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A FOCUS ON PROFESSIONAL LEARNING. Dr Frances Deepwell & Dr Greg Benfield, Oxford Centre for Staff and Learning Development With thanks for content to Hilary Beale, Faculty of Health & Life Sciences & Mike Laycock, HE Consultant. WHO? AND HOW? AND WHAT?. Who are your prospective students?.

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a focus on professional learning

Dr Frances Deepwell & Dr Greg Benfield, Oxford Centre for Staff and Learning Development

With thanks for content to Hilary Beale, Faculty of Health & Life Sciences & Mike Laycock, HE Consultant

who are your prospective students
Who are your prospective students?
  • Currently in work?
  • Looking to change career direction?
  • Innovation workers?
  • Innovation leaders?
  • Academic/researchers?
  • ??
  • ??
  • Looking to the course for professional development…?
key questions in supporting professional learning
Key questions in supporting professional learning
  • Where does responsibility for ‘success’ lie? E.g. Who is responsible for ensuring a workplace project is fulfilled?
  • Who assesses performance?
  • Who assesses knowledge?
  • What is the balance between workplace and university? Between individual and group efforts?
  • How do the different parties interact?
factors which impede professional learning
Factors which impede professional learning
  • Resistance to learning
  • Problems with “unlearning” poor /outdated knowledge or skills.
  • Inappropriate role models
  • Lack of protected time
  • “Life”
  • Limited support/feedback
  • What else?
support and management issues scenario
Support and managementissues:Scenario

The work based learning agreement is completed and the student is half way through the project when management of the team in which the student operates changes. The new line manager tells the student that they must change their role within the organisation, denying them access to the work opportunities required for fulfilment of the project.

working up to the high stakes project or populating the e portfolio
Working up to the high stakes project, or populating the e-portfolio
  • Reflective blog – shared with course participants
  • Annotated reflective journal, which review workplace learning through ‘critical incidents
  • Increasingly complex groupwork projects
  • Critical and reflective essay that uses appended evidence of practice to substantiate learning claims
  • Write an answer to a client's question
  • Present a case for an interest group
  • Letter of Advice to .... (about policy, public health matters .....)
  • Prepare a committee briefing paper for a specific meeting
  • Book review (or article) for a particular journal
working up to the high stakes project or populating the e portfolio 2
Working up to the high stakes project, or populating the e-portfolio (2)
  • Draft a research bid to a realistic brief designed to make a specific contribution to the workplace
  • Conference paper (or notes for a conference paper plus annotated bibliography)
  • Presentation
  • Make a video (write script and produce/make a video)
  • Produce a poster
  • Prepare an illustrated manual on using the equipment, for a particular audience
  • Observation/analysis of real or simulated professional practice, or case study
  • ‘You’ are the portfolio
criteria for assessing work based or scenario based learning
Criteria for assessing work-based, or scenario-based learning

‘Generic’ criteria:

  • the achievement of reflective skills;
  • the exercise of professional judgment;
  • the ability to communicate effectively in a range of contexts.
  • the ability to work with others
  • the ability to exercise moral and ethical judgements
engaging students with criteria
Engaging students with criteria

Some issues:

  • this might be the first time some learners have studied in this way
  • how can they quickly learn the ‘rules of the game’?

Some possible responses:

  • Create marking criteria for each mode of assessment: presentations, reflective essays, etc
  • provide opportunities for self- and peer-assessment
  • marking exercises that enable active engagement with the criteria
  • structured opportunities for dialogic feedback
students personal and professional development
Students’ personal and professional development
  • how will the course provide opportunities for developing learners’ self-awareness of their own learning, of personal career and workplace organisational development, and of promoting the skills required at each level
  • how can work-based learners benefit from engaging with the e-portfolio, developing curricula vitae and longer-term development plans?
what is in what is out
What is in, what is out…

Your Course

Your competitors?

Uni of East London: MSc Innovative Technology

Bath: MSc Innovation and Technology Management

Sussex: MSc Technology and Innovation Management

City: Masters in Innovation, Creativity and Leadership

Eindhoven:Innovation Sciences

Grenoble: MSc in Innovation, Strategy and Entrepreneurship

Carnegie Mellon: Masters in Engineering & Technology Innovation Management

  • Research methods
  • Project management
  • Managing change
  • Design
  • Sociology
  • Economics
  • ???
  • ???
what are graduate attributes
What are graduate attributes?
  • ‘These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses.
  • They are ability, dispositions, qualities which enable knowledge gained to be translated into a discipline and work place context.

Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs

why graduate attributes
Why graduate attributes?
  • ‘qualities that prepare graduates as agents of social good in an unknown future.’(Bowden et al, 2000)
  • ‘attributes that help prepare our students to tackle the ever evolving challenges facing them during and at the end of their studies’ (University of Edinburgh)
post graduate attributes
(Post)graduate attributes

Brookes has five graduate/postgraduate attributes, the development of which all courses must support:

a) Academic literacy

b) Research literacy

c) Critical self-awareness and personal literacy

d) Digital and information literacy

e) Global citizenship

What might your postgraduate attributes be?

brookes postgraduate attributes
Brookes Postgraduate attributes

a) Academic literacy

Advanced disciplinary and professional knowledge and skills moving beyond the emerging professional to becoming an expert member of the relevant community. This should include the ability to engage in current critical debates within the discipline and the ability to communicate complex ideas to both expert and non-expert audiences, even in the absence of a complete set of data.

b) Research literacy

The ability to design and undertake a research project in the discipline, use appropriate methodology and solve complex problems in novel situations. Awareness of current research within the discipline, and the ability to critically evaluate it

brookes postgraduate attributes cont d
Brookes Postgraduate attributes cont’d

c) Critical self-awareness and personal literacy

Demonstrate commitment to continuous self-improvement. To include the ability to lead and organise self and others; take personal responsibility in unpredictable and complex situations; make sound and appropriate decisions; to inspire and interact with others in diverse environments.

d) Digital and information literacy

The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use. To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities.

brookes postgraduate attributes cont d1
Brookes Postgraduate attributes cont’d

e) Global citizenship

Knowledge and skills, showing cross-cultural awareness, and valuing human diversity. The ability to work effectively, and responsibly, in a global context. Knowledge of global perspectives on how disciplinary knowledge is represented and understood within other cultures; cross-cultural capability beginning with an awareness of our own culture and perspectives and the development of the confidence to question one’s own values and those of others responsibly and ethically; and responsible citizenship, actively engaging with issues of equity and social justice, sustainability and the reduction of prejudice, stereotyping and discrimination.