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Emma A. Foster and Laura J. ShepherdUniversity of Birmingham, UK
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‘[W]e are committed to enabling all our students to profit from a culture of learning, aligned with our research ethos, which is based upon critical enquiry, debate and self-motivation’
University of Birmingham, 2010
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[H]e was convinced that as a teacher he should:
enter a unified or integrated relationship with each learner, as what he chose to call a congruent person;
demonstrate an unconditional positive regard for the learner, accepting each one and caring for them as a separate person;
experience an empathetic understanding of the learner’s world, as seen from the inside.
(Rogers cited in Cowan 1998: 143, emphasis in original)
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Conducted over the course of the academic year 2009-10.
Three aims: To investigate whether current feedback
mechanisms are meeting the needs of the students;
To investigate whether current feedback mechanisms are facilitating deep learning and effective learning strategies; and
To investigate whether current feedback mechanisms can usefully be revised to better meet the needs of student learners.
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This paper focuses on the methodology of the project, specifically engaging with the processes and politics of undertaking student-centred, student-led research.
1.The context of the research design2.How and why was the project student-
centred/student-led?3.(Tentative) conclusions
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Deep learning Student satisfaction Employability
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Re-presenting the student voice
3-tiered research rather than triangulation
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Desirability Bolsters the ‘student voice’ in educational research ‘…closes the feedback loop’ Facilitates deep learning and promotes key skills Improves employability
Potential Problems Funding Insider/Outsider research ethics Rigour
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Teaching, in my estimation, is a vastly over-rated function. … So now, it is with some relief that I turn to an activity, a purpose, which really warms me – the facilitation of learning. When I have been able to transform a group – and here I mean all the members of a group, myself included – into a community of learners, then the excitement has been almost beyond belief. To free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognize that everything is in process of change – here is an experience I can never forget.
(Carl Rogers 1993[1967]: 228-9)