
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First year experience as informed learning journey
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Informed learning treasure chests
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TransitionStudents experiences of informed learning Informed
learning from diverse life experiences who: students educational
experiences, knowledge, linguistic & cultural attributes here
information-learning environment where: culturally diverse online-
intensive higher education using information what: different types
of information and media how: approaches to using information
discipline and subject focus: developing new understandings and
knowledge dimensions influences: affective, reflective,
cultural-linguistic strengths-challenges capabilities and needs:
information use and subject knowledge to continuing informed
learning well-being: personal and professional growth informed
citizenship: social participation informed worldview: cross-
cultural fluency
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iMakeGuernsey (2011) Bluebell Wood, Guernsey. Copied with
creative Commons licence from
http://www.flickr.com/photos/imakeguernsey/5640571512/ The informed
learning journey looks like an alley bordered by a lot of wonderful
flowers. Learners gather these beautiful things while walking and
now it is time for harvest festival. (Tania, China) Conclusion
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International students experiences of informed learning
Questions ? Thank you Hilary Hughes and Christine Bruce
[email protected][email protected]
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Informed Learning Bibliography Bruce, C. S. (2008). Informed
learning. Chicago: College and Research Libraries, American Library
Association. Bruce, C.S. (1997). The seven faces of information
literacy. Adelaide: Auslib Press. Bruce, C.S. & Hughes, H.
(2010). Informed Learning: A pedagogical construct for information
literacy education. Library and Information Science Research,32(4),
A2- A8. Bruce, C.S., Hughes, H., & Somerville, M.M. (2012).
Supporting informed learners in the 21 st century. Library Trends,
60(3). Hughes, H. (2012). Informed (cyber)learning: A case study.
In P. Godwin and J. Parker. Information literacy beyond Library
2.0. (pp. 139-150). London: Facet. Hughes, H. (forthcoming, 2012).
International students using online information resources to learn:
complex experience and learning needs. Journal of Further and
Higher Education. URL:
http://www.tandfonline.com/doi/abs/10.1080/0309877X.2011.644778
http://www.tandfonline.com/doi/abs/10.1080/0309877X.2011.644778
Hughes, H., & Bruce, C.S. (2012). Informed learning in online
environments: Supporting the higher education curriculum beyond Web
2.0. In P. Godwin and J. Parker. Information literacy beyond
Library 2.0. (pp. 65-79). London: Facet.