Lookup NU author(s): Professor Vee Pollock
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Students on practice-led courses in Higher Education, particularly Universities, are typically faced with two very different learning environments – the studio and the lecture theatre – and assessments realized through deploying different skills – practice-based and written. This context creates significant challenges for all students but particularly those with Specific Learning Difficulties (SpLDs). It is recognized that creative practice disciplines attract a higher proportion of students with dyslexia than their traditional academic counterparts. Moreover, there is a pervasive rationale that such students struggle mainly with written assignments and so little attention is given across learning environments and to the impact of different modes of teaching, assessment and feedback. Accordingly, this paper seeks to investigate the experience of students on courses with both practice- and lecture-based learning, working on the hypothesis that the trend toward alternative assessment muted in the field merely addresses the ‘end product’ of learning and does not consider how students might be empowered and enabled earlier in the learning cycle. The main objective was to explore whether, within existing structures, it is possible to develop alternative strategies for learning, feedback and assessment that create an inclusive curriculum which treats individuality as a driver for developing innovative modes of teaching. Drawing on extensive empirical research – questionnaires, interviews and focus groups – with staff, students and learning support advisors, this paper considers these issues, with a particular focus on the under-researched area of practice-based learning. It argues that what is required is a rethinking of the support structures in place for all students in order to enhance learning and success. The research reveals stark differences in perception between staff and students toward the issues raised that, themselves, might prove detrimental to a students’ learning experience, and suggests modes through which this can be overcome which have the potential to reach beyond the studio environment into other disciplines. 0 0 1 322 1841 newcastle university 15 4 2159 14.0 Normal 0 false false false EN-GB JA X-NONE
Author(s): Pollock VL, Alden S
Editor(s): Charlesworth, Z.M., Cools, E., Evans, C.
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: ELSIN XVII: Individual Differences
Year of Conference: 2012
Number of Volumes: 1
Publisher: Tribun EU, Czech Republic
Library holdings: Search Newcastle University Library for this item