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Agenda-Setting on Self-determination and Aligning Authentic Learning Goals of Design Courses

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Focus
Employability within a teaching context
What did you intend the students to learn from this teaching and learning activity?
The students of the sports and design course should be able to:
1. communicate their considerations about employment contexts and employment roles desired,
2. understand the importance of situated, organizational, and prospective employment-focused projects
(i.e. authentic learning experience) in the course,
3. aligning the authentic learning goals as part of the course,
4. and profiling and communicating professional goals and experiences.
Which generic features of the teaching and learning activity, would you share at TAL2019?
SDU Spearhead project-funded activities in the Sports and Design course:
The teachers developed three proto-personas based on broad employment profiles with overlapping contexts
and skills, based on perceptions on students’ employment goals: 1. Academic, 2. Employee, and 3.
Entrepreneur.
Six interviews with former years’ students resulting in three validated personas (i.e. background, behavior
and experience, life and career goals, and study needs and goals).
x For aligning personal learning goals, the outcomes were presented and facilitated discussion on the
employment contexts and roles.
x Academic findings on authentic learning for employability was briefly introduced to students, and
the importance of working with real-world problems, working with organizational and situated projects,
in collaboration with desired employment area was discussed for aligning the objective
knowledge, skills and competencies of the course. Skill matrices made by the teachers were given
to students, and groups discussion covered the complexity of goals and expectations by the students,
teachers, prospective employers, and the educational accreditation and financing authorities.
x Creating LinkedIn profiles, Jobindex.dk agents, and persona profiling on xtensio.com.
According to you and the students, what was the impact of the teaching and learning activity on student
learning/engagement?
Students were critical and resistant to the activities as these did not directly contribute to the course projects
and the content required for better grade in the course. Less than 20% of the students positively recommended. The teachers, applying the theory of self-determination, conclude that the impact was the
agenda-setting of employability for the students and not the clear alignment.
How could your practice be inspirational/transferable to other teachers, students, institutions…?
The activities might be done during the first 2-3 sessions and can support the student’s selection of projects
and partners. Facilitating the activities with a successful alumnus might change the perception and gain
support of the self-determination. The findings, workshops and activities may be included in the current revision of the sports and health master’s program’s nano-modules.

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Agenda-Setting on Self-determination and Aligning Authentic Learning Goals of Design Courses

  1. 1. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Agenda-Setting on Self- determination and Aligning Authentic Learning Goals of Design Courses Md Saifuddin Khalid & René Engelhardt Hansen Department of Sports Science and Clinical Biomechanics University of Southern Denmark skhalid@health.sdu.dk (professorkhalid@gmail.com); rehansen@health.sdu.dk
  2. 2. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Project Aim To understand the level of employability of higher education students with regards to employability skills and self-determination Students employability goals Motivations, Attitudes, Personal Characteristics, Skills To develop methods to improve employability skills through alignment with a Design Thinking approach Project Title 21st Century Employability Goals of Higher Education: Aligning Authentic Learning Goals of Courses and Self- Determination of Students
  3. 3. Department of Sports Science and Clinical Biomechanics sdu.dk#sdudk November 2019 21st century employability skills Authentic learning enhances alignment and motivation for desired knowledge and skills How? Internships Allowing part-time job opportunities Paid work ‘placement’ before graduation Goal-oriented and value-driven projects and case studies
  4. 4. Department of Sports Science and Clinical Biomechanics sdu.dk#sdudk November 2019 Teaching and learning activity goal Course students should be able to: Communicate desired employment contexts and roles Understand the importance of employment-focused projects (authentic learning) Align the authentic learning goals as part of the course Profile and communicate professional goals and experiences
  5. 5. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Included Project Activities Pre-course research and emphasis Teacher-developed Proto-personas based on broad employment profiles with overlapping contexts and skills Persona development and validation through interviews with previous course students In-course activities Presentation of findings and facilitated discussions with course students Creation of LinkedIn profiles, jobindex.dk job agents and personal profiling on xtensio.com
  6. 6. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Proto-Personas The Academic The Entrepreneur The Employee Behavior & Experience Life & Career Goals Study Needs & Goals
  7. 7. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Louise: The ambitious employee ”There is a need for people like me. Some course elements are transferable to praxis”  Energetic and extrovert personality  Wants to employ her skills to make a difference for others  Would like to become a project manager  Meaningfulness and flexibility is an important factor  Broad competencies are more important than expert-knowledge Tommy: The work-life balance employee ”Not everyone wants to be entrepreneurs or designers. Some like to enjoy family and leisure time”  Focus on well-being and social relationships  Seeks a meaningful and safe 8- 16 job with good colleagues  Enjoys a cross-disciplinary and cozy social study environment  Would like a “sandbox” learning environment Amalie: The employee- entrepreneur ”You have to create your own future and an important aspect is the importance of network”  A lot of projects and activities  Focus on getting the job done  Seeks the meaningful and creative  Part time employment combined with entrepreneurial projects  Praxis focused acquisition of theory and knowledge  Professional team approach Rune: The undecided seeker ”I am not quite sure of what I want to work with – I’ll just see where it leads after university”  Attends few employability- building activities  Wants to make movement meaningful and enjoy own interest  What's in it for me?  Social rather than task-oriented Interview validated personas
  8. 8. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Course employability activities Presentation of the academic findings on employability and authentic learning Presentation of the developed personas and facilitated group discussions and the development of a ”skill matrix” Students creation of LinkedIn profile, personal ”Persona”, and Jobindex.dk job agent
  9. 9. Department of Sports Science and Clinical Biomechanics sdu.dk#sdudk November 2019 Perceived impact – Students and teachers  Students were critical and resistant. It was not perceived to contribute to their course projects  Less than 20% of students recommended, indicating lack of alignment  Teachers conclude employability agenda-setting was the main impact  Teachers found the research activities helpful to inform course design
  10. 10. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Learnings & Take-away points  Students were generally challenged at defining their own employability goals and skills  The developed activities could support student’s selection of projects (alignment)  Facilitating the activities with a successful alumnus might change the perception  The activities to emphasize with student’s perspective provided insights for development  The findings, workshops and activities is suitable for other project-based courses, and may be included in the current revision of the sports and health master’s programme
  11. 11. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Questions & discussion time Please enter the link below and note your opinions Plenum – share ideas!  https://qrgo.page.link/c8nix
  12. 12. sdu.dk#sdudk November 2019 Department of Sports Science and Clinical Biomechanics Lars Elbæk René Engelhardt Hansen Md. Saifuddin Khalid Thomas Bernhard Kjærgaard Thanksforyourattention Khalid, Md Saifuddin, and René Engelhardt Hansen. ‘Agenda-Setting on Self-Determination and Aligning Authentic Learning Goals of Design Courses’. In Conference Teaching for Active Learning: Practical Information Programme Abstracts for Short Communications, Posters and Work-Shops, 57–58. Odense, Denmark, 2019. https://www.researchgate.net/publication/337259469_Agenda-Setting_on_Self-determination_and_Aligning_Authentic_Learning_Goals_of_Design_Courses.

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