SlideServe
Télécharger Obtenir Pro
Menu
Accueil Pro
Préférences
ApparenceLight Aide et commentaires
© SlideServe · v2026

Co-constructing knowledge – facilitating graduateness?

terrel avatar
terrel
9 diapositives · 251 Views · Jul 15, 2014

Co-constructing knowledge – facilitating graduateness?. Theodora Papatheodorou, Christine Such and Paulette Luff. Key information. English context - Notion of ‘graduateness’ - Institutional responses and systems for achieving

#co-constructing knowledge – facilitating graduateness? #co-constructing knowledge – facilitating graduateness? ppt #powerpoint #presentation
Co-constructing knowledge – facilitating graduateness? - slide 1
01 / 9Co-constructing knowledge – facilitating graduateness?
1 / 17

Télécharger la présentation

Co-constructing knowledge – facilitating graduateness?
Une image / un lien ci-dessous est fourni (tel quel) pour télécharger la présentation

Politique de téléchargement : le contenu du site vous est fourni TEL QUEL pour votre information et votre usage personnel ; il ne peut être vendu, concédé sous licence ni partagé sur d’autres sites sans l’accord de son auteur.Le contenu vous est fourni TEL QUEL, pour votre information et votre usage personnel uniquement. Téléchargez la présentation en cliquant sur ce lien. Lors du téléchargement, si vous ne parvenez pas à télécharger une présentation, l’éditeur a peut-être supprimé le fichier de son serveur.Pendant le téléchargement, si vous ne parvenez pas à obtenir une présentation, le fichier a peut-être été supprimé par l’éditeur.

F I N

Plus de contenu associé

Transcription de la présentation

  1. Co-constructing knowledge – facilitating graduateness? Theodora Papatheodorou, Christine Such and Paulette Luff

  2. Key information • English context - Notion of ‘graduateness’ - Institutional responses and systems for achieving ‘graduateness’ (e.g. Personal Development Planning) - The impact of curriculum review • Our response - Changes to module planning & teaching - The underpinning principles of social constructivism for learning • Our study & findings

  3. The study Aim: - to investigate the impact of curriculum changes on student learning Sample: - 36 first year undergraduate students Methods of collecting data include: - completion of a progress checklist - pre and post reflections Analysis of data: - frequency count to identify pattern of change

  4. Progress checklist

  5. Patterns of change

  6. Findings – Evolving patterns • Group work • Flexible and creative approach • Group work/flexible and creative approach and assessment • Module content • Module content and assessment • Learning as a personal journey vs assessment of knowledge about the subject

  7. Learning as a personal journey • Each module undertaken has provided the opportunity for learning in different ways. So I have tried to include samples of work to reflect the way in which I have learned. Not just theories, but skills in each. • I have been able to reflect on my development over my first year at university allowing me to see the knowledge I have gained.

  8. My personal learning experiences have made me look at my past and consciously see where I have learned things. • The assignments and work from the start of semester one is evidently different to the work I am now putting forward. This is due to the many exercises we have taken part in over the year which helped us as a student find our preferred way of learning.

  9. Key issues • Working as a group was very important in all three modules in the first self-evaluation. This changed for the module Learning and Knowledge Construction in the second semester. Why? • Flexibility and creative approaches seem threatened by assessment. Why? • Content gives students the sense of certainty as it defines the boundaries of what they need to know (Observation and Play modules) • Utilising students own experience to identify and articulate key principles of the subject area • Inter-relationship between personal experience and content