Pebble, outcomes and student-led learning Ken, 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.
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Pebble, outcomes and student-led learning Ken, Heather, Jacqui, Helen, Yusuke or the ECU collective
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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.
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
Mabin (2012) Victoria Business School
There is no knowledge without a knower (Peet, 2011)
.
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)
(uni appl.)
Sutherland (2005)
How might PebblePad be used to support accreditation standards?
• Accreditation the driver of the quality agenda (Kuh & Ikenberry, 2009)
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
Unit Learning outcomes
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.
How might accreditation standards be used to construct meaning for learners?
• Australian OLT approach• Two current US approaches• Our ECU approach
Oliver & Whelan (2011)
http://www.lagcc.cuny.edu/connections/
http://www.aacu.org/value/rubrics/
Transfer criterion:
Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations
Standards achieved as milestones from first year, midcourse and capstone