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Bridges CETL at the University of Bedfordshire

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  1. Bridges CETL at the University of Bedfordshire Arti Kumar MBE CETL Associate Director & National Teaching Fellow beds.ac.uk/bridgescetl

  2. Main aims …to enable student learning for personal, academic and career development. …working to identify, enhance and evaluate effective PDP practices that: - bridge back to students’ prior experiences - bridge beyond the curriculum into careers of lifelong learning - bridge through the curriculum by linking activities beds.ac.uk/bridgescetl

  3. Main outputs: CRe8 & SOAR SOAR model Curriculum Review and implementation 2008 – 09 CRe8 Employability, PDP and preparation for careers of lifelong learning Stimulating personalised and realistic learning Innovative curriculum and assessment approaches Book: Kumar, A (2007) Routledge, London & New York beds.ac.uk/bridgescetl

  4. Self, Opportunity, Aspirations, Results - a student-centred formative process - enables students to identify and develop a range of skills and attributes – towards professionalism - a framework or model for PDP-CMS content and coverage structures distinct pedagogy SOARing to Success beds.ac.uk/bridgescetl

  5. Skill-sets of the ‘ideal student /graduate’ SOAR Communication skills (including work in groups) • as a ‘bridge’ - • provides the links: • - ‘Self awareness’ • ‘Opportunity • awareness’ • - Aspirations • - Results • How captured • - Progress File? • Paper-based or • electronic? Creativity and critical thinking information literacy Research and evaluation beds.ac.uk/bridgescetl

  6. ‘ elf awareness’ S … “awareness of the distinctive characteristics (abilities, skills, values and interests) that define the kind of person one is and the kind of person one wishes to become”. (NICEC briefing, 1992) Students discover & develop a Self-MAPfor the journey:Motivation,Ability,Personality beds.ac.uk/bridgescetl

  7. Self as hero in the journey of life… Where am I now? Where do I want to be? Where do I need to be? How will I get there? What are my actual and potential abilities? What am I capable of achieving? What is important to me in life/work? Where will I suitably fit in the world out there? Do I understand how life and work are changing? Do I match up to the requirements? Can SOAR prompt reflection, action and articulation for careers of lifelong learning? beds.ac.uk/bridgescetl

  8. Self- & Other-awareness skills in a success cycle beds.ac.uk/bridgescetl

  9. ‘Opportunity’… … “awareness of the possibilities that exist, the demands they make and the rewards and satisfactions they can offer” (NICEC briefing, 1992) beds.ac.uk/bridgescetl

  10. … explore options, occupations, etc. that fit with one’s Self-MAP ‘Self – Opportunity’ beds.ac.uk/bridgescetl

  11. generate, clarify, test and implement aspirations through realistic decision-making and action planning… 'Whatever you can do, or dream you can, begin it! Boldness has genius, magic, and power in it.' (one of Goethe’s couplets) ‘The difference between a dream and a goal is the written word’ Aspirations beds.ac.uk/bridgescetl

  12. Demonstrating and Evaluating Results • A winning CV, application, interview and Assessment Centre requires • Targeting suitable opportunities • Matching its requirements with the ‘Self-MAP’ or applicant profile • Understanding ‘transferability’ • Defending a decision – at interview • Demonstrating ‘behavioural competencies’ at Assessment Centre activities and exercises beds.ac.uk/bridgescetl

  13. PDP as a spine or spiral in curricula F A C I L I T A T I O N I N F O R M A T I O N results G U I D A N C E aspirations opportunity self beds.ac.uk/bridgescetl

  14. Working with students to unlock their potential… The dynamic relationships between SOAR elements can generate synergy and real-life relevance The model should be animated and contextualised within different subject disciplines You can take student development to a whole new dimension: put the jigsaw bridge together! beds.ac.uk/bridgescetl