The IDEALL approach to Learning Development: a model for fostering improved literacy and learning outcomes for students
The IDEALL approach to Learning Development: a model for fostering improved literacy and learning outcomes for students
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IDEALL 学习发展方法：培养学生提高读写能力和学习成果的模型
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发表时间：
1998
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通讯作者：
Alisa Percy
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作者：
J. Skillen;M. Merten;Neil Trivett;Alisa Percy
提出了一种采用发展性方法帮助学生过渡到大学教育的模式。这种英语语言和学术素养与学习的综合发展（IDEALL）模式认识到，所有学生都需要为新环境发展新的或更复杂的学术技能，而帮助学生的最有效方式是在课程中整合通用和学科特定学术技能的教学。该模式围绕学科和学习发展学者之间的合作，制作适合课程需要的学习材料，并提供以学科为基础的讲习班，由学科和学习发展单位的工作人员团队授课。介绍了IDEALL方法的两个案例研究的数据。一个案例描述了IDEALL方法在管理学导论课程中的应用，另一个案例描述了大约350名学生在生物学导论课程中采用的方法。这些研究的数据表明，该模型可以显著提高学生的学习成果。（包含8个参考文献。）道防线 ) ******************************************************************************** * 复制品EDRS是最好的,可以提供的* *从原始文档。* ******************************************************************************** IDEALL学习方式发展:培养提高学生读写能力和学习成果的模型Jan Ski lleri Margaret Merten Neil Trivett Alisa Percy美国教育部教育研究和改进办公室教育资源信息中心（ERIC）已授予复制和传播本材料的许可本文件已从原始个人或组织处获得复制。为了提高复制质量，已经做了一些小改动。本文件中陈述的观点或意见不一定代表OERI的官方立场或政策。本文是为1998年12月澳大利亚教育研究协会年会准备的。Jan Skil len, Margaret Merten, Neil Trivett & Alisa Percy，伍伦贡大学摘要当今高等教育中越来越被接受的观点是，进入大学一年级的不同学生群体需要从以前的教育背景过渡到高等教育背景的过程的支持。虽然学习中心最初是为了帮助这种过渡而建立的，但它们提供的支持是有限的：它是在“修复”那些被诊断为需要“帮助”的学生（无论是他们自己还是他们的讲师）的意义上的补救性的；这是不公平的，只帮助了很小一部分学生；它是通用的，因为学习支持是在外面提供的。正在研究的学科。一种帮助学生完成过渡过程的新模式，我们称之为‘IDEAL’方法，它采用的不是补救性的方法，而是发展性的方法。”它认识到，所有学生都需要发展新的或更复杂的学术技能，以适应他们的新环境，而帮助学生的最有效方式是在课程中整合通用和特定学科的学术技能教学。该模式围绕学科和学习发展学者之间的合作，制作适合课程需要的学习材料和/或提供以学科为基础的讲习班，由学科和学习发展单位的工作人员团队授课。本文将详细介绍这种学习发展的IDEALL方法（英语语言和学术素养与学习的综合发展），并将介绍两个整合案例研究的数据（在两个非常不同的学科中），这些案例研究表明这种模式可以大大提高学生的学习成果。在高等教育领域，一个越来越被接受的观点是，在大学一年级阶段进入大学的不同学生群体需要从以前的教育背景过渡到高等教育背景的过程中得到支持。虽然学习中心最初是为了帮助这种过渡而建立的，但它们提供的支持是有限的：它是在“修复”那些被诊断为需要“帮助”的学生（无论是他们自己还是他们的讲师）的意义上的补救性的；这是不公平的，只帮助了很小一部分学生；它是通用的，因为学习支持是在外面提供的。正在研究的学科。一种帮助学生完成过渡过程的新模式，我们称之为‘IDEAL’方法，它采用的不是补救性的方法，而是发展性的方法。”它认识到，所有学生都需要发展新的或更复杂的学术技能，以适应他们的新环境，而帮助学生的最有效方式是在课程中整合通用和特定学科的学术技能教学。该模式围绕学科和学习发展学者之间的合作，制作适合课程需要的学习材料和/或提供以学科为基础的讲习班，由学科和学习发展单位的工作人员团队授课。本文将详细介绍这种学习发展的IDEALL方法（英语语言和学术素养与学习的综合发展），并将介绍两个整合案例研究的数据（在两个非常不同的学科中），这些案例研究表明这种模式可以大大提高学生的学习成果。在过去的20年里，澳大利亚的大学越来越认识到有必要为从中学到高等教育的学生提供更全面、更系统的学习发展。以前，存在一种“什么都不做”的方法，要求学生通过“渗透”过程获得其学科领域的识字实践和惯例（Baldauf, 1996）。这种“沉沦或游泳”的模式或方法（Skillen & Mahony, 1997）意味着许多学生没有充分发挥他们的学术潜力。后来的学习发展模式是建立学习中心，以帮助学生在一般学术技能方面过渡。然而，这种方法是有限的。它针对的是学生潜力较低的学生，本质上是明显的补救性和一般性的，而且效率低下和不公平。针对这些限制，在20世纪90年代末开发了一种新的“综合”方法。这种方法认识到，在特定学科的背景下提供学习发展是更有效和相关的（Merten, Murray & Quinlan, 1995）。虽然这种办法比补救和一般办法有了很大的改进，但它往往仍然是以相当零碎和一般的方式运作，工作人员发展的机会很少。本文将简要概述这些以前的模型，并将概述学习发展的IDEALL模型，这是一种建立和扩展以前模型的新方法
A model of assisting students in the transition to university education is presented that takes a developmental approach. This Integrated Development of English Language and Academic Literacy and Learning (IDEALL) model recognizes that all students need to develop new or more sophisticated academic skills for the new environment and that the most effective way of assisting students is to integrate instruction in both generic and discipline-specific academic skills inside the curriculum. The model revolves around collaboration between discipline and learning developmental academics in the production of learning materials tailored to the needs of the curriculum and the provision of subject-based workshops that are team taught by staff from the discipline and the learning development unit. Data from two case studies of the IDEALL approach are presented. One case describes the use of the IDEALL approach in an Introduction to Management course, and the other describes the approach taken with approximately 350 students in an introductory biology course. Data from these studies suggest that the model can increase the learning outcomes achieved by students substantially. (Contains 8 references.) (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The IDEALL Approach to Learning Development: A Model for Fostering Improved Literacy and Learning Outcomes for Students Jan Ski lleri Margaret Merten Neil Trivett Alisa Percy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) glThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. This paper is prepared for the: Annual Meeting of the Australian Association for Research in Education December 1998 2 BEST COPY AVAILABLE The IDEALL approach to Learning Development: a model for fostering improved literacy and learning outcomes for students Jan Skil len, Margaret Merten, Neil Trivett & Alisa Percy, University of Wollongong Abstract An increasingly accepted viewpoint in tertiary education today is that the diverse student population entering university at first year level requires support with the transition process from previous education contexts to that of tertiary education. While Learning Centres were initially developed to assist that transition, the support they offered was limited: it was remedial in the sense of 'fixing-up' the students who were diagnosed (either by themselves or their lecturers) as needing 'help'; it was inequitable, assisting only a very small proportion of the students population; and it was_generic in that the learning support was offered outside. of the disciplines being studied. A newer model of assisting students with the transition process, which we call the 'IDEAL' approach, takes a less remedial, more developmental approach.' It recognises that all students will need to develop new or more sophisticated academic skills suitable for their new environment and that the most effective way of assisting students is to integrate instruction in both generic and discipline-specific academic skills inside the curriculum. The model revolves around collaboration between discipline and learning development academics in the production of learning materials tailored to the needs of the curriculum and/or the provision of subject-based workshops that are team taught by staff from the discipline and the learning development unit. This paper will detail this IDEALL approach to learning development (Integrated Development of English language and Academic Literacy and Learning) and will present data from two case studies of integration (in two very different disciplines) which suggest that this model can substantially increase the learning outcomes achieved by students.An increasingly accepted viewpoint in tertiary education today is that the diverse student population entering university at first year level requires support with the transition process from previous education contexts to that of tertiary education. While Learning Centres were initially developed to assist that transition, the support they offered was limited: it was remedial in the sense of 'fixing-up' the students who were diagnosed (either by themselves or their lecturers) as needing 'help'; it was inequitable, assisting only a very small proportion of the students population; and it was_generic in that the learning support was offered outside. of the disciplines being studied. A newer model of assisting students with the transition process, which we call the 'IDEAL' approach, takes a less remedial, more developmental approach.' It recognises that all students will need to develop new or more sophisticated academic skills suitable for their new environment and that the most effective way of assisting students is to integrate instruction in both generic and discipline-specific academic skills inside the curriculum. The model revolves around collaboration between discipline and learning development academics in the production of learning materials tailored to the needs of the curriculum and/or the provision of subject-based workshops that are team taught by staff from the discipline and the learning development unit. This paper will detail this IDEALL approach to learning development (Integrated Development of English language and Academic Literacy and Learning) and will present data from two case studies of integration (in two very different disciplines) which suggest that this model can substantially increase the learning outcomes achieved by students. Introduction Over the past 20 years, Australian universities have increasingly recognised the need to offer more comprehensive and systematic learning development to students in their transition from secondary to tertiary education. Previously, a 'do nothing' approach existed which required students to acquire the literacy practices and conventions of their discipline areas through a process of 'osmosis' (Baldauf, 1996). This 'sink or swim model or approach (Skillen & Mahony, 1997) meant that many students did not operate at their full academic potential. A later model of learning development was to establish Learning Centres to assist students' transition in terms of generic academic skills. This approach, however, was limited. It targeted students in the lower range of student potential and was distinctly remedial and generic in nature, and inefficient and inequitable, as well. In response to these limitations, a new 'integrated' approach was developed in the late 1990s. This approach recognised that learning development was more effective and relevant when offered within discipline-specific contexts (Merten, Murray & Quinlan, 1995). While this approach was a great improvement on the remedial and generic approach, it often still operated in a fairly piece-meal and generic way and contained little opportunities for staff development. This paper will give a brief overview of these previous models and will outline the IDEALL model of learning development, a newer approach that builds on and extends previous models