Developing graduate attributes in an open online course

In an increasingly connected world where solving complex problems is not possible by solitary experts, educators and learners need opportunities to develop ways of thinking that allow them to engage with the dynamic and complex situations that arise in the world. The development of graduate attributes has been suggested as one way in which students can be prepared as active agents of social good. However, there are significant challenges with respect to developing these graduate attributes. This paper argues that the use of authentic learning in the design of open online courses may provide a structure for educators to develop generic graduate attributes. The use of collaborative technologies that are informed by authentic learning enables new forms of communication that allow students to fully engage with the academic process in ways that are difficult to achieve with traditional, classroom-based teaching methods. This study made use of a blogging platform to create a collaborative open online course using principles of authentic task design in order to develop graduate attributes in undergraduate physiotherapy students. The study used an interpretive, qualitative design that gathered data via focus group discussions. Transcripts were analysed inductively in order to determine categories, which were then analysed in relation to the graduate attributes of the institution in which the study took place. Student discussions suggested that they had developed at least some components of generic graduate attributes, including an approach to learning that was personal and internally motivated, the ability to consider alternative points of view and acknowledge different perspectives, the confidence to challenge knowledge and authority, and skills as empathic communicators.National Research FoundationDepartment of HE and Training approved lis

Pedagogy For Employability

This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. The publication has been updated with the practitioner in mind – those teaching in the classroom and those engaging with policy and student interactions in other ways, such as careers guidance and learning development workers. Practitioners are our focus, as we discuss the policy and institutional context that frames the environment within which people work. The early sections of this publication are intended to illuminate the possibilities and constraints that operate in different national, institutional and departmental situations, having a direct impact on the way that teaching and learning takes place between practitioners and students. Case studies of learning and teaching that support the development of student employability, in the classroom, through distance and part-time learning and in co-curricular and extra-curricular activities, are provided throughout the publication. In the later sections of the publication we focus particularly on the curriculum and learning and teaching practice

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Supporting graduate teaching assistants in two STEM areas

No abstract available

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration

Bedding down the embedding : IL reality in a teacher education programme

Queensland University of Technology (QUT) is one of Australia's largest universities,enrolling 30,000 students. Our Information Literacy Framework and Syllabus wasendorsed as university policy in Feb 2001. QUT Library uses the AustralianInformation Literacy Standards as the basis and entry point for our syllabus. Theuniversity wide information literacy programme promotes critical thinking and equipsindividuals for lifelong learning (Peacock, 2002a). Information literacy has developedas a premium agenda within the university community; as documented by JudithPeacock, the university’s Information Literacy Coordinator (Peacock, 2002b).The Faculties at QUT have for the last few years, started to work through how theinformation literacy syllabus will be enacted in their curricula, and within theorientations of their subject areas. Attitudinal change is happening alongside arealisation that discipline content must be taught within a broader framework.Curricula and pedagogical reforms are a characteristic of the teaching environment.Phrases such as lifelong learning, generic skills, information revolution, learningoutcomes and information literacy standards are now commonplace in facultydiscussion. Liaison librarians are strategically placed to see the "big picture" ofcurricula across large scale faculties in a large scale university. We work withfaculty in collaborative and consultative partnerships, in order to implement reform. QUT Librarians offer three levels of information literacy curriculum to the university.The generic programme is characterised by free classes, offered around the start ofsemesters. The next level is integrated teaching, developed to answer a specificneeds for classes of students. The third level of information literacy is that ofembedding throughout a programme. This involves liaison librarians working toensure that information literacy is a developmental and assessed part of thecurriculum, sequenced through a programme in a similar way to traditional disciplineknowledge, and utilising the IL syllabus. This paper gives a glimpse of what ishappening as we attempt the process of embedding information literacy into theBachelor of Education programme