Learning from students about
diversity in their experience of
engagement with learning
Neurodiversity and Learning
(and recent graduate)
Inclusive education relies on understanding what effective engagement with learning means for each individual. This research project at the University of Cambridge Faculty of Education is using a new self-report measure of engagement with learning activities. The new quick, easy, flexible and intuitive research tool will help transform our understanding of students’ experience of their learning activities and help support inclusive teaching and learning in universities, colleges and schools.
Understanding neurodiversity and engagement is at the heart of this project. The study is currently open to all UK undergraduate students to share their experiences of learning activities. We’re particularly interested in hearing from autistic students and those with ADHD or anxiety.
Latest from the Project Blog
Autistic students, students with ADHD and those with anxiety experience lower engagement with pre-recorded lectures but for different reasons.
If you were one of the students who took part in the online survey, you may have wondered why we needed so many words to describe your engagement with learning activities! Why so many words? The answer lies in seeing the subtle differences that are often hidden within a broad concept such as ‘engagement’. TheContinue reading “Why do we need so many words to measure engagement?”
“It’s all about being different” In the Great British Bake Off, contestant Lizzie created an amazing cake that celebrated difference and was inspired by her experience of ADHD and dyslexia. In describing the cake, she explained “it’s all about being different” – expressed through a different way of using colour, pattern, texture. Importantly, it makesContinue reading “When does inspiration for education research come in cake form?”