Interactive and interdisciplinary student work: a facilitative methodology to encourage lifelong learning

In order to support and facilitate continuous learning and a growth mindset, it isessential that students be exposed to learning opportunities that explicitly allowthem to apply and practice what they have learned. (Dweck, 2007)This paperfocuses on one such approach, taken in the My Learning Essentials skills supportprogramme developed at the University of Manchester. This programme rests on aconstructivist and collectivist approach that requires student engagement in thecreation of learning opportunities and thus encourages students to apply what theyhave learned to a wide variety of opportunities and assessments, pushing theresponse to feedback or to an identified skills gap from specific assignments toskill progression and personal development. In addition, the facilitators of suchsessions are also freed from the role of “expert” and instead act as knowledgebuilders with the rest of the group. This change removes the possibility of one“correct” answer and the assumption of eventual perfection and instead encouragesthe entire group to focus on understanding the process and progressing both withinthe session and beyond. Although there are still a number of questions to beanswered, initial feedback and investigations support the assertions that studentsengagement in the creation of such opportunities leads to a clearer understanding ofthe efficacy of the skills involved and the power of the prior knowledge of thecommunity.