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Pebble, outcomes and student-led learning Ken, Heather, Jacqui, Helen, Yusuke or the ECU collective

Pebble, outcomes and student-led learning Ken, Heather, Jacqui, Helen, Yusuke or the ECU collective.

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Pebble, outcomes and student-led learning Ken, Heather, Jacqui, Helen, Yusuke or the ECU collective

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  1. Pebble, outcomes and student-led learningKen, Heather, Jacqui, Helen, Yusuke or the ECU collective This facilitated discussion will engage participants in the theory, know-how and practice wisdom associated with academic standards through the incorporation of eportfolio approaches. Our experience in applying PebblePad to support learning-centred approaches and quality enhancement will cover a range of disciplines including engineering, midwifery, computer science, psychology and speech pathology.

  2. Learning Outcomes • Evaluate outcomes and standards-based approaches • Discuss the role of the learner in providing institutional outcomes • Describe and analyse concrete examples of implementation in discipline-specific applications • Apply those principles to personal practice

  3. Mabin (2012) Victoria Business School

  4. There is no knowledge without a knower (Peet, 2011) .

  5. Self-authorship Marcia Baxter Magolda (2002) “The shift from reliance on external authorities as the guiding force of knowledge and self-definition to an internal sense of self as the guiding force that grounds the construction of knowledge, self, and relationships” (p. 4)

  6. (uni appl.) Sutherland (2005)

  7. How might PebblePad be used to support accreditation standards? • Accreditation the driver of the quality agenda (Kuh & Ikenberry, 2009) • Establishing readiness • ECU approach • Michigan Integrative Knowledge Collaborative (Peet) • Some coursewide examples

  8. ECU Approach Heather Pate • Engineering approach • Primary education • Midwifery

  9. Coursewide implementation Susan Main, Katrina Strampel Depth

  10. Engineers Australia Competencies • Outcomes are linked to the professional competencies: • Ethics – EA Competency 3.1 • Sustainability – EA Competency 1.6, 2.3 • Safety – EA Competency 1.6, 2.1 2.3, 3.1 • Team work – EA Competency 3.6

  11. LEARNING OUTCOMES On completion of this unit, students will be able to: 1. identify the roles and responsibilities of a practicing engineer; 2. identify the stages in a design cycle and prepare a design strategy that incorporates the components of this cycle; 3. describe the importance of ethics, safety and sustainability in engineering design, and embed these issues into their design processes; 4. demonstrate the oral and written communication skills that are critical in relationships between engineers and clients, where clients may include the general public 5. work in a team to plan and carry out a project. Unit Learning outcomes

  12. How might accreditation standards be used to construct meaning for learners? • Australian OLT approach • Two current US approaches • Our ECU approach

  13. Oliver & Whelan (2011)

  14. http://www.lagcc.cuny.edu/connections/

  15. AAC&U Integrative learning VALUE rubric Transfer criterion: Adapts and applies skills, abilities, theories, ormethodologies gained in one situation to new situations Standards achieved as milestones from first year, midcourse and capstone http://www.aacu.org/value/rubrics/

  16. Lifelong Learning Curriculum Transformation (Peet, 2011) • Strengths, values and philosophy statement • Context of learning, importance, skills gained, lessons learned, impact of work • Map to institutional learning outcomes • Tacit knowledge and story making

  17. Process of learning - capstone unit Psychology capstone unit • Personal development • ePortfolio and presentation samples • AAC&U integration rubric • Peer feedback using rubric with instructor as validator of assessment • Assignments due earlier for feedback

  18. Relational learning Yusuke Ishimura

  19. Relational learning Yusuke Ishimura

  20. Workbook School of Nursing and Midwifery Helen Godwin Jacqui Patten

  21. Registration Centre for Learning and Development

  22. What are the opportunities for working reflexively to produce outcomes designed to meet accreditation needs? What are the opportunities in working reflexively to produce outcomes designed to meet accreditation needs? Pirie, Cordiner & Triggs (2011)

  23. Where to from here? • Find the language of the discipline • Build it into the ePortfolio task The Design Cycle Alternative Design Process Dowling, Carew & Hadgraft, 2012 Arulampalam, ECU, 2013

  24. Summary Sutherland (2005), annotated A B C A AACSB B Oliver (2011) E C C2L (Chen) D MIKC (Peet) D E ECU (uni appl.)

  25. Conclusions – work in 4th space Rich personal data and hard MIS supports knowledge through: • Transferring from classroom to work • Reflexive integration • Relational integration

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