•18 May 2020, 20:27•Edited by Nigel Gibson on 19 May 2020, 12:04
Section 4, Activity 7
This thread is for section 4, activity 7
What challenges motivate you to help our students?
Pick one of the modules discussed briefly over section 4 and consider how you would address the challenges described.
Also comment on some other ideas posted. How do you think the students would respond to the proposed help?
These are examples of the types of posts we might expect to see:
"I might support a project student by listening carefully to their idea, and mapping this to my own experience."
"How long may this project take, what are the opportunities for the student to learn new things, what are the key difficulties in this area of work? I would use this information to prompt discussions with the student so they discover this information for themselves, but in such a way that they feel supported and avoid going down dead end routes."
Use the "Reply" button below to contribute to this discussion.
I would first want the student to consider how much time would be involved in completing the project, is it pitched at a realistic level with suitable resources and information available to investigate and complete it.
I would also prompt the student to think about what ae the likely issues that could endanger the completion or quality of the work.
I would also ask the student to ensure a broad view of the impacts were taken, would the implementation impact other systems or have any privacy, legal or environmental impacts? Are there an legal/consent matters to resole first such as with the use of data?
I think this is helpful, as it might be difficult for a student to know if there is enough scope in their idea, or if it needs to be narrowed down. It's also a good idea to question whether they have thought of interrelated issues.
In the past I have supported projects by listening to the interests of the students and then working with them to find a project that is both achievable in the time allocated, but also will keep the student interested. A loss of interest often means that the porject doesn't get completed or that the project becomes difficult to finish. I find that coaching models are often a good way of supporting students through a project.
Within a module, some brainstorming / mind-mapping group activities could be a fun, peer supported way to tease out and analyse project ideas. For example in Intro to Computing & IT (TM112), if exploring Cyber Security, it would demonstrate the vast possibilities. In smaller groups, students could breakdown the best ideas into a potential report structure and demonstrate/communicate this to others in the form of an algorithm.
Later on, support would become more individualised and you may be helping with time management, the layout / citation rules etc of report writing. It might also be necessary to adjust projects mid-way, should they need narrower focus, wider scope or to ensure innovation.
I would talk to the student to get an idea of what type of reports they have written in the past. Depending on their experience, I would provide the support to get up to speed to university level.
Listening to their ideas is very important in my view. There we talk about the resources available, always limiting the project outcome. I like to explain with real work examples how projects can shape.