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Object-based learning

Object-based learning

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Object-based learning

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  1. Object-based learning  A PHILOSOPHICAL MODEL OF EDUCATION FOR LIFE Dr Adam Potts Dr Stephen Overy Dr David Rose Philosophical Studies

  2. Philosophyba hons

  3. WHAT IS THE PROJECT?  • The project is an independently-led research assignment that students take in stages 1, 2 and 3 (20 credits stage 1; 40 credits in stages 2 &3) • With help from a project tutor, students are encouraged to explore philosophy in relationship to a research ‘territory’  and ‘object’ (object-based learning) • It provides an opportunity to tailor the degree to their interests • Enables students to see how philosophical ideas and methods are applicable to many areas of life and culture • Assessed in a variety of ways, including dissertation, literature review, oral presentation 

  4. PERSONALIZED OBJECT-BASED APPROACH Student-led Student-owned Co-creation of learning Motivation/Relevance Education for Life Develops self-awareness and relevance of knowledge Possibly steered toward future career/education Multi- and inter-disciplinary learning

  5. How is it taught? • Dedicated supervisor/lecturer who is also personal tutor • Small discussion groups meet once a week from stage 1 and stay with tutor • Phased development tasks • Production of group presentations, short films, oral presentations, reports, and posters result in feedback

  6. PHI1004  Introducing the first year to projects

  7. Components

  8. Integration with Mentoring Mentoring Mentoring Lead 5 Personal/Project Tutors 15 Mentors (three per tutor) ~ 65 Students in 15 groups (five or six per mentor) PHI1004 PHI1004 Lead 15 Groups corresponding with mentor groups 15 Video projects

  9. Structure of Teaching, assessment and feedback over stage 1 Semester 2 Semester 1 Five-minute video Individual project 4000-word project dissertation Group project Skills sessions Literature review Tutor group meetings Feedback over summer and going into Stage 2 Feedback before Xmas Semester 1

  10. Group Work  • First and largest collaborative project in the degree programme • Grouped with peers who will comprise future project groups  • Introduces students to thier peers  • Topics of interest • Working styles • Some possibilities of changing according to topic interest  • Introduction to whole class discussion of individual projects 

  11. University Transition • Full cohort meetings during first semester  • Dissemination of information after induction week • Second mentoring meetings • Feedback on induction programme + responses • More social events • Information about essay writing • First formal submission of work • End of term presentation 'party' • Chance for staff to assess cohorts level and interests. 

  12. Academic Skills • Project terminology for forthcoming three projects • Object, territory, methodology... • 'Practice' video project • Practice bibliography + literature review in assessment • Essay writing in philosophy (PS staff) • Essay writing (University Writing Centre) • Group work

  13. Outcomes

  14. Evidence of its success • Theoretical Cohesion with the University Vision: Learning for Life • Student awareness: relevance of learning post-degree (2009) and ongoing NSS) • Student reflection: use of knowledge in workplace (2009 and ongoing NSS) • Student evaluation: learning opportunities (NSS 2018)

  15. potential employers will be interested in what I have learnt in the degree programme’s modules

  16. Graduates 75% of graduates agreed with "The concepts and ideas from my degree programme are useful for my work” “Before embarking upon the project I had thought I wanted to go into advertising. The project pushed me to get work experience (and it was also good to be able to mention that I had been doing a project on the subject when I applied… plus had lots of knowledge when I went there). The work experience and my research from the project into the advertising industry made me realise that I didn't actually want to go into advertising as a career.” “My skills have improved in all areas from public speaking to writing but most of all I have improvement ability to think. No employer could deny this as valuable…The reason that Newcastle was my first choice of University is down to the degree structure in terms of the project. Not only does it make doing work more enjoyable when we are given the option to choose what we study, but the opportunity to apply my degree skills and knowledge to the real world is priceless. The fact that I am able to show my employer how my assessments have not been based on the regurgitation of memorised knowledge but have actually been utilised within reality, fills me with confidence. I used to worry when people asked me the question, ‘and where is that going to get you then’, now they wish they’d never asked. I feel as though I have constantly progressed throughout my time here and I can honestly say I am proud of what I have achieved.” “The project has been a great chance to explore something that I'm really interested in. I felt that I could talk about my project in interviews, which seemed to impress my interviewers.” “The projects were particularly useful as well, as they allowed me to apply the knowledge I gained in Philosophical Studies to other areas. My third year project was on Architecture and Town Planning in Newcastle, and doing this project helped me gain a place on a Masters degree in Town Planning which enable me to work as a qualified town planner.”