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Researchers: Anastasia Makati Kaone Roberts Dr Annie Hughes

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Revitalising reflective learning by embedding PDP in dissertation planning and execution: a student-centred evaluation. Researchers: Anastasia Makati Kaone Roberts Dr Annie Hughes. Context. Rationale Over 10 years since PDP implemented in GGE at Kingston University

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slide1

Revitalising reflective learning by embedding PDP in dissertation planning and execution: a student-centred evaluation

Researchers:

Anastasia Makati

Kaone Roberts

Dr Annie Hughes

context
Context
  • Rationale
    • Over 10 years since PDP implemented in GGE at Kingston University
    • 2013 Review of Academic Framework
  • How best to:
    • Engage students with and extend relevance of PDP
    • Embed PDP in the curriculum
    • Ensure continued engagement through the levels
    • Improve dissertation engagement and execution
implementation at level 5
Implementation at Level 5

Module: ‘Design and Management of Projects’

Through tutorials, students:

  • reflect on the development of their key academic, personal and employability skills
  • make connections between the diverse components of the curriculum and link to skills portfolio

Outcome (summatively assessed):

  • develop a research proposal which enhances their strengths and builds upon their weaknesses
implementation at level 6
Implementation at Level 6

Module: Research Project Module

Through tutorials, students:

  • reflect on the ways in which their academic, personal and employability skills have been enhanced through the completion of their research project
  • Identify their ‘graduate attributes’

Outcome (summatively assessed):

  • complete a reflective essay documenting the development of their skills and graduate attributes through the execution of their project
engagement with p ersonal tutorials
Engagement with Personal Tutorials
  • 97% of students reported that they knew who their tutor was
  • 91% of students reported that they had attended a tutorial
  • 6 students reported that they had not attended a tutorial
    • 4 No notification
      • Disengagement of tutor not student?
    • ‘Other’ reasons
      • Not enough time
      • Not receiving KU emails
reflective learning
Reflective Learning
  • 45% agree or strongly agree that:

“personal tutorials have encouraged me to reflect more deeply on what I am learning”

  • 35% neither agree not disagree
  • Lack of awareness of the term?
  • More work on what reflective learning is and its benefits ??
conclusions
Conclusions
  • Positive engagement with tutorials at level 5
  • Encourages early discussion about dissertations
    • Remove the more obvious problematic dissertation ideas
  • Lack of awareness of role of ‘reflection’ in good academic practice
  • More work on promoting ‘reflective’ learning at level 5
  • Introduce ‘graduate attributes and skills set’ at level 5