Learning Well

The Learning Well framework has been designed as a whole-institution approach to fostering student wellbeing and inclusion, through embedding key learning with the curriculum, and offers learning and teaching resources to further these aims. Supporting the Principles of Blended Learning, the framework and resources promote teaching and learning which is accessible, inclusive, supportive, partnership-centred and aspirational.

Learning Well is a set of ready-made learning resources and activities which can be incorporated into blended learning courses in order to:

foster student wellbeing, belonging and learning mindsets
build mutually supportive and inclusive learning communities
promote opportunities for dialogue, partnership and co-construction

The Learning Well learning resources and activities introduce students to the 5 principles of the Student Charter as a scaffold for introducing mindsets, strategies and practices that support these aims. The approach provides a foundation for enlisting students as collaborators in constructing a more inclusive curriculum and learning environment, and a structured learning pathway to support student leadership and co-creation leading to recognition through the Active Change Leader award.

Learning Well promotes emotional literacy as the foundation for successful learning. Specifically, it promotes the development of a compassionate mindset towards self and others, recognising the role of emotions and emotion regulation in successful learning, and the particular importance of supportive connections and a sense of belonging for better facing learning challenges, recognising, acknowledging and valuing a diversity of voices and participating in communities of learning.

An overview of Learning Well (Wellbeing for Learning) principles and current resources can be found below. This includes the Student Leadership framework and opportunities for current student Welcome Ambassadors to play a role in supporting new students.

The following learning resources are under development in a connected format:

Learning Well module in web-based transition course.
Learning Well Moodle course and activities.
Student leadership course.

Transitions module

A module within the open access web-based Transition to Blended Learning course, with independent online learning activities :

Introducing Learning Well through the Emotion Regulation for Learning animation.
Recognising the emotional impact of transitions, and in particular the possible ‘culture shock’ when engaging with many things which may be new and unfamiliar.
Applying the 3-systems model to start to develop personalised strategies for managing transitions and common learning challenges.
Focusing on personal values and identity as the compass for personalising these strategies and the foundation for connection within the learning community.
Introducing the Portsmouth 5 Ways to Wellbeing and the Student Charter as the basis for students to enter a welcoming learning community, including key issues such as consent.
Promoting links with existing students via the Welcome Ambassador programme
Engaging with a personalised learning resource map for identifying values, strengths, challenges and supportive connections, with signposting to services and further resources.

Emotion Regulation for Learning animation

Learning Well course

The Learning Well course will be set up as a course within the Moodle course template to support induction and personal tutoring sessions, with suggestions for how this learning can be reinforced within regular small group teaching sessions. The key recommendations for engagement with the Learning Well framework to support blended learning are use of the personalised learning resource map and assigning students to a ‘key group’ for mutual peer support (see ‘Supportive’ page for more details).

The course/resources include Moodle books containing key input and activities, outlines for group discussion activities, and further reading/extension activity which the student can complete to consolidate learning via the student leadership and co-creation pathway. The activities are also available as stand-alone resources which can be embedded within your own course materials. The course consists of:

Consolidation of learning from the transitions course (with adaptations relevant to relevant course level) with a focus on engagement with the personalised learning resource map.
Development of key wellbeing and inclusion strategies and practices linked to the 5 Ways to Wellbeing and 5 principles of the Student Charter: Support, Community, Opportunity, Respect and Education.
Group discussion activities for developing basic peer support and community-building strategies and practices.
Extension materials to support deeper equality, diversity and inclusion competence and leadership, as the basis for independent extracurricular activity as well as further curriculum-based staff student partnership and co-construction.

Although the resources are collated within this course format, they are designed to be flexible and can be embedded alongside the main curriculum in whatever way works best for the particular course. Consultation and support is available from DCQE staff if needed.

Student leadership and Active Change Leader award

The extension materials include short assessment activities which allow students to gain recognition for their Learning Well learning by mapping on to the Speak UP Step UP student leadership learning pathway.

Leadership in this context is defined as being a role model and making an active contribution to the learning community, and does not just refer to identified roles or positions. It therefore includes participation in a variety of learning partnership activities, which could include development of bespoke peer support/mentoring roles.

The Speak UP Step UP Leadership pathway can also be completed by students independently, to support their extracurricular leadership and self-development activities. Current Welcome Ambassadors could play a role in co-creating peer support in the course, school or Faculty context to support development of community and connection.

The course consists of 4 modules:

Giving and Getting Respect: Based on the Student Charter and corresponds with the extension materials in the Learning Well Moodle course. Introduces bystander intervention as a key component of being a role model and informal leader. Completion of the extension activities and assessments allows students to make the Welcome Ambassador pledge to be a role model in upholding the values of the Student Charter and playing an active part in building a welcoming and inclusive learning community. This includes sharing their own experiences of facing and overcoming learning challenges, to serve as inspiration for others.

Supporting Others & Resolving Conflict: Corresponds with further materials covered in the Learning Well Moodle course, covering skills for effective team work and peer support. With a focus on setting appropriate boundaries and recognising the appropriate limits of responsibility, completion underpins the collaborative development of formal peer support/mentoring or other leadership positions.

Building Inclusive Communities: Follows completion of modules 1 and 2. Covers topics and skills for actively promoting diverse, welcoming communities and a sense of belonging, including understanding and challenging prejudice, discrimination and hate. Provides online and discussion-based activities to deepen leadership skills and support student co-construction for decolonising the curriculum and other partnership approaches to inclusive teaching and learning.
Completion provides the basis for making the Speak UP Step UP Champion pledge which includes commitment to a specific co-creation/leadership project.

Promoting consensual relationships: Follows completion of modules 1 and 2. Covers topics and skills for actively promoting a culture of respectful and consensual relationships, including recognising and tackling relationship abuse and sexual harassment or misconduct. Provides online and discussion-based activities to deepen leadership skills and support student co-construction for equality and diversity competence and other partnership approaches to inclusive teaching and learning. Completion provides the basis for making the Speak UP Step UP Champion pledge, which includes commitment to a specific co-creation/leadership project.

Following completion of Module 1, students maintain a ‘leadership portfolio’ of all their co-creation and informal and formal leadership activity. This and completion of the further learning contributes towards recognition via the Active Change Leader award.

Resources

Learning & Leading to Make a Difference module (Moodle)- Please note: this is only available to students who register on the module - staff however can use the resources to embed the approach
Learning Well Self-Study Site (Moodle)
Student Wellbeing Services - Learning Well (MyPort) - Overview of the Learning Well approach

Further wellbeing and learning resources