Learning Contract – A tool for Learning

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Learning contracts are formal agreements between the learner and the teacher or supervisor relating to what the learner is going to learn; how the learner will go about learning; what checks will be made to monitor progress and how the learner will provide evidence that learning has taken place. Learning contracts have become popular both as a learning and assessment tool over the years. It allows for individualised approach to learning activities. Boak (1998) provides a easy to read guide to learning contracts. The chapter 1 gives a good understanding of the basics relating to learning contracts.

Roger Hiemstra has provided a nice link between the learning style and learning contract with steps to developing a learning contract. While this is an old site the information is written clearly and simply. 

Anderson, G., Boud, D. & Sampson, J., 2003, Learning contracts: a practical guide, Kogan Page, London. This book gives a detailed guide to the concept of learning contracts and how they can be used within education to provided individualised approach to learning. 

Stephenson, J. & Laycock, M., 2002, Using learning contracts in higher education, Kogan Page, London. This book starts with providing an understanding of learning contracts and goes on to discuss in detail how the learning contracts can be used within higher education to enhance individualised approach to learning. It also discusses how the learning contracts can be used within the work environment by employers and employees to support continuing professional development.

The website developed by Hesketh & Laldlaw for the Education Development Unit, Scottish Council for Postgraduate Medical and Dental Education shows how the use of learning contracts can be embedded within continuing professional development for the medical profession.

Richardson, S. 2006, Implementing contract learning in a senior nursing practicum, Journal of Advanced Nursing, 12 (2): 201 – 206.

Bailey, M., E. & Tuohy, D. 2009, Student nurses’ experience of using a learning contract as a method of assessment, Nurse Education Today, 29 (7): 758 – 762. 

The Effectiveness of The Learning Contract – Education Essay explains how the learning contract was used within the mentoring of a qualified nurse into a specialist nursing practice area. While the essay was found via Google search, the author or the year of publication has not been identified.

Learning and Styles of Learning

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More about learning and styles of learning -

Learning

Learn to do - http://www.youtube.com/watch?v=Js8uzcYh_sY (good intro to learning)

Principles of Learning – review - http://www.youtube.com/watch?v=TmO7WLxWWFE&feature=related (very good as a supplement to the section on learning theories as lecture is good)

Learning Styles –  

From the process of learning some educationalists tried to identify the ways in which different people learn. These they called learning styles of people. Honey and Mumford (1982-cited Dennison, 1990:24)) identified these as activists, reflectors, theorists and pragmatists.

Activists

Individuals who use this learning style involve themselves in the new experience without any bias. These people are open-minded and happy to face the challenge of the new experience. As they are not skeptical, they tend to be enthusiastic about new concepts. Their outlook is open and believe in trying anything once. They throw themselves wholeheartedly into the new experience and revel in short term crisis. They generally tackle any problem by brainstorming. They move on from one activity once the excitement has died out and so they are easily bored if involved with long term work. They tend to be extroverts and are constantly involving themselves with others, often being the center of all activities.

Reflectors

These individuals like to stand back and contemplate about the new experience from different angles. They will gather all relevant information and reflect over it before reaching any decision, which means they delay definitive conclusion for as long as possible. They are cautious and so leave no stone unturned. They are thoughtful, preferring to weigh the pros and cons of any issue before reaching any conclusion. This means they generally take a back seat in any discussion and spend time in observing others and listening to them. Though they adopt a low profile, they will take into account the past, present and give importance to everybody's views, when they act.

Theorists

Individuals using this style will adapt and integrate their observation into complex yet logically sound theories. They do so by using logic and working through a problem step by step. They can assimilate different facts into understandable theories by analysing and synthesising the information. They are perfectionists with a philosophy of rationality and logic underpinning all their actions. They will be detached, analytical, objective and dedicated, which makes them keen about basic assumption, principles, theories, models and systems thinking. They will reject anything that does not fit into their logical outlook. This makes them uncomfortable when dealing with subjective or ambiguous judgments and lateral thinking.

Pragmatists

These type of individuals like to try out new ideas to see if they will work in practice. They are keen to do this by actively searching out new ideas. They will attend courses and return full of enthusiasm to try out the new ideas. They will act quickly and confidently on ideas that are attractive to them. The tendency is to get on with things, which makes them impatient with long-winded discussions. They are practical people who enjoy the challenge of problem solving and decision making.

The individual learning styles which emerge from the Kolb's learning process are diverger, assimilator, converger and accommodater.

Diverger

These individuals learn by observing and doing. They have the ability to view the concrete situation in a number of different ways. They perform well in situations which require brainstorming. They are people with broad interests and enjoy dealing with people. Thus their strength lies in their imaginative ability, which enables them to see different perspectives and develop new ideas.

Assimilators

These individuals are logical and use reasoning to create sound theories, but they are not concerned about its practicalities. They perform best when asked to analyse facts of abstract concepts to produce some explanations. Thus their strength is their ability to create theoretical models by assimilation of various observations. But they are not interested in the application of the theories they create. Thus they learn by observing and thinking.

Converger

These individuals focus their knowledge on specific problems by hypothetical reasoning. They use their thinking and planning abilities. These people give best performance when the problem has a single correct solution. Their technical interests are limited but they prefer to deal with things instead to people. Thus their strength lies in their ability to use the theories in conjunction with their powers of deduction to arrive at the correct solution.

Accommodator

These individuals learn by planning and doing. They are the risk takers but still have a practical approach to the problem solving process. They are highly adaptable to specific and immediate problems. If the theory does not fit the information they have it will be discarded. They are action orientated and so may be viewed by others as being pushy and impatient. Thus their strength lies in their ability to do things, carry out plans and involve themselves in new experiences.       

Generally individuals in this category are innovators to some extent.

Honey’s &  Mumford’s classification provides a tool for teaching, it offers further information which can influence approaches to learning and teaching Comparison of the two classifications of learning styles are comparable. The interpretation of these authors’ proposal on learning styles is that each type of learner, learning necessitates the involvement of psycho-motor skills, cognitive changes and environment which is suitable to the individual. Once the individuals’ perception and behaviour are modified by these experiences, within a learning situation, then learning usually proceeds by means of a combination of these elements.

Read ‘Understanding Your Learning Style’ which discusses the Learning Styles with Honey and Mumford’s being central to the discussion.

Now you can go to the following website and look at another questionnaire about learning style and find out your style of learning -

http://www.vark-learn.com/english/page.asp?p=questionnaire

Some resources from Youtube on learning styles:

http://www.youtube.com/watch?v=Y6XAiTSLW5g&NR=1&feature=fvwp

http://www.youtube.com/watch?v=I39LPOYfE5c&NR=1 (good intro)

http://www.youtube.com/watch?v=Hlyx6JGc4Z4&NR=1 (set of power point slides as a clip)

http://www.youtube.com/watch?v=cX0teReijUk&feature=related (good explanation of VARK and strategies to learn in relation to each style.)

http://www.youtube.com/watch?v=2stVs4mjbsU&feature=related (movie about multiple intelligence – visual of what each type is)

Reflect and Learn

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We need to understand the importance of recall when trying to make sense of concept of reflection. On one hand, experiences leave residual effects whereby we add to our knowledge and skill. On the other hand, lapse of time in the absence of re- presentation and practice tends to wipe out the effects of the original experience. If an original experience is vivid, striking and accompanied by intense feeling / tone, it may produce an effect upon the learner which remains throughout his life time. Mild experiences, particularly if not noted with concentrated attention, soon fade beyond voluntary recall. In teaching it is sufficient to have an understanding that both ideational and sensory-motor item may fade with lapse of time beyond the voluntary recall of the learner.

The purpose of reflection on what has been taught is to facilitate a clear, accurate grasp by the learner of the materials to be learned as a whole and to consolidate learning and understanding. It is understood that from this process recalling the information that is learned is far more likely. Learning can be characterised as the discovery of new and personal meanings which may then be related to previous knowledge and experience and by having the ability to reflect upon these experiences will only enhance learning.

To consider the conceptualisation of reflective action it is necessary to give thought to the processes and content of reflection. Schon (1983) identified two aspects to the process: reflection-in-action and reflection-on-action. He saw reflection-in-action as reflection on phenomena and on one’s spontaneous ways of thinking and acting, undertaken in the midst of action to guide further action (Schon 1987) while reflection-on-action is reflection after the event and reflection on the reflection-in-action. It is said that these processes that elevate the action of reflective professionals above those of the technical expert. For example, reflection-in action would be the consideration of the content and style of a meeting with a client during the communication. While reflection-on-action in the same case would be the reviewing of the communication at a later date and an analysis of the reasons for the action during it. The content of reflection can be viewed as comprising various areas each of which serves particular cognitive interest. The concept of cognitive interest refers to the roots and practical function of forms of knowledge and their origin. (James & Clarke, 1994)

Dewey (1933) characterised reflection as a process that enables learning from experience. He drew a distinction between ‘routine action’ and ‘reflective action’ defining the latter as the ‘active, persistent and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads’. (Dewey 1933, pp 9) Reflection is seen by Atkins & Murphy (1995) as a complex and deliberate process of thinking about and interpreting experience in order to learn from it. This is a conscious process which does not occur automatically, but is in response to experience and with a definite purpose - reflection is a highly personal process, and the outcome is a changed conceptual perspective, or learning. From critical theory and hermeneutic phenomenology point of view, Johns (1998) sees reflection as a window through which the practitioner can view and focus self within the context of her own lived experience in ways that enable her to confront, understand and work towards resolving the contradictions within her practice between the desirable and actual practice. Through the conflict of contradiction, the commitment to realise desirable work and understanding why things are as they are, the practitioner is empowered to take more appropriate action in future situation.

I understand that the relationship of thinking and doing is not a new phenomenon. It has been seen as natural process since this relationship between thinking and doing was a topic considered at great length by Aristotle who recognised the fundamental limitations of reflection when claiming that intellectual activity itself can achieve nothing, (Lauder 1993). From this I recognise that a purely cognitive or associationist view is limiting the scope of learning. I believe that cognition has to be situated in a context and in praxis to enhance learning.  Within online learning, for an individual, I recognize that the ‘learn’ and ‘review’ (Kirk 1987) as aspects of the experiential learning cycle are the focus. They are the ‘thinking’ part of the learning process. The ‘learn’ and ‘review’ part of the cycle can be carried out through artefacts online as well as a dialogue with other people. There are so many artefacts and software that allow this way of ‘thinking’ and allow the active construction of knowledge for application in practice.

Boud et al (1985) described reflection as a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations. This can be done individually or in a group. The reflection can be carried out on own practice or the practice of others. It can also be carried out on the discussions that take place within online environments. Thus I find that reflection, when taking place in an online learning experience, is not a single concept but a generic term which acts as a shorthand description for a number of important ideas and activities.

I generally advise learners to reflect so as to relate and cross reference learning, to transfer learning to different situations or contexts, to recognise what they have learnt and how, to develop and use different styles of learning, to adopt effective learning strategies and to interact with other learners from a positive prospective so that later learning can take place. In education today the learner is encouraged to develop independence of thought and action. I think that by using their reflective skills they would be able to go beyond the materials they encompass and to form their own affinity with it. Learners have to display that they understand what has been learned so profoundly that they are able to review and assess it critically for themselves. The understanding of learning here is that it is situated in practice and allows all to develop through not only reflection but by putting the reflective findings into practice. The principles of experiential learning (in my last blog) as discussed by Rogers do lend themselves to learning online. My belief of learning through reflection and use of experiential learning cycle is explored further within the social learning theories as they can be accommodated into learning within groups just as effectively as in individuals.

Some useful resources about reflection for quick understanding –

Cycle of reflection Part 1  and Part 2 - (good explanation as a film)

Purpose of Reflective practice -  (good one)

There is a link between reflection and the experiential learning theory as well as the learning styles suggested by Honey and Mumford. The following website gives you an explanation of that link -

http://www.businessballs.com/kolblearningstyles.htm

Boud, D,. Keogh, R,. and Walker, D. (1985) Reflection: Turning Experience into Learning Kogan Page, London.

Bulpitt and Martin, 2005, Learning about reflection from the student, Active Learning in Higher Education, 6(3): 207–217.

Chimera, K. D., 2006, The use of reflective journals in the promotion of reflection and learning in post-registration nursing students, Nurse Education Today,  27 (3), 192-202

Dewey, J., 1993, How we think. Henry Regney, Chicago

Gibbs, G., 1988, Learning by Doing: a guide to teaching and learning methods, Further Education Unit, Oxford Brookes University, Oxford.

Gustafsson, C., & Fagerberg, I., 2004, Reflection, the way to professional development, Journal of Clinical Nursing, 13 (3): 271 – 280.

Jasper, M., 2003, Beginning Reflective Practice – foundations in Health Care.  Nelson Thomas,  Cheltenham

Johns, C., 1995, Framing learning through reflection within Carper’s Fundamental ways of knowing in nursing, Journal of Advanced Nursing, 22: 226-234.

Schön, D. A.,1983,The Reflective Practitioner, Temple Smith, Londo.

Schön, D. A., 1987, Educating the reflective practitioner: Toward a new design for teaching and learning in the professions, Jossey-Bass, San Francisco.

Learning from experience

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Carl Roger’s (1983) experiential learning approach lends itself to using the facilitative approach to teaching as he feels, human beings are naturally curious and will learn as they see the need for it. ‘Human existence is situated within time and emerges through it, and it has been argued elsewhere that learning is a process through which the human, as opposed to the biological, being grows and develops’ (Jarvis 1992, cited by Jarvis 2000, pp.65). This means that life is about experience and that we develop and mature through the experiences and what we learn from them. Since this is the central focus in learning from experience surely if this process is used consciously learning can be focused and enhanced.

Rogers (1983) identifies the following principles of experiential learning:
• Human beings have a natural potentiality to learn. Learning does not have to be stimulated, because it is a natural human drive.
• Significant learning occurs when the learner perceives the relevance of the subject matter. A person learns what he perceives to be necessary for the maintenance or enhancement of own self.
• Learning involves a change in self-organisation and self-perception.
• Learning that threatens self-perception is more easily perceived and assimilated when external threats are at a minimum.
• Learning occurs when self is not threatened and maximised in a threat-free atmosphere.
• Much significant learning is acquired by doing, that is, through experience. When the learner chooses the goals, helps to discover learning resources, formulates problems, decides courses of action, lives with the consequences of each of these choices, then significant learning occurs.
• Learning is facilitated when the learner participates responsibly in the learning process. Learning that involves the whole learner, feeling as well as intellect, is the most lasting and pervasive kind of learning.
• Self-initiated learning involves the whole person.
• Independence, creativity and self-reliance are all facilitated when self-criticism and self-evaluation are basic. Self-criticism is to be encouraged and self evaluation should be more important than evaluation by others.
• Much socially useful learning is learning the process of learning and retaining openness to experience, so that the process of change may be incorporated into the self. (cited by Jarvis 1992)

While Rogers (1983) provides a good understanding of how individuals can learn from experience it is not easy to see how it can help us understand learning within groups. Other theorists like Kolb and Fry (1975), Schon (1983), Boud et al (1985) Gibbs (1988), explain the process of learning from experience as cyclical in nature, which entails the learner to have an experience, evaluate and reflect on the experience, learn from it and then apply the learning by experimenting. The teacher’s role here will be to facilitate the learning by guiding, questioning, clarifying and providing resources. Nunes and McPherson (2007) opine that the learning activities must be authentic activities that are embedded in realistic and relevant contexts (situated learning); and learners must be provided with the opportunity to explore multiple perspectives on an issue, by carrying out varying activities to acquire a comprehensive view of a particular concept.

                                                     Figure 1- Learning through Experience

The explanation of the process of experiential learning provides me with a better understanding of how this can be applied to learning online within a group of students as well as by individual students in the group. Though learning may begin at any point in the cycle, generally it starts with an experience, which can occur as a result of an unplanned or planned learning opportunity. This stage is called, concrete experience by Kolb and Fry (1975) or simply as ‘do’ by Kirk (1987). The individual can be actively involved in the situation or the experience or can be an observer. This means that the individual can learn not only from own experience but also from that of others. This, I think, relates directly to learning from others within the group.

The next step is related to examining the experience minutely. This relates to Schon’s (1983) explanation of reflection, where the learner attends to the feelings and attitudes related to the experience as well as the actual components of the experience. Sense has to be made of this experience so that, conclusions can be drawn, as to what was done correctly, what could be improved or changed if a similar situation arose again. This stage is called, the reflective observation by Kolb and Fry (1975) or simply ‘review’ by Kirk (1987). This reflection can also be carried out collaboratively in a group. Gibbs (1988) and Schon (1983) in their reflective cycle describe this stage in greater detail along with the skills required to reflect appropriately. The importance of this concept makes it central to the process of experiential learning and so worthy of discussion in its own right later in this section.

The learner can formulate rules and conceptualise to allow learning to take place. This is the third stage of the cycle. The understanding gained from this experience allows the learner to clarify issues that lead to a positive or negative consequence of the actions under scrutiny. This leads to learning about ways of responding to situations that will lead to more positive consequences. Kolb and Fry (1975) call this the abstract conceptualisation stage while Kirk (1987) calls it simply ‘learn’ which again can be achieved individually or by collaboration and scaffolding within a group.

The last stage in the cycle relates to trying out this new learning by using the rules and concepts in another situation also called active experimentation by Kolb and Fry (1975) or simply ‘apply’ by Kirk (1987). Since we have already stated that the process of learning according to this theory is cyclical in nature, this new experience will become a starting point for the next cycle of learning.

Experiential learning is also discussed in some depth by Jarvis (2000) as he feels it lends itself to the learner centred approach to education. I firmly believe that experiential learning and reflection are also central to learner centred approach in learning online. The emphasis on learning in the workplace through work experience has also become important in education today. When people act in a taken for granted manner, almost unconscious manner, it is still a result of prior experiences rather than just intuitive response. However, if this kind of action is not possible as their prior experience does not equip them to deal with the situation, then they have to stop and think, or plan or learn something new. Herein lies the learning from experience. This process of stopping and thinking and defining the problem is essential to learning through experience. This form of learning has become increasingly popular within facilitation of learning in the workplace. Learners’ gain theoretical understanding within the classroom but the linking of theory to practice comes from the workplace experience, by working through the experiential learning cycle. Thus learning by this process can address all the three domains – cognitive, psychomotor skills and affective, suggested by Bloom (Brockbank and McGill (1999).

Read about the Experiential Learning theory that was proposed by Kolb in 1984 and the critiques by other authors.

http://reviewing.co.uk/research/experiential.learning.htm

Motivation for studying

Why am I studying? is a question each of individual needs to ask of self. Am I studying because my parents or family demand it of me? Am I studying because the society demands that every one gets at least a basic education? Am I studying because my friends are studying? These reasons make it hard to learn because one feels one is being made to learn. This makes learning an imposition on time when you would rather be doing something else.

Am I studying because I wish to learn? Am I studying because I want to do well and succeed in my exams or job? Am I studying because I wish to follow a career and make something of myself? These are all good motivators for learning. Also if it is something you wishe to do then the process of learning can be fun and enjoyable instead of a chore to be accomplished.

The time to study is very much dependent on the subjects and the timetable you draw up for yourself. Over the years you should have learned which is the best time for you to study. Some people can study well early in the morning, while others find it had to wake up early but are bright and rearing to go in the evening and late into the night. It also depends on the environment you live in. Meal times during study also have to be strictly adhered to. It is not good to skip meals or eat snacks all the time for the body requires good nutrition, not only because it is growing (for children) and needs the nutrients but also the brain requires energy for all the studying you are doing. Also if you are hungry or thirsty you will be distracted and find it difficult to motivate yourself to study.

Sleep and rest are just as important to effective studying. For if you are physically or mentally tired you cannot concentrate on your study. If you are tired it is better to take a short nap and refresh yourself, otherwise you waste a lot of valuable time pretending to study. When you are tired and cannot remember or understand what you are studying, you may feel disheartened that your efforts are not appearing to be worthwhile. Most of the time people find sleep is never far at the end of the day, but when there is pressure of tests or examinations it can be harder to sleep. Try doing something relaxing like taking a bath, reading a storybook or watching TV or listening to music to relax you.

You can go to Mriga Online Academic Support website to get practical feedback to help you develop your assignment.

Where to study?

The learner must find somewhere to study within the home. It should be a comfortable place, with somewhere to sit and to put his books, ideally, a table and comfortable chair. The temperature of the place needs to be comfortable as well. If it is too hot then the child will feel sleepy, so allow for air to circulate by opening windows and putting on a fan. If it is cold, the child will get chilled and cannot think, so keep the windows shut, wear warm clothing, and have a hot drink. Make sure that there is good light where the child chooses to study.

For the evening when it gets dark, it might be good to have a study lamp rather than just the overhead light. Having said this, remember that circumstances can differ from house to house. Adapting to the circumstances to ensure that study is not disrupted is important. For example as a child, I used to timetable the study period during the cooler hours of the day as my exams were always during summer. The hot afternoon periods were kept for catching up with sleep as I studied early in the morning and late into the night. With power cuts it was necessary to study by candlelight. So I had a candle stand which could be used to light 5 candles. This was a lot of strain on the eyes, so make sure whatever lighting you end up with, is powerful enough to protect your eyes from strain.

It is important that others in the house know when you are going to be studying so that disturbances can be avoided. Remember that your work is stored away when you have finished. Parents can put away all our books and papers in the process of tiding up, which you have arranged in a certain manner to access information. It might be good to discuss this aspect with the parents and you can keep the corner of your study area as you want without it being tided up every time you turn your back.

Time management to enable good study habits

No matter at what stage of learning a child is at, whether in primary school or doing a degree, there is a need to learn how to manage own time and have time to learn and to have fun. Indeed it is possible to make learning fun as well. There are never enough hours in the day to do what we want to do! There are so many things we wish to do in the day. There is the time for personal hygiene, to do various tasks related to household activities, particularly for you older children as well as time for the fun things like meeting friends, playing sport, going to the cinema, watching TV etc. If we do not organise time and ensure that some time is spent in studying, then it can easily be forgotten or swept aside in the desire to do other things. So how should the child go about organising his study time?

Lets look at a fairly typical day of going to school. Waking up everyday at a set time and going to bed at a set time ensures that a child will get enough sleep, for all of us need to sleep adequately. It is the time that the body gets rid of tiredness and has time to grow and repair and renew old cells. It is the time for the brain to rest and sort out the information and memories. Children need as much as 8 - 9 hours of sleep per night. Very young children can also have a nap in the afternoon to get rest.

If a child enjoys learning in the morning because he feels fresh then some time needs to be put aside in the morning for studying. Getting washed and dressed for the day should give him time to collect his thought about what is going to be happening during the day. What classes he has that day and what books need to be taken to school and get the bag ready for school. A good breakfast is necessary for every one for it prepares the body for the activities of the day and provides with the energy.

On returning from the school, take some time to relax and do away the tiredness. Have a snack, read a storybook quietly, go out and play games with friends. Then comes the time to study. Check what homework has been given during the day. What homework needs to be handed in the next day? How much work still needs to be done? So part of the study time is spent in completing the given homework. The other part of the time is to go over the lessons taught during the day; read the class notes and the textbook for the topics covered in the day, making sure that what was done in the class is still understood. If he does not understand some aspects, he needs get help from older brothers and sisters or parents. If they are not able to help, then mark the pages in the book and ask teacher the next day.

Some of students may be going for private tuition and this is the time to do the homework or to go over the topics taught. If the learner has problems understanding, then ask the teacher at this time. By doing this the child will keep up with what is being taught in the school and homework. The practice of managing each day will also allow the child to have time to play and to study and enjoy both activities.

Watching TV! Now there is something all of us like to do. Why not look at the days viewing and see what is there that one really wants to see. Then it can be made a part of the day's timetable. This will allow the child to watch his favorite program and still study. As one grows older and gets into secondary school there are many programs on TV that can help with learning. For example there are nature programs that can help in science topics, geography topics etc. There are often school programs on TV, which again will help to learn and at the same time enjoy the process of learning.

Using computers and programs related to learning through the process of games is another tool that is good for study skills. While learning to use the computer will allow the child to learn the skills necessary for IT, it can also help to learn different subjects. There are many programs available for children of all ages to learn different subjects. Again work out with parents what one wants to learn and how the child can use the computers at home or in school to learn, and then this can be worked out in the timetable of the day. This will stop parents from scolding the child about spending so much time on the computer. If the child studies everyday of the week then he can have fun all day Sunday without feeling guilty that he should be studying. This will be the well-earned leisure time.

You can go to Mriga Online Academic Support website to get practical feedback to help you develop your assignment.

What Study Skills?

Life long learning is an increasingly discussed issue at governmental level as well as professional groups and educational institutions. "Learning is the key to prosperity - for each of us as individuals, as well as for the nation as a whole. Investment in human capital will be the foundation of success in the knowledge-based global economy of the twenty-first century. This is why the Government has put learning at the heart of its ambition. Our first policy paper addressed school standards. This Green Paper sets out for consultation how learning throughout life will build human capital by encouraging the acquisition of knowledge and skills and emphasising creativity and imagination. The fostering of an enquiring mind and the love of learning are essential to our future success..." (Blankett 1998)

There are many different ways of learning and these are all thought of under a general heading called the study skills. The learning is of different kinds. There is the learning of physical skills like catching a ball and riding a bicycle, which can be perfected with practice of the related activities, till eventually you do not even have to think for these actions become automatic. But with reference to gaining knowledge there are different kinds of skills needed to learn. Some of these relate to forming habits of study. Like setting a timetable for the study, when to sit down to study, how long to study for, when to have breaks. For concentration is not held for long periods and having short breaks can help to feel more energetic. One also needs to develop own techniques to allow one to speed up particular tasks like making notes, filing information etc.
Study skills are ever more important to learning as they help us to develop our strategies for learning. Everyone learns in the manner most comfortable to him or her. Therefore it is essential to discover how YOU learn best. These will include:
• Reading
• Literature Review
• Preparing for Lecture
• Making Notes
• Use of Concept Mapping to aid memory
• Essay Writing
• Seminar Presentations
• Projects
• Time Management
• Exam Techniques
For example, knowledge can be gained by reading and understanding as well as applying it to reality, the skills can be gained by doing and practicing while attitudes are gained by reading and understanding and observation of the society around us.

You can go to Mriga Online Academic Support website to get practical feedback to help you develop your assignment.

Study Skills

Study skills are essential to academic achievement. We should have developed these skills as we progress through school. However, most of us need to revisit and refresh our study skills as we move through the academic years. Over the next few weeks I will be blogging about improving your study skills.

I shall make use of information available online and help you work also with your skills in using the internet for academic purposes. The how to studysite provides many tips with generic skills related to supporting school children. It can be good to have a quick refresher with specific issues and enable you to help younger people in the family. There is also another generic website on study skills which is actually on a business education website but again easy to use.


The following two websites provide some basic and general information about how to develop timetable and techniques that will help you study effectively.

Study Guide
Develop effective study strategies

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You wish to improve your grades.
You wish to engage in a discussion for reflection on practice to meet the clinical supervision needs within nursing practice.

This support, that all students want from their tutors, is rapidly diminishing in the universities as the student tutor ratio increases rapidly. The tutors have many demands on their time and often are unable to support and guide students to development their assessment work. Often the guidelines provided are not adequate enough for students to work without clarifications. The students need to discuss ideas and outline of the coursework. Then they need to show drafts of the work as they proceed to develop it. And finally they would like some feedback on the overall work. This level of input from tutors is generally not possible due to their workload.

Now you can get all this help from me. I can provide that additional support and assistance that you require and fill the gaps that are left by the university.