2. Welcome
An employability icebreaker
Transformational teaching
Reflecting on your course
A story and our findings
A shared design challenge
Working on your course
*Break*
Barriers and opportunities in designing
programmes
Evaluations and next steps
*Close*
Run sheet
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3. What capabilities do graduates need if they are to have
successful careers and lives?
Creative
Activity 1: Future ready graduates
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4. Emotionally
intelligent
Principled Ethical and
professional
Know the
theories
Critical
thinkers
Proactive
Know the
‘facts’
Creative
Independent
thinkers
Teaching – a shift in emphasis
flexible
Leaders
Problem
solvers
Open
minded
Globally
minded
Culturally
competent
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5. Emotionally
intelligent
Principled Ethical and
professional
Know the
theories
Critical
thinkers
Proactive
Know the
‘facts’
Creative
Independent
thinkers
Teaching – a shift in emphasis
flexible
Leaders
Problem
solvers
Open
minded
Globally
minded
Culturally
competent
Becoming
Doing
Knowing
5
6. Emotionally
intelligent
Principled Ethical and
professional
Know the
theories
Critical
thinkers
Proactive
Know the
‘facts’
Creative
Independent
thinkers
Teaching – a shift in emphasis
flexible
Leaders
Problem
solvers
Open
minded
Globally
minded
Culturally
competent
Becoming
Transformational
teaching
Hard to
teach
Easy to
teach
Hard to forget
Last a life-time
Easy to forget
Become out-dated
Doing
Knowing
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10. EXPLORE
EXTEND
ENTHUSE
EXHIBIT
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A pedagogical framework for developing employability capabilities
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Learners become motivated.
They see the learning is:
• Relevant
• Important
• Achievable
Learners get ready to develop capabilities.
They::
• Acquire necessary foundational concepts
and learning skills
• Form cognitive and emotional connections
• Plan learning and set goals
Learners demonstrate their capabilities:
They:
• Perform real and relevant tasks
• Use multiple capabilities in conjunction
• Express who they are
• Produce personally valuable artefacts
Learners develop flexible capabilities
They:
• Practise capabilities through varied
applications
• Reflect on and discuss ideas, learning,
challenges and opportunities for transfer
• Respond to feedback and form judgements
12. • Take an A3 sheet
• Think of a course of your own or your team
• Read about the 4Es and relate them to the course
• Score your likely outcomes and
techniques
• Share your thoughts with a neighbour
• Save your reflection for later
(Pick a course that
needs to be improved)
Activity 2: Reflect on your course
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15. Finding 1- Good alignment with the 4Es
Finding 2 – A distinct mind-set
Positive deviants – an employability mind-set
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16. • Read the scenario
• Decide which employability capabilities
could be embedded in the course
• How will you make this a great course?
Activity 3: Positive deviants’ ideas to fix the course
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17. • Read the scenario
• Decide which employability capabilities
could be embedded in the course
• How will you make this a great course?
• How much work is it to make all these
changes?
• What could go wrong?
Activity 3: Positive deviants’ ideas to fix the course
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19. • List new things you could try that would resonate with your
students and bring about the ratings you want
• Fill in your future ratings – i.e. estimate the change you’d bring
about by using these new techniques
Activity 4: Embed employability into your course
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20. • List new things you could try that would resonate with your
students and bring about the ratings you want
• Plan to make two of your changes Fill in your future ratings –
i.e. estimate the ange you’d bring about
Activity 4: Embed employability into your course
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21. • In pairs, take turns to
listen to each other’s plans
– 5 mins each?
Well I’m going to Blah,
blah blah
I see these challenges
blah, blah
Active listener – “Yes”,
“Hmm”,
“I see”,
“Tell me more”
Activity 4 continued: Talk about your plans for your course and reflect
on their feasibility
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22. … many more positive deviants,
and programmes that are
powerful and relevant
The dream
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23. … many more positive deviants,
and programmes that are
powerful and relevant
Work in a group, using your flip
chart paper to list the forces that act
against the dream coming true
Why is this a dream rather than reality?
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25. • Share your ideas
• Find three ideas that might work
Three not so crazy ideas
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26. Today’s session
• Welcome
• An employability icebreaker
• Transformational teaching
• Reflecting on your teaching
• A story and our findings
• A shared design challenge
• Working on your course
• Barriers and opportunities in designing
programmes
• Evaluations and next steps
Other employability workshops
• Future ready capabilities
• Creating a level playing field
• Designing sessions
• Designing courses
• Working with programmes
Reflections, Questions, Advice and Comments
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