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Activity-Led Learning – an example
The document outlines a project aimed at enhancing graduate employability through activity-led learning in an integrated engineering course for civil engineering, architecture, and building students. It describes the project's structure involving real-world contexts, group work assessments, and the development of competences like self-efficacy and communication. Evaluation results indicate a high pass rate and increasing student satisfaction, with continuous improvements made to the module's delivery.
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Activity-Led Learning – an example
- 1. Nuoret nopeammin työelämään-hanke ”A paradigm shift in pedagogy for enhancing graduate employability” Activity-Led Learning – an example Ursula Rutherford Research student Faculty of Engineering and Computing, Coventry University
- 2. Outline • The Integrated project • Real world context • Group work • Assessment • Competences • Module evaluation & development • Research methods
- 3. The Integrated Project Who: Dept. Civil Engineering, Architecture & Building 220 students (groups of 8) 8 staff What: capstone (10 ECTS) real-world, authentic substantial project Purpose: integrate disciplines apply knowledge develop professional skills deep learning
- 4. Integrated Project –real world context The brief The site The consultants The tender bid
- 5. Integrated Project –presenting a design
- 6. Integrated Project –group work • Group formation - selection • International - virtual
- 7. Assessment • Phase 1:prepare preliminary design proposals and a written submission of the contractor’s proposal • Phase2: develop the preferred preliminary design and confirm the design proposal and submit parts of a full tender submission • Groupwork v. Individual (50/50) • Peer assessment • Self assessment & Reflection
- 8. Competences – someexamples
- 9. Self-efficacy & Reflection • Questionnaire + Report • How & when
- 10. Real world experience • Group work • Reliance on others group relying on you • Communication • Unclear goals • Multi-disciplinary • Room to make mistakes • all very important features for supporting employability
- 11. Module evaluation 2011-2012 Overallpass rate – 99.6% Student satisfaction - Improvement in stats • Staff teaching on this module are enthusiastic about what they are teaching - 85% (+ 6%) • Staff teaching on this module are good at explaining things clearly - 83% (+9%) • Feedback on any returned work has been useful to develop my understanding of the module content- 70% (-5%) • Overall the quality of this module is satisfactory – 81% (+1%)
- 12.
- 13. Development of themodule Changes support competency development & broadening of the spectrum of competences 2010: open-door policy 2011: consultants & surgeries 2012: forum for consultancy 2010: Assigned to groups 2011: Self-selected half teams 2010: Domestic groups 2011: International teams virtual meetings
- 14. Research methods • Module satisfaction survey • Observational ethnography • Interviews • Students • Staff • graduates • Self-efficacy questionnaire (NEW)