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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.
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
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.