Originally published to eBridge on Wednesday 26 October 2011
Reading through the coursebook is triggering some strong thoughts about a project that one of my colleagues at work has approached me for advice with. She is looking to put together a series of e-learning modules for distribution to our centres that students can take in their own time, and I'm presuming that these would be designed to be sat in isolation. There's a nagging doubt that's been clawing at the back of my mind about this, and I've realised that it's not just the ambitious time-scales that have been drawn up. Why? The subject is exam stress.
There's nothing more isolating, and damaging, than exam stress. Whether exams are the sole cause of our distress, or the proverbial straw that broke the camel's back, by the time we're actually suffering it's too late for a prescribed course to have any real effect. If we don't already have a support network in place, the problem will just gnaw away at us, potentially with disastrous results. Learning activities should take place between learners, so I'm planning to go and meet my colleague with a slightly different agenda to one that I might routinely have done. More of this to come...
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