Delivery through WBL module individual assessment Application, interview - videos and audio feedback from peers, employers and tutor group learning (mentored / coached / trained): 1. 2. 3. Multidisciplinary teams - cross Faculty / International Professional / skills for working / employability. Students create a personalised webfolio.
Delivery through WBL module individual assessment Application, interview - videos and audio feedback from peers, employers and tutor group learning (mentored / coached / trained): 1. 2. 3. Multidisciplinary teams - cross Faculty / International Professional / skills for working / employability. Students create a personalised webfolio.
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Delivery through WBL module individual assessment Application, interview - videos and audio feedback from peers, employers and tutor group learning (mentored / coached / trained): 1. 2. 3. Multidisciplinary teams - cross Faculty / International Professional / skills for working / employability. Students create a personalised webfolio.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
Individual assessment CV 1) Authentic experience of recruitment and selection Skills/Competency process – personal reflection of process and audio Application, Interview – videos and Questionnaire feedback – to be included in portfolio of evidence audio feedback from peers, Interview employers and tutor 2) Improved awareness and understanding of personal Peer review strengths and areas for improvement Group learning (mentored/coached/trained): 3) Improved awareness of self in context of peer group, university, community, and world 1. Multidisciplinary teams – cross 4) Development of employability skills – technical and Self management Faculty /International of Project Brief “soft” skills – “coaching and training” from In a (multi-disciplinary) employers/mentors 2. Professional / skills for working / Team context employability 5) Develops IT study skills and reflective practice Fundraising event 6) Encourages self-management and ownership of 3. Social responsibility / skills for learning life / citizenship / community 7) Encourages integration of students and conflict Formative assessment: resolution within context of attainment of collective Group discussions and achievement Periodic submission of goals completed workplace of group goals: tasks (virtual workplace) 8) Offers flexibility (reflective of the trajectory of and personal blog workplace norms) e.g. use of mobile technologies to 1. Periodic submission of individual (PebblePad) communicate, create assets/ webfolios but in a time reflections of learning experience constrained context i.e. periodic deadlines Summative assessment through ‘thoughts/blog’ function in – Recorded presentation PebblePad to mentoring team at employer offices Students create a personalised 2. Periodic group blog of experience during the module e.g. google webfolio (showing their progression during the project ) via blogger/campus pack fusion E-portfolio assets created in PebblePad. Assets include the CV, recorded Portfolio of evidence interview, feedback, reflections, ‘Evidence’ of development – agendas, minutes of meetings, reflection of learning action plans, presentations, blogs, Students adopt agency and seek experiences that are evidenced in a employability skills questionnaire pre relevance of their contribution to the personal portfolio & post WBL module. module in their own context which is Use of mobile Webfolios are assessed by reflected in the assets that they technologies to create mentoring teams evidence and organise in their assets and e-portfolio employers/tutors) – can be used portfolio. for interviews etc Employer Employer focused Delivery through WBL module outcomes Individual assessment Employer input – Enterprise Virtual workplace design 1) Employers would provide data relating to competency network, Centurion, Volunteering Employee specifications framework underpinning design of workplace activities & Sporting Partnerships etc Interview assessment 2) Input into virtual workplace activities – re-usable learning Group learning object – access to students and materials that could be used for in-house training (mentored/coached/trained): 3) Maintain established links with employers, forge new links and 1. Multidisciplinary teams – cross opportunities between University, students and employers Faculty /international 4) Collaboration between HEIs and Universities is an integral pa 2. Professional / skills for working / Employer coaching and of the government ‘s current agenda - BIS (2009) Report employability mentoring 5) Part of the training and development costs of a potential traine Corporate social responsibility will be incurred by University - benefit reaped by student and 3. Social responsibility / skills for employer in the long term life / citizenship / community 6)Better integration of formal and informal learning – good staff Group discussions and development achievement of group goals Identification of 7) Employers are encouraged to incorporate CSR and citizenship skills/knowledge/ into the assessment design for the module which can act as a as 1) Periodic submission of individual competency strengths feedback-feedforward system of development of their own CSR reflections of learning experience and weaknesses strategies through ‘thoughts/blog’ function in Identification of 8) Fosters a culture of employer/Uni engagement making good PebblePad potential development use of established networks –learn more about our course delive areas – target training 2) Periodic group blog of experience and students during the module e.g. google 9) Identify potential employees/student placements etc blogger/campus pack fusion
Presentation Students’ undertake a team presentation
which is delivered st ‘Evidence’ Situational context of Students reflect on their learning Students adopt agency and seek learning is created by experiences (PebblePad) relevance of their contribution to the virtual workplace Support (limited face to face) using (activities designed by technology is provided i.e. skype, module in their own context which is team of tutors and webcam, blogs reflected in the assets that they employers)– action learning is undertaken by Re-usable learning objects are created - evidence and organise in their >synergies, <future costs student portfolio. Learning objects Resources Delivery through WBL module to be created Video/digital experts – Innovation North staff and/or students Individual assessment Virtual workplace Virtual workplace design – Learning Technologists Employer profiles Application, Interview – videos and PebblePad accounts for students (existing relationships in Video audio feedback from peers, Business and Health) Audio files/MP3 file employers and tutor Collaboration with course leaders cross faculty, employer Asset creation with Group learning reflection - PebblePad networks, partners, volunteering networks (mentored/coached/trained): Mentor(s) for workplace groups (similar to PACE 2/placement model) – less face to face support – use virtual workplace 1. Multidisciplinary teams – cross Completion & evidence of discussion boards, social network to communicate and support Faculty Work place activities students, skype, periodic webcam sessions via Elluminate (use e.g. agendas/minutes technology!) 2. Professional / skills for working / Action plans employability Mind maps Purchase of PDAs – Computing services to synchronise emails Co-ordination of tasks and install programs 3. Social responsibility / skills for Stakeholder mapping PDA and PebblePad training life / citizenship / community Reflections Access and use of test/development Finance/HR systems Group discussions and Use of integrated/mobile (Agresso/Trent/Employer) achievement of group goals technologies ie. PebblePad, skype, Technological support – Computing Services/Learning 1) Periodic submission of individual campus pack fusion, Technologists reflections of learning experience internet – facilitating Module Leader/co-ordinator creation and reflection of through ‘thoughts/blog’ function in assets, web Use of recording suite for summative assessment PebblePad conferencing, communication via Server space to host e-portfolios 2) Periodic group blog of experience email/skype, blogging, during the module e.g. google social networking etc blogger/campus pack fusion E-portfolio Personalised Students’ create a body of evidence of chronological record professional and personal development ‘Evidence’ of development and using technology evaluation of critical Students adopt agency and seek incidents/events Students reflect on their learning experiences (PebblePad) relevance of their contribution to the pertinent to the module in their own context which is students’ Support (limited face to face) using development technology is provided i.e. skype, reflected in the assets that they webcam, blogs evidence and organise in their Re- usable/developmental Re-usable learning objects are created - portfolio. evidence of >synergies, <future costs employability skills