European Work Based Learning Approaches
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European Work Based Learning Approaches in Higher Education. What I learned from being a work-based doctorate student: a reflective approach Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next. Kenneth Wolf

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European Work Based Learning Approaches

in Higher Education

  • What I learned from being

  • a work-based doctorate student:

  • a reflective approach

  • Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next.

  • Kenneth Wolf

  • Introduction and a framework for reflective learning

  • Personal Account - my Reflective Learning based within my professional context as a creator and writer of the New English Placement Test Online (NEPTON) for a private tertiary institution where I work

  • Dr. Salomi Papadima-Sophocleous

  • Intercollege, Cyprus

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

A. Introduction

  • Universities:

  • Traditionally places for research and knowledge creation

  • Recent University Transformation – response to new needs

  • Current Higher Education programme types:

  • Curriculum based knowledge – built knowledge taught as a ‘truth’

  • Work based knowledge - knowledge gained by doing work;

  • (a) aims to be developmental for the practitioner

  • (b) purposeful for the community of practice

  • (c) useful in its contribution to academic learning and the

  • knowledge stored in higher education.

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Work Based (WB) Learning

  • Not directly from traditional university disciplinary frameworks

  • Local knowledge, particular spatial and temporal circumstances of work contexts and situations

  • Content – flexible, individually determined.

  • Knowledge - through a multidimensional, inter-professional, WB frame of reference.

  • Constructing not absorbing knowledge

  • Aims - developmental for the practitioner, purposeful for the community of practice & useful in its contribution to academic learning & the knowledge stored in higher education.

  • WB pedagogies focus - creativity & reflexivity of individuals within a WBcontext

  • Accreditation

  • Methodologies - transdisciplinary, applied and exploratory

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Reflective Learning - What is it?

  • ‘Consciously thinking about & analysing what one has done (or is doing)

  • Integral part of work-based learning

  • Structured way to reflect upon one’s learning, understand one’s

  • learning processes, becoming autonomous

  • Exploring one’s experiences of learning, better understand how

  • they learn to improve further learning

  • Reflection-on-action / Reflection-in-action

  • Reflective Learning Methodologies

  • Learning diary or portfolio

  • Reflective notes

  • Constructive use of feedback

  • Not hard on themselves or underestimate skills; be honest, think

  • positively.

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Reflective Learner?

  • Reflect on learning:

  • How they are using what they are learning

  • What their strengths and weaknesses in learning are,

  • What their learning priorities are,

  • How they can improve and build upon their learning process,

  • How well they are working towards goals.

  • Consider:

  • Their motivation,

  • Their attitudes and ideas, and changes in these,

  • Skills needed for different components of study & learning,

  • What may be blocking learning

  • Any gaps in their knowledge and skills,

  • How they might best work towards filling them.

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Reflective Learning - Important

  • Thinking about learning & writing things down helps clarify thoughts and emotions.

  • Notes - record of study

  • focus on development as an effective independent learner, and on the strategies one uses to work towards this.

  • Reflective practice

  • critical in providing opportunities for the learner to identify areas for practice improvement and analyse their in-practice decision making processes.

  • bridges gap between theory and practice.

  • reflective approach

  • encourages students to look beyond academic accomplishments

  • recognize the depth and range of other transferable skills learnt.

  • reflective learning

  • analysis of experiences; facilitates learning from this experience,

  • critical thinking,

  • questioning attitude

  • professional competences, recognition of mistakes & weaknesses.

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Doctorate in Professional Studies Programme

  • Doctorate student at a Tertiary Institution of UK: Doctorate in Professional Studies

  • Work setting Tertiary Institution, Language Department

  • Work based project need:

  • Development of a New English Placement Test Online

  • (the NEPTON test)

  • DProf course advisor

  • DProf consultant (supervisor)

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

Dr Salomi Papadima-Sophocleous, Intercollege


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Conference on European Work Based Learning Approaches in Higher Education

What I learned from being a work-based doctorate student:

a reflective approach

My own case as a work-based reflective learner at doctorate level

  • Reflective Review of Previous Learning

  • Research Portfolio

  • (a) My Learning Diary and Overall Reflection

  • (b)An Investigation into the Methodologies and Epistemologies with Particular Reference to my ProfessionalGroup and Research and Development in Professional Practice: link of where I have been, where I am now and where I want to go

  • Research project

    • Reflective notes during the project

    • Reflective components of my project report

    • Formal programme criteria

    • Stakeholders, evaluators, examiners

  • After Completion

    • (a) Intercollege stakeholders

    • (b) Conferences(Hungary, New Zealand)

    • (c) University Research Seminar Presentations

    • (d) Refereed Journal Publications

    • (e) Award

  • Dr Salomi Papadima-Sophocleous, Intercollege



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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    Reflective Review of Previous Learning

    RAL at L5: Advanced Developments in professional practices, 160 credits

    Review of Learning, 20 credits at L4

    ‘Professional Learning’, 40 credits at L4 by RAL

    Printed & electronic publications, including assessment tasks

    CALL learning Melbourne

    Online learning Box Hill & COLTE;

    RMIT

    Med curriculum development, including assessment

    Research & Developments Project’ 60 credits at L4 by RAL

    Dr Salomi Papadima-Sophocleous, Intercollege

    Language printed teaching materials


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    • Research Portfolio

    • (a) My Learning Diary and Overall Reflection

    • (b)An Investigation into the Methodologies and Epistemologies with Particular Reference to One ProfessionalGroup and Research and Development in Professional Practice: link of where I have been, where I am now and where I want to go

    Dr Salomi Papadima-Sophocleous, Intercollege


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    • identified overall programme direction & my work based project topic.

    • justified relevance: my own interests & those of my organisation, & professional field.

    • evaluated proposed project ethical implications.

    • described & justified approach choice & data collection & analysis methods.

    • justified project feasibility, indicated how the project was to be led and managed, & provided realistic action plan.

    • Produced project proposal: account of relevant professional & organisation issues

    • Identified & gained authority to use resources

    • Wrote learning agreement: summary of all components of the intended programme & detailed project proposal

    • Programme Approval Panel oral presentation.

    • explained leadership role intended to fulfil in proposed project.

    • Reflection on and in action - continuous valuable tool in this process.

    Dr Salomi Papadima-Sophocleous, Intercollege


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    Research Project, L5, 200 credits: oral presentation & final project

    • Research project – Description

    • (a) Research in Current theories and Practices in Online

      • Language Testing

      • (b) Test Specifications (content and online delivery tool)

      • (c) Implementation: test item writing, moderation, item analysis, pen& paper field testing, online trial

      • d) Test Evaluation: validity, reliability

  • Research project - Reflection

    • Notes during the project

    • Reflective components of my project report

    • Formal programme criteria

    • Stakeholders, evaluators, examiners

  • Dr Salomi Papadima-Sophocleous, Intercollege


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    Conclusions

    • IN THEORY

    • An alternative slide paradigm for test item randomization

    • An alternative paradigm for a cut-off point system

    • An alternative paradigm for test item analysis

    • An in-house developed online L2 testing environment design

    • A new English placement Test online paradigm: a hybrid of a Computer Based test and of a Computer Adaptive Test

    • Case study,applied linguistics research, insider researcher

    • IN PRACTICE

    • Change and improvement: the NEPTON test

    • AREAS OF LEARNING EXPANSION

    • Reflective Learning; Learning to research as an insider researcher; Learning through problem-solving;

    • Developing leading and team working skills: project leader, manager, negotiator, co-operator, problem-solver, decision-maker, curriculum writer, presenter, researcher, and worker;

    • Extending second language expertise and research skills: online testing development processes, quantitative analysis, use of data analysis and presentation software programmes.

    • The reflective aspect of work based learning helped me develop a more systematic awareness of all these, of research processes, achievements, and learning. I learned to be responsible of my own learning, be autonomous and practice continuous reflection on my learning experiences.

    Dr Salomi Papadima-Sophocleous, Intercollege


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student:

    a reflective approach

    My own case as a work-based reflective learner at doctorate level

    • After Completion

    • … and reflective learning goes on…

      • (a) Awarded the Middlesex University 2005 KenGoulding Prize for professional Excellence,

      • (b) Intercollege stakeholders

      • (v) Conferences(Hungary, New Zealand, Cyprus)

      • (d) University Research Seminar Presentations

      • (e) Refereed Journal Publications

    Dr Salomi Papadima-Sophocleous, Intercollege


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    Conference on European Work Based Learning Approaches in Higher Education

    What I learned from being a work-based doctorate student: a reflective approach

    http://nepton.engine.intercol.edu/

    Dr. Salomi Papadima-Sophocleous

    Intercollege, Cyprus

    [email protected]

    Dr Salomi Papadima-Sophocleous, Intercollege


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