‘Third generation’ conversations – A partnership approach to embedding research and learning skills development in the first year. A Practice Report
AbstractThis Practice Report offers a strategic approach to making research and learning skills explicit within the curriculum of first year core units, by enabling a systematic process of pedagogical conversations between teaching faculty, learning skills advisers and librarians. It reports on a collaborative project between staff of Monash Library and academic staff of the faculties of Business and Economics and Information Technology. It offers tools and protocols for the review and renewal of curricula and co-curricula practice within a partnership model, informed by the Research Skills Development (RSD) Framework. It takes into account teaching and learning approaches, intervention and support strategies, assessment, and feedback mechanisms. It also responds to emerging trends in higher education delivery such as blended learning and the flipped classroom model (Baker, 2000).
Aug 1, 2013
How to Cite
TAIB, Anne; HOLDEN, Julie. ‘Third generation’ conversations – A partnership approach to embedding research and learning skills development in the first year. A Practice Report. The International Journal of the First Year in Higher Education, [S.l.], v. 4, n. 2, p. 131-136, aug. 2013. ISSN 1838-2959. Available at: <http://fyhejournal.com/article/view/178>. Date accessed: 16 aug. 2018. doi: https://doi.org/10.5204/intjfyhe.v4i2.178.
learning skills, academic literacy, assessment and feedback, blended learning
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