In 2007, the Student Equity and Talent Management Unit (SETMU) at the University of the Witwatersrand (Wits) initiated a programme called the Targeting Talent Programme (TTP). One of the objectives of the TTP is to equip students to be successful at university. The first cohort of students consisted of 270 talented Grade 9 students from disadvantaged rural and urban schools. They were identified at the end of 2006, and they attended enrichment sessions at the University during 2007, 2008 and 2009. Thirty seven of the students enrolled for Engineering at Wits in 2010. They were given no further assistance by the TTP. The TTP based the planning of its curriculum on the Competencies identified by the Programme for International Student Assessment (PISA). The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life, hence the TTP attempted to incorporate the PISA Competencies in their curriculum in order to equip students for tertiary education. Habits of Mind identified by Cuoco and others were also used in planning the TTP curriculum in order to equip students with thinking skills. The TTP was successful in helping students to achieve university entrance, but there is a need to investigate to what extent the three year intervention program enables the students to succeed at university. This report focuses on the 37 students who enrolled for Engineering at Wits in 2010. They are compared to a sample of 37 students from the 2010 cohort who did not attend the TTP. The sample of non-TTP students was chosen by matching the National Senior Certificate Mathematics and Science marks obtained by the ex-TTP students as closely as possible. Thus two samples with an almost identical initial academic profile were created. One of the differences between the samples is that the ex-TTP students had had input which was aimed at equipping them to attain university entrance and to succeed there, whereas the other students had had no such formal assistance. The ex-TTP students were also compared with the cohort as a whole. This report shows that 16 of the 37 students (43%) passed the Mathematics, Mechanics and Physics courses that they were enrolled for. It also shows that the ex-TTP students scored lower on average than the non-TTP students and the cohort, for the Mathematics, Physics and Mechanics courses that they were enrolled for. Interviews with 9 of the ex-TTP students show that they did not consciously transfer study techniques from the TTP to university. The TTP was thus only partially successful in its objective of enabling students to be successful at university.

Syftet med arbetet är att presentera en handlingsplan för lärare som vill använda sig av studieteknik i historieundervisningen. Genom att sammanväva teorier om inlärning, utveckling, studieteknik, historiemedvetande, identitet, lärobokstexter, minnet och hjärnan presenteras dels en förberedande handlingsplan dels en utförande handlingsplan. I den förberedande handlingsplanen är målet att eleverna skall bli effektiva i sitt användande av studieteknik. Detta för att eleverna sedan genom den utförande handlingsplanen skall kunna utnyttja studieteknik för att öka sin inlärning och förståelse i ämnet historia. / The purpose for this essay is to present a plan for the teacher who wishes to utilize study techniques in the education of history. By combining theories of learning, development, study techniques, historical consciousness, identity, class book-texts, memory and mind we present both a preparative and a performing plan. The preparative plan aims to increase the efficiency in the students’ use of study techniques. Through the performing plan, the students shall be able to increase their learning and understanding of history with the usage of study techniques.

Artificiell intelligens (AI) utvecklas inom bland annat utbildning och teknikens roll inom lärosäten diskuteras i stor utsträckning. AI och dess förmåga besitter möjlighet att leda till innovationer inom lärande och om AI används till sin fulla potential har tekniken förmåga att förstärka människans intelligens. Tidigare forskning fokuserar dock till stor del på tekniska aspekter av AI inom utbildning och det existerar en avsaknad av kunskap rörande hur tekniken faktiskt upplevs och används i praktiken av studenter. Det är nödvändigt att vidare forskning skiftar fokus och undersöker hur de egenskaper AI besitter skiljer sig från traditionella digitala verktyg och hur tekniken kan skapa värde för studenter inom studier. Denna studie ämnar därför att genom en kvalitativ metodansats undersöka hur AI som studieverktyg kan främja studenters studieteknik. Studien bestod av semistrukturerade intervjuer med studenter som testat eller använder AI inom sina studier och resulterade i sju designutmaningar. Designutmaningarna belyser avgörande aspekter av hur AI kan främja studenters studieteknik utifrån de upplevelser och behov studenter uttrycker. / Artificial intelligence (AI) is being developed in various fields, including education, and the role of technology in academic institutions is being widely discussed. AI and its capabilities have the potential to lead to innovations in learning and if AI is used to its full potential, the technology can augment human intelligence. Previous research has focused on the technical aspects of AI in education, and little is known about how the technology is experienced and used in practice by students. It is necessary that further research shifts the focus and investigate how the unique characteristics of AI differ from traditional digital tools and how the technology can create value for students in their studies. This study therefore aims to investigate, through a qualitative methodological approach, how AI as a study tool can promote students' study techniques. The study consisted of semi-structured interviews with students who tested or use AI within their studies and resulted in seven design challenges. The design challenges highlight critical aspects of how AI can promote students' study techniques based on the experiences and needs expressed by students.

Till följd av den enorma digitalisering av både samhälle och skolväsendet som skett sedan 90-talet är det allt större konkurrens om individens uppmärksamhet och impulskontroll. En till synes ökande trend i bristande koncentrationsförmåga uppmärksammas nu inom utbildnings-väsende och forskning. Arbetets syfte är att finna, utveckla, sammanställa och testa enkla studietekniska metoder som elever i studieförberedande program kan använda för att öka andelen produktiv tid vid självstudier, till den grad eleven själv önskar att uppnå. I första hand bör de studietekniska metoderna vara relativt lätta för eleverna att komma ihåg.  I studiens första led undersöktes lärarnas uppfattning av vilka studietekniska metoder och lösningar som potentiellt har positiv inverkan på elevernas framgång och studieförmåga.  De identifierade studieteknikerna; Pomodoro och Do Not Disturb-läge, lärdes därefter ut på gymnasiets teknik-, naturvetenskapliga- och International Baccalaureate-program, och elevernas uppfattning av dessa mättes kvantitativt och jämfördes med univariatanalys. Som resultat uppdagades och analyserades relativ elevnöjdhet med studieteknikerna. / As a result of the considerable digitization of society and school systems that has been occurring since the 90s, the competition for people’s attention and impulse control has become fierce. An apparently increasing trend in lackluster abilities to concentrate is now under observation in education and research. The purpose of this work is to find and test recognized study techniques for high-school students in university-preparatory programs. Techniques they are able to use during their times of self-study, to keep from getting distracted by their digital devices. The first section of this study investigates which study techniques teachers consider to have a potentially positive effect on student success.   The identified study-techniques Pomodoro and Do Not Disturb-mode were subsequently taught in a high-school’s technology, natural science- and International Baccalaureate programs, and students’ appreciation of these underwent quantitative measurements using univariate analysis. Some student satisfaction with either study technique was found and analyzed.