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  • 1. Making transitions from academic literacy to professional literacy: the nexus of the practical and the theoretical.
  • 2. PEPE INC 2008
    • Jan Millwater ( Dr.)
    • President, PEPE INC . Journal Editor.
    • Faculty of Education Queensland University of Technology KELVIN GROVE  Q  4059
    • Brisbane ( temperature 29 degrees C) Australia.
  • 3. Transitions Learning and Employability
    • I wish to acknowledge the work contributed by the QUT team- Professor Peter Taylor-ED,
    • Dr Robyn Nash- Health,
    • Deidre Seeto - MD,
    • Melinda Service- Health,
    • Christy Collis &, Shaaron Boughen - Creative Industries.
  • 4. Key words
    • Transitions
    • tertiary literacy
    • graduate attributes
    • graduate capabilities
    • employability skills
    • transferable skills
    • lifelong learning.
    • professional literacy
  • 5. Methodology
    • literature search into government and university reports on university/employers needs with regard to employability
    • interviews with staff (especially course leaders and coordinators)
    • students in focus groups
    • an analysis of reports from final year students in capstone units (Internships and the Education Faculty Stepping Out Conference)
    • case studies of exemplary teaching and learning events and strategies
    • our own stories/experiences.
  • 6. Conceptual framework
    • Department of Education Science and Training, 2006 ;
    • Business Industry and Higher Education Collaboration Council, 2007;
    • Watts, 2006;
    • Yorke & Knight, 2006;
    • Washer, 2007;
    • Association of Graduate Careers Advisory Services, 2005.
  • 7. Transitions Learning
    • students’ sense of themselves, as individuals and as learners
    • the sense-of-self that students are challenged to re-construct in order to achieve transition
    • Commitment to change
  • 8. Transition phases over time. Taylor, P. G., Millwater, J., & Nash, R. (2007). Talking about transitions: the value of a conceptual approach (p. 3).
  • 9. Employabilty
    • assumes the ability to effectively apply knowledge and a range of skills which workers need to enter and continue to use effectively within work environments.
    • is contained within graduate attributes of the individual
    • should not be confused with simply getting employment
  • 10. Graduate Attributes
    • the qualities, skills and understandings a university community agrees its students would desirably develop during their time at the institutions (Bowden, Hart, King, Trigwell, & Watts, 2000)
    • shape the contribution they are able to make to their profession and as well as a citizen…
  • 11. Graduate capabilities
    • equivalent to employability skills and are generic across the university
    • generic to a whole range of life and work contexts
  • 12. Tertiary literacies v. Professional literacies
  • 13. Professional Literacy
    • As work-ready preservice professionals make the transition out of university they look forward to being further professionally developed within a new environment by their employers
    • PL cannot be attained until a job is attained – extension of levels of attributes
    • Context variables shape new learning
  • 14. Articulation of GA into PL.
    • In using a Learning Continuum concept an appreciation of the particular principles listed below generate the deep learning ability which forms integrated knowledge and understanding and attitudes
    • Acquisition
    • Application
    • Personalisation
    • Actualisation
  • 15. Institution embeddednesss
    • In particular, the four recommendations of the project, with reference to course curriculum design ,are these:
    • All courses draw on a shared QUT-wide understanding of and language for transitions
    • All courses systematically scaffold students’ understanding, confidence, and self-management of their transitions into new professional environments thorugh enlightened and engaging teaching and learning processes
    • All courses systematically scaffold the development of students’ employability
    • All three above be embedded in the core curriculum and must be monitored and evaluated through a university wide assessment scheme..
  • 16. Thank you
    • Please email me on
    • j.millwater@qut.edu.au
    • For paper (incl. references.)