Graduate Attributes

1. Graduate Attributes Jackie Campbell, Laura Dean, Mark de Groot, David Killick, Jill Taylor

2. Session Outcomes • Participants will have created a shared understanding of the graduate attributes at Leeds Met • Participants will have practised embedding graduate attributes into a sample course

3. Where Did The Attributes Come From?

4. A Global Outlook Enabling effective and responsible engagement in a multicultural and globalising world.

5. A Global Outlook Enabling effective and responsible engagement in a multicultural and globalising world. Globe picture. Source: Soil-net http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.html

6. Inclusivity Meeting diverse needs AND affording others equal respect. • Global Relevance The subject is being studied by students who (will) carry out their lives, in a globally interconnected world. Enabling effective and responsible engagement in a multicultural and globalising world.

7. Inclusivity Meeting diverse needs AND affording others equal respect. The subject is being studied by students who (will) carry out their lives, in a globally interconnected world. • valuing diverse perspectives and experiences • building sensitivity, respect and capabilities for different ways of working together • locating the discipline and related professions into this rapidly evolving global context; • developing attributes of cross-cultural capability and global perspectives • Global Relevance Enabling effective and responsible engagement in a multicultural and globalising world.

8. A Global Outlook • explain potential consequences of [this issue or action] in terms of global/local sustainability, social justice, cultural identity, etc. • make critical observations on how my own culture represents and values [this issue or action]. • adopt appropriate communication strategies to evaluate [this issue] in a multi-cultural group of peers.

9. A Global Outlook Enabling effective and responsible engagement in a multicultural and globalising world.

10. Digital Literacy Enabling the confident and critical use of ICT for work, leisure, learning and communication.

11. Digital Literacy Capabilities Techno-Literacy Use devices, applications and Services Information Literacy Find, evaluate and use digital information ICT Skills DEVICES CONTENT NETWORKS Media Literacy Read and communicate in a range of media Techno-Social Practice Participate in digital networks and groups SERVICES SOFTWARE Digital Scholarship Learn and research using digital content, virtual environments, and digital tools

12. Digital Literacy in the Curriculum • Integrate across the curriculum and embed within the subject. • Integrate capabilities into a specific educational context. • Situate in authentic contexts (workplace, community, placement). • Design learning opportunities that take advantage of learning networks and professional and scholarly communities. • Continually review how technologies are integrated into curriculum tasks. • Use digital content and learning objects to design flexible learning opportunities to target different learning styles. • Use assessment and feedback strategies that encourage innovative use of technology. • Support learners' personal reflection, progression and planning by engaging with e-portfolios. “ “mastering ideas not keystrokes” Gilster, P. (1997) Digital Literacy. New York: John Wiley.

13. Digital Literacy in the Curriculum • access, store, organise, retrieve information and media relevant to [the subject] from multiple digital sources for practical application and integration into existing knowledge. • effectively create and publish content in multimedia formats to communicate opinions and ideas of [the subject] through a range of channels. • demonstrate creative thinking, construct knowledge, and develop innovative products and processes relating to [the subject] using technology. • use models and simulations to explore complex systems and issues relating to [specific areas of practice]. • proficiently manage group interactions and engage in online communities and professional [the subject] groups using multiple technologies. • confidently use digital technologies to reflect on, record and manage their lifelong learning of [the subject]. 

14. Being Enterprising Enabling students to be responsive adaptable problem solvers.

15. Being Enterprising • Enterprise • Social Enterprise - SIFE • Entrepreneur • Intrapreneur • Personal Enterprise

16. Being Enterprising risk taking ownership confidence investigating networking improving things researching making things happen being a self-starter being open to feedback being enthusiastic questioning adaptable seeing opportunities a ‘can-do’ attitude making things better… having a go … innovation thinking creatively reflecting self awareness opportunities development employability

17. Being Enterprising • Identify opportunities for improvements in different situations • Generate and critically analyse ideas • Make a significant positive contribution to a community teamwork project

18. Being Enterprising Enabling students to be responsive adaptable problem solvers.

20. Exercise: Embedding in a Course Identify opportunities for improvements in different situations Reflect upon how this impacts upon lives in a different country Use models and simulations to explore complex systems and issues Generate and critically analyse ideas

22. Session Outcomes • Participants will have created a shared understanding of the graduate attributes at Leeds Met • Participants will have practised embedding graduate attributes into a sample course