The main reason I have been focusing my blog on describing my learning and teaching activities lately, was that in part one of the PG Certificate in Learning and Teaching in Higher Education, I was told that I assume too much in writing about my learning and teaching strategies. So forcing myself to put it ‘all out there’ is an exercise in preventing assumptions.
The reason for this particular post is that, when participating in the Learning and Teaching Showcase with the above poster, someone asked me, if the strategies I used were transferable to other disciplines and students. My internal initial reaction was: ‘Duh! Obviously.’ Luckily the ‘thinking thoughts’ did not turn into ‘speaking thoughts’. However, I had to reconsider:
How could that simple and, to me, obvious message have gotten lost in translation? Will I have to amend my poster? Why is it not clear, that the form is transferable? Yes, learning-content might need some adapting, but the form, the principles of all my learning and teaching strategies are transferable, flexible and adaptable. I hope this is something that I communicate in writing these blog posts, if not let me know.
Adventures in Academic Development 
Many researchers have agreed with the importance of self-regulated learning for students at all academic levels, and remember, self-regulation can be taught, learned and controlled. In fact, Zimmerman (1989, 1990), an expert in this area, has found evidence of many different types of self-regulation that are explained later in this module. In Zimmerman’s studies, successful students report that the use of self-regulated learning strategies accounted for most of their success in school!
LikeLike