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The 'Methods' task is interesting and useful. What's particularly good about it is that you learn about strategies even without having heard about them before, and then get to check your understanding in the subsequent pages.

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The 'Methods' task is interesting and useful. What's particularly good about it is that you learn about strategies even without having heard about them before, and then get to check your understanding in the subsequent pages.

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The pre- and post- test design with 1 hour workshops is not really meaningful - it's only about students' hypothetical perceptions but not practical use of learning strategies. Maybe a longitudinal study seeing how workshops impact students' learning over time or a comparative study between 1st and 4th year students' learning strategies would give some more realistic insights

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I couldn't understand the priority task, as I think that the priority should be personal while here you are checking for correctness.

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I couldn't understand the priority task, as I think that the priority should be personal while here you are checking for correctness.

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It makes sense to include some course content on learning how to learn for this course at the beginning of most 1st year courses

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I liked that it showed students they have other options besides the traditional study methods they're used to.

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I liked that it showed students they have other options besides the traditional study methods they're used to.

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Wording the cards well to encourage careful reading 

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Wording the cards well to encourage careful reading 

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Some of the definitions on the cards used the name of the method in the first sentence, so it was easy to quickly sort them into the correct category without reading or thinking about the definition.

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It would be useful for personal tutors (while this role still exists!) to use the activities with their tutees as part of their second meeting before the exams. 

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It would be useful for personal tutors (while this role still exists!) to use the activities with their tutees as part of their second meeting before the exams. 

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Prioritising learning strategies for different scenarios seems particularly useful for suggesting to students how they might prepare for upcoming course assignments

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Very useful and well put together. I wonder if the students were given an introduction on learning methods or if they had only to infer what the learning methods were by matching the squares

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Very useful and well put together. I wonder if the students were given an introduction on learning methods or if they had only to infer what the learning methods were by matching the squares

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I really liked that you revisited each of the concepts several times with definitions, examples etc, which seemed to be modelling the idea of revisiting topics over time to embed learning.

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It would be interesting to get students to choose a couple of strategies to try over a semester, and then have another workshop with them in which they reflect on their experience. This would also be a good opportunity to conduct another questionnaire on the impact.

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It would be interesting to get students to choose a couple of strategies to try over a semester, and then have another workshop with them in which they reflect on their experience. This would also be a good opportunity to conduct another questionnaire on the impact.

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Students who learn in similar ways might want to get together to learn in groups. Particularly relevant to group work projects.

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I would be curious to know how students engage with some of these methods. Would it be good to first ask them to come up with some points before introducing them to the definitions so they can engage with them on a deeper level?

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I would be curious to know how students engage with some of these methods. Would it be good to first ask them to come up with some points before introducing them to the definitions so they can engage with them on a deeper level?

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Help lecturers think about integrating these techniques into courses

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Help lecturers think about integrating these techniques into courses

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Some of these methods - e.g., the little and often revision and student-created questions would be good (better?) as something that's incorporated into teaching.  I can imagine not that many students get round to doing this themselves, but would if it was part of their course.

These could even be incentivised - e.g., I was talking to someone who had creating questions as part of assessment, and the best questions then became part of later assessment.

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A link to definitions of the terms used within the resource would be helpful

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Offering students some case studies from others using these methods would be useful to make them more tangible.

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Offering students some case studies from others using these methods would be useful to make them more tangible.

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It would be great to share these resources under open licence!

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Importance of staff underlining importance of concepts

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Importance of staff underlining importance of concepts

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We thought it would be most powerful if staff and students were involved in helping students to understand these concepts in the first place - so that both students and staff are both amplifying the importance of these approaches.