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The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
Universal Design for Learning (UDL): Initial Outcomes of a Leadership Develop...CAST
April 25-28, 2011: CEC Convention
Session Leader: Elizabeth Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College
Presenter: Elizabeth Hartmann, Lasell College
Tqf day 1 - learning outcomes and teaching strategiesRMIT
This document discusses a workshop on linking learning outcomes, learning activities, and assessments in higher education from Australian and Thai perspectives. The workshop aims to help participants apply teaching standards and strategies to meet learning outcomes outlined by the Thailand Qualifications Framework. It explores how changes in learners and learning affect teaching strategies. It also discusses the value of qualifications frameworks from a university perspective, including how they can facilitate outcomes, standards, mobility and pathways while helping to assure quality.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
The document summarizes the findings of a survey of 127 instructors on student success courses. It finds that while course management systems are commonly used, student success curriculums are evolving to include more topics like emotional intelligence and career preparation. Instructors struggle with getting students to see the relevance of topics and apply skills across disciplines. Emerging topics of interest include social/emotional intelligence, time management, and career exploration.
The document summarizes the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession in Ontario. Both represent a vision for the teaching profession and identify core principles like commitment to students, integrity, trust, respect, leadership, professional knowledge, and ongoing learning. The standards provide guidance for ethical decisions and aim to promote public trust in the teaching profession.
The document summarizes work from the previous year on the Global Citizenship Program (GCP) at Webster University. It discusses developing the GCP to provide students with knowledge, skills, and abilities for meaningful work, responsible global citizenship, and career success. This includes creating purposeful learning pathways through high-impact practices like first-year seminars, learning communities, and a capstone course. The goals are to ensure students graduate with core competencies for the 21st century through the GCP.
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RAHSI is a collaborative effort between middle schools, high schools, colleges and universities, and industry partners in San Diego County to improve students' preparation and success in healthcare careers. The project supports the development and implementation of health career pathways through curricula, internship programs, and collaboration between educational institutions. The goal is to increase students' knowledge of healthcare opportunities, improve performance in science courses, and boost transition and retention rates in college health programs.
This document provides information about the Postgraduate Certificate in Academic Practice (PGCAP) program. The program consists of a core module on Learning and Teaching in Higher Education as well as additional elective modules. The core module aims to help participants examine teaching practices, identify student learning needs, discuss the use of learning technologies, and critically evaluate theories of student learning and quality assurance in higher education. The document outlines the program structure, intended learning outcomes, online learning spaces, e-portfolios, and assessment criteria. It also provides an agenda for an induction event that will introduce participants to the program and core module.
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Grade 11 to 12 Programme - Greenfield Community Schoolfarrahesham
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1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
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The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The document provides information about the DEL-MEM program at Duke University. It discusses why students pursue a DEL-MEM degree to add depth to their skills and blend theory with practical experience. It outlines the program's objectives, requirements, curriculum, format, leadership focus, students, and admissions process. The two-year program is designed for mid-career environmental professionals to earn their master's degree online and through occasional on-campus sessions.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
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This document provides information about the Postgraduate Certificate in Academic Practice (PGCAP) program. The program consists of a core module on Learning and Teaching in Higher Education as well as additional elective modules. The core module aims to help participants examine teaching practices, identify student learning needs, discuss the use of learning technologies, and critically evaluate theories of student learning and quality assurance in higher education. The document outlines the program structure, intended learning outcomes, online learning spaces, e-portfolios, and assessment criteria. It also provides an agenda for an induction event that will introduce participants to the program and core module.
Graduate attributes Michael Rowe - t&l induction workshopAndre Daniels
The document discusses graduate attributes which are the qualities, skills, and understandings that universities aim for students to develop during their time at the institution, including qualities that prepare graduates for social good. It provides definitions and goals of graduate attributes from various sources, including developing skills like critical thinking, problem solving, and lifelong learning. The document also discusses factors that impact student success and the benefits of embedding graduate attributes into university curricula and culture.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides feedback during instruction and helps students improve, while summative assessment evaluates learning at the end of a unit. The document provides details on how classroom assessment can measure different cognitive levels and standards.
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The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.
The document discusses educating students for global competence. It summarizes research showing that International Studies Schools Network (ISSN) schools outperformed comparison schools in 83 out of 119 comparisons. It describes ISSN's design model for successful globally-focused schools, including elements like vision/mission/culture, curriculum/instruction/assessment, professional learning communities, partnerships, and governance. It provides examples of what globally-focused curriculum and instruction could look like in different subject areas. It also discusses developing students' global leadership skills through a Graduation Performance System that assesses student work based on core subject disciplines and domains of global leadership.
Grade 11 to 12 Programme - Greenfield Community Schoolfarrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
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The document provides guidelines for the Life Orientation subject for the National Certificate (Vocational) at NQF Level 4. It outlines the aims, assessment requirements, topics, and learning outcomes for the course. The course is designed to equip students with personal, social, and work-readiness skills through topics like personal development, healthy living, research skills, and problem solving. Assessment includes both internal and external evaluation, with the external exam accounting for 75% of the final mark. The course aims to develop students' ability to adapt to changing environments and prepare them for good citizenship.
This document describes a classroom program called the "Life Line of Wisdom" aimed at middle school students. The program engages students with daily quotes about character upon arrival and has them analyze and apply the meanings in five minutes. It incorporates literacy skills, higher-order thinking, character building, and cross-curricular integration. Feedback indicates the program has positively impacted students' soft skills and citizenship. The document provides details on how the program works and encourages collaboration with other teachers for implementation.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
York University has developed a new Residence Learning Plan with a targeted and holistic approach to residential education. The plan uses a curricular model with sequenced learning outcomes mapped to student development theories. It aims to provide a more coordinated and impactful residential learning experience for students compared to traditional programming models. The plan includes domains like identity, university success, life skills, empathy, and social responsibility. Learning outcomes are sequenced according to student development theory and addressed through activities planned by professional staff. The goal is for students to gain skills and awareness in contributing to society through their residential experience.
Presentation parent engagement january 2012slater_45
The document summarizes a new outdoor education program called "outside45" that will embrace inquiry-based and place-based learning. The goals are to develop students' understanding of curriculum topics through hands-on learning, critical thinking skills, leadership skills, and an ethical relationship with the environment. Students will learn by exploring the natural setting and their local community.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
This document outlines professional teaching standards for teachers in New South Wales, Australia. It is published by the NSW Institute of Teachers and contains 7 elements across 4 key stages of a teacher's career. The standards describe the professional knowledge, practice, and commitment expected at each career stage. They cover topics such as subject content knowledge, pedagogy, student development, curriculum requirements, and use of technology. The standards are meant to guide teachers' professional development and ensure high-quality teaching that improves student learning.
This document outlines a course on movement competency training. The 36-hour, 2-unit course aims to reintroduce fundamental movement patterns and integrate them with core training to meet functional fitness demands. Students will enhance their fitness levels and adapt movements for independent physical activity through exercise progression and evaluation of fitness, activity, and eating goals. The course outcomes relate to developing knowledge of physical activity benefits, achieving personal fitness and wellness goals, and engaging in moderate to vigorous physical activities to improve fitness and health. Students will be evaluated based on exams, outputs, and attendance, with the final grade determining if they pass or fail the course.
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Graduate attributes and authentic learning
1.
2. Using authentic learning to
develop graduate attributes
Vivienne Bozalek
vbozalek@uwc.ac.za
Kathy Watters
watterslife@gmail.com
3. Structure of presentation
• Curriculum alignment vs authentic learning for
achieving graduate attributes
• Graduate attributes
• Authentic learning – elements
• Research done at UWC on authentic learning
• An example of an indepth interview –
authentic learnng and graduate attributes
4. Developing graduate attributes
• How best to develop these attributes in higher
education
• One possible way is through constructive
alignment (Biggs, 2012)
• Another possibility is through authentic
learning (Herrington et al., 2010)
5. What are Graduate Attributes?
Graduate attributes are the qualities, skills and
understandings a university community agrees its
students should develop during their time with
the institution and consequently shape the
contribution they are able to make to their
profession and society ... They are qualities that
also prepare graduates as agents of social good in
unknown futures.’ (Bowden et al., 2000)
6. What would UWC Graduate Attributes for the 21st
Century look like?
7. Two tiers of graduate attributes
(Barrie, 2004)
Tier 1
‘complex interwoven aspects of human ability’ (Barrie, 2005:3)
• attributes that allow graduates to prosper in an uncertain world of change
(Barnett, 2004) UWC Charter generic attributes:
• scholarship, citizenship and the social good, lifelong learning
Tier 2
* Clusters of personal skills and abilities (UWC charter)
• Inquiry-focused and knowledgeable
• Critically and relevantly literate
• Autonomous and collaborative
• Ethically, Environmentally and Socially Aware and Active
• Skilled Communicators
• Interpersonal flexibility and confidence to engage across difference
8. UWC Charter of Graduate Attributes
First Tier
SCHOLARSHIP: A critical attitude towards knowledge:
UWC graduates should be able to demonstrate a scholarly attitude to knowledge and
understanding within the context of a rapidly changing environment. UWC graduates
should have the ability to actively engage in the generation of innovative and relevant
knowledge and understanding through inquiry, critique and synthesis. They should be
able to apply their knowledge to solve diverse problems and communicate their
knowledge confidently and effectively.
CRITICAL CITIZENSHIP AND THE SOCIAL GOOD: A relationship and interaction with
local and global communities and the environment:
UWC graduates should be engaged, committed and accountable agents of social good.
They must aspire to contribute to social justice and care, appreciative of the complexity of
historical contexts and societal conditions through their roles as professionals and
members of local and global communities. They should demonstrate leadership and
responsibility with regard to environmental sustainability.
• LIFELONG LEARNING: An attitude or stance towards themselves:
• UWC graduates should be confident Lifelong Learners, committed to and capable of
continuous collaborative and individual learning and critical reflection for the purpose of
furthering their understanding of the world and their place in it.
Graduate Attributes and
2012/12/01
curriculum alignment
9. UWC Charter of Graduate Attributes
SecondTier
1. Inquiry-focused and knowledgeable: UWC graduates will be able to create new
knowledge and understanding through the process of research and inquiry
2. Critically and relevantly literate: UWC graduates will be able to seek, discern, use
and apply information effectively in a range of contexts.
3. Autonomous and collaborative: UWC graduates will be able to work independently and
in collaboration with others, in a way that is informed by openness, curiosity and a desire
to meet new challenges.
4. Ethically, Environmentally and Socially Aware and Active: UWC graduates should be
critical and responsible members of local, national, international and professional
communities. They should also demonstrate a thorough knowledge of ethical, social,
cultural and environmental issues relating to their disciplines and make professional and
leadership decisions in accordance with these principles.
5. Skilled Communicators: UWC graduates should recognise and value communication as
a tool for negotiating and creating new understanding, interacting with diverse others, and
furthering their own learning. They should use effective communication as a tool to
engage with new forms of complexity in social and working life.
6. Interpersonal flexibility and confidence to engage across difference: UWC graduates
should be able to interact with people from a variety of backgrounds and have the
emotional insight and imagination to understand the viewpoints of others. They should be
able to work in a productive team, to lead where necessary and to contribute their skills as
required to solving complex problems.
•
Graduate Attributes and
2012/12/01
curriculum alignment
10. Monitoring Framework
Strategy Action Performance Expected Person
Measure Outcome Responsible
6.1 Develop, refine and Graduate attributes Each Faculty and each Directors of Teaching
6.Embed implement a developed in each discipline within and Learning, DLL;
graduate comprehensive plan Faculty and each Faculties to develop Deputy Deans of
attributes to improve graduate discipline which are their own graduate Teaching and Learning,
employment aligned to the UWC attributes aligned to Teaching and Learning
into outcomes and Charter of Graduate those of the university Specialists
academic critical citizenship Attributes by end of 2011.
programm 6.2 Ensure that courses Number of courses By end of 2012 60% of HoDs; Deputy Deans
have an aligned considered to be aligned courses reviewed are Teaching and Learning;
es and curriculum in terms of graduate aligned to UWC Teaching and Learning
curricula programme with attributes attributes (in Specialists, moderators,
UWC Charter of moderation documents review committees
Graduate Attributes. and departmental
reviews)
6.3 Capacitate UWC Number of Senior By 2011 10% of HoDs, Director Teaching
senior academics to Academics in programmes show and Learning, Deputy
embed graduate Departments and curriculum alignment Deans Teaching and
attributes in their Faculties who have with graduate Learning, Learning
programmes attended Teaching and attributes Specialists
holistically through Learning Retreats to align
curriculum alignment curricula
6.4 Establish institutional Electronic system assists By end 2012 Registrar, expert in
system to assess with alignment of teaching development of system,
extent of activities, assessment Quality assurance
12/1/2012 embeddedness of tasks and graduate manager, Director of
graduate attributes attributes Teaching and Learning
11. For authentic learning to occur one
needs
‘learners to be engaged in an
inventive and realistic task
that provides opportunities
for complex collaborative
activities’.
Herrington et al (2010:1)
12. Herrington’s nine elements of
authentic learning
• Authentic context
• Authentic task
• Expert performance
• Multiple perspectives
• Collaboration
• Reflection
• Articulation
• Coaching and scaffolding
• Assessment
15. Authentic task
Anti-oppressive scenarios
and role plays deal with:
• human right’s issues
• Building self esteem
• ‘Unlearning’ prejudice
• Developing empathy
• Problem solving
• Developing emotional literacy
and language
• Conflict management
• Supporting ’victims’ e.g abuse,
bullying, xenophobic attacks
• Collectivising issues: Feeling ‘not
alone’
16. Persona Doll Assessment Task
1 As a group, create a persona for one of the dolls which we have acquired in the
department, using the guidelines given to you in the workshop. Write down this
persona in this space. You should also record this and send the podcast to your group
space in the discussion forum as a media file. (20)
2 As a group, identify the issue or topic you are dealing with and the goal for the session
and who your target group will be. Plan the story or introduction you will use. Prepare a
10-15 minute session with the doll. Identify the appropriate open-ended leading
questions in which you encourage the naming of feelings, listening to each other, deep
thinking, expressing ideas, empathising with the doll so that your group can help and
advise it. Write down the issue, goals, target group, the story (introduction) and the
questions you will ask, then record the session with one person acting as the facilitator
and the other group members as the target group and send it as a podcast to your group
discussion forum space. (40)
2 Individual task - Using the prescribed readings for this module, identify the theoretical
approach and principles underlying the persona doll and identify the techniques which
can potentially be used in this approach. Include techniques which can be used more
generally (i.e. not only those which are used for the persona doll).
26. Mediated learning for understanding
Teacher provides skills, strategies and links to be able to complete the task
The student:
world of experience,
ZPD Outcome of deep learning,
This is the teaching space; this is the
Relational conceptual
Unstructured Knowhow knowledge gap! understanding.
&/or
Surface learning
Coaching and scaffolding
27. Authentic task
• Use Powerpoint to prepare a presentation on the relationship between identity,
community and professional practice. The presentation should cover:
• Notions of community, self and identity.
• Remaining questions, tensions and contradictions for the group.
• Implications of the above for professional practice in social work, occupational
therapy and psychology.
• You will be assessed on the basis of your presentation, and the notes used for the
presentation. Critical and creative presentations are encouraged. Your
presentations should contain references to the workshops, postings and readings.
They should show an understanding of the complexity of the notions of identity,
community and the human professions, and should reflect a critical appreciation
of different viewpoints. In your presentation, ensure that you have considered
how raced, gendered and classed histories and differing experiences and values
inform professional identities and practices.
• Your powerpoint presentation should be no longer than ten slides, containing a
maximum of 80 words per slide (to be presented in 15 minutes; 5 minutes for
questions).
28. Indepth interviews at UWC
• Part of NRF project
• Target group: lecturers that are known to be open
to/engaged with technology
• Sent by email to contacts in all public HEIs institution,
snowball sampling
• Content: 3 parts, demographic, tools and open ended
questions around practice with ET
• Respondents: 262 (by 30 September 2011)
• Selection of 35 respondents, for further interviews on how
emerging technology is being used to provide and
authentic learning experience for students
• Sub-set of 12 UWC staff members were interviewed as part
of this research.
31. Authentic context/ Lifelong learning/
Critically and relevantly literate
• In order to teach physiotherapy, the educator has developed
written cases through which “we try to figure out how to
improve the clinical reasoning process; … clinical reasoning is
really hard and it takes very long time to develop. … We
introduce and encourage the idea of uncertainty and we try
and give the students opportunities to learn how to be
comfortable with the complexity and uncertainty of the
clinical context and then to give them skills to navigate that
uncertainty- rather than just being flawed and overwhelmed
by all the different variables that you have to try and manage
to actually being able to identify them and work with them.
We need to give them skills now for them to able to go into
the real world and say I don’t have this answer, now what do
I know, what do I need to find out, how will I find out.
32. Authentic task/ critically and relevantly
literate/ autonomous & collaborative/
skilled communicators
• in the past we would have lectured on a series of conditions
and say these are the conditions that you need to be aware
of now what we do we give them a case and each case runs
every 3 weeks period and every week we introduce new
information that the students then have to integrate with
what they already know about this particular patient so in
week we say here is a patient and then they to identity
problems and we give a kind of a few questions that help
guide their thinking but we expect them to come up with
their own questions and then we look over the the notes
that they develop and we give input in terms of making
sure that they are following a kind of a guide or a path that
we think is appropriate and then every week we introduce
complexity to the case so we add more information
33. Expert performance/ inquiry focused
critically and relevantly literate
• One of the 1st assignments we did in this module
was we gave them a task where they had some
readings and they had to develop a list of criteria
that they would use to establish credibility in online
sources and so that assignment then kind of set up
how they would go about finding online sources
that they can then use to inform their notes as we
move through the module so we trying rather than
say these are the internet sources you should use
we say this how you can identify useful, relevant
and creditable online sources
34. Multiple perspectives/critically and
relevantly literate autonomous and
collaborative
• You can have clinicians who would disagree on appropriate management
strategies for patients and how do you negotiate kind of a compromise
between what you think its right and what someone else thinks its right so
we do try and model that what we will often do is students will ask me a
question and I will say well this is what I think but let me just grab this other
person who I know has a different view and then we pull facilitators into the
conversation and then we discuss the difference in the view point and model
to the students that often times there is no right answer.
• we also try and encourage the students to look at the particular problems
from a different perspective within the curriculum so from an anatomical
point of view because they are doing anatomy at the same time so how is
this problem relevant in terms of your understanding of anatomy in terms of
your movements science module we showed them a tape video of lady a
neuro-anatomist who had a stroke so we looked at it from a therapist point
of view how can we look at it from the patient point of view so we try and so
that kind of thing where we pull in from other perspectives
35. Coaching and scaffolding
• so in terms of scaffolding like that the students have to have a base
and from that base they can build if the base is shaky we try and
design the case so that its difficult for them to proceed without
having an understanding of what they did in the beginning.
Feedback we try and encourage all the facilitators to give feedback
in the form of a question rather than saying this is wrong, this is
right, this is excellent so even this is excellent is not useful feedback
because students has no way to go from that so we have done a
workshop where we guide facilitators on how to give feedback what
it means we talked to students about how to use feedback and to
try and give each other feedback so in terms of the scaffolding I
think we try and always say why do you say that? What are you
basing that on?
36. Reflection/ critically and relevantly
literate
• we model reflection we go on and on about
how reflection is really important for
profession development, there is just this block
with the students where its just thinking we
talk about if you don’t have any emotional
investment in what you are doing then but the
students are very resistant to reflection
37. Assessment
• at the end of every term the students have to submit a
clinical file which is a collection of documentation that
they have gathered that relates to their patients
contact so there is a clinical evaluation tool where
there are patients kind of documentation notes, there
is the reflections, there is they have set learning
objectives for themselves so every week they have one
or two learning objectives they have the reflections so
there is that they submit at the end of every term that’s
their clinical stuff, they replied to the theory classroom
based stuff they have their case notes which we don’t
assess the case presentations
38. Collaboration
• they are in a different groups ,when they go out in a
clinical practice they are in one group and in the
classroom they are in a different group and the idea is
that students learn things on a clinical experience and
they bring it back to the classroom experience so on
the Monday morning they set aside time where they
discuss the patient they saw the previous Thursday and
we try to get them to bring their own clinical stories
back into the classroom and then the facilitators can
discuss those experiences. we try to build in
collaboration we don’t give them notes they have to
collaboratively build the notes in their groups with
inputs from facilitators
39. Articulation/critical and relevantly
literate/autonomous and collaborative
• at the end of every case each group has to have a set of
case notes where they have drawn up their understanding
of this particular patient and also within that case they
should have had an opportunity to present a summary of
the weeks work so they have their presentation, the
summary of the week they have their case notes and then
every group must do a full case presentation that they
graded on at the end of each case
• we challenge every single statement that the students
makes that is not explicitly guided by a reason so the
students stands up and say I think that then we say why do
you think that/ on what have you based that?
Not enough to provide suitable e.g.s from real world situations to illustrate the concept or issue being taught – context needs to be all-embracing to provide purpose or motivation for learning and a sustained, complex learning environment that can be explored at length. One has to avoid oversimplifying context by breaking up complex processes and ideas into step-by-step sequences. Examples must be given as they naturally occur. A physical environment that reflects the way that knowledge will ultimately be used. Preserving the complexity of the real-life setting. The complexity of the environment should reflect the complexity expected in the final performance – the aim should be to assist the learner to function in the environment rather than simplify it.
‘Simulation learning has an “immersive” quality quite different from the classroom or home study experiences. It can create the experience Csiksentmihalyi (1992) described as flow – an intense feeling of engagement more easily observed amongst students playing computer games, board games, watching a movie or reading a novel than in classroom learning' (Herrington et al. 2010:87). Herrington et al. (2010:92) refer to the ‘willing suspension of disbelief’.
Access to expert thinking and modeling of processes, access to learners of different levels of expertise, and access to the social periphery and real-life episodes as they occur. The facility of the web o create global communities of learners who can interact via participaatory technologies, also enables sharing of narratives and stories. Often it is the person who has only recently acquired the knowledge or skill who is in the best position to share the key elements of the constructs or correct misconceptions that may be hindering understanding. The lecture can play a role here but it is insufficient to provide the elements of authentic learning.
In order for students to be able to investigate a problem or task from more than a single perspective, it is important to enable and encourage students to explore different perspectives on the topics from various points of view, and to “criss-cross”the learning environment repeatedly. From a pedagogical point of view, teachers and designers need to think about the key perspectives that exist in the subject area, and to also research controversies, debates and discussion that have characterised the area in its recent history. The examination of issues and problems from multiple perspectives has been defined as an important cognitive activity. Simple accumulation of practice from a single perspective is not sufficient to ensure expertise. Instead of being exposed to a single expert view, students can become aware of the differences of opinion that characterise all fields and to assess these complex and competing perspectives. Also need to visit the same material at different times and different contexts for different purposes from different conceptual perspectives for gaining advanced knowledge acquistion (mastery of complexity and preparation for transfer).
In most instances, the guest lectures were catalytic and led to deepened and more engaged dialogue about issues of difference and identity. They provided for more visceral experiences for students. Interestingly one of the more theoretical and direct discussions about race, was the least successful.
Anthias and Yuval-Davis (1992), Colombo and Senatore (2005), Dominelli (1992), Lugones (1998), Phelan (1996) and Wiesenfeld (1996).
The opportunity for users to collaborate is an important design element. Just by placing students in groups doesn’t necessarily result in collaboration. Students must work on a common task with a common incentive structure – rewards based on the performance of the groups. It is also solving a problem that could not have been completed independently.
Returning to the experience, attending to the feelings, re-evaluating the experience (Boud, Keogh and Walker, 1985) – associating and integrating new knowledge into the learner’s conceptual framework.
The foundation for the notion of scaffolding lies in Vygotsky’s (1978) ‘zone of proximal development’ described as ‘the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more knowledgeable peers.’
The course needs to provide the opportunity for students to be effective performers with acquired knowledge, and to craft polished performances or products in collaboration with others. It also requires assessment to be seamlessly integrated with the activity, and to provide criteria for scoring varied products