activity-led learning – an example
DESCRIPTION
A presentation at the Quicker Steps to Employment project seminar held at Coventry University (UK) on 9th October 2012TRANSCRIPT
Nuoret nopeammin työelämään -hanke
”A paradigm shift in pedagogy for enhancing graduate employability”
Activity-Led Learning – an example
Ursula RutherfordResearch student
Faculty of Engineering and Computing, Coventry University
Outline
• The Integrated project• Real world context• Group work• Assessment• Competences• Module evaluation & development• Research methods
The Integrated Project
Who: Dept. Civil Engineering, Architecture & Building
220 students (groups of 8)
8 staff
What: capstone (10 ECTS)
real-world, authentic
substantial project
Purpose: integrate disciplines
apply knowledge
develop professional skills
deep learning
Integrated Project – real world context
The brief
The site
The consultants
The tender bid
Integrated Project – presenting a design
Integrated Project – group work
• Group formation - selection• International - virtual
Assessment
• Phase 1: prepare preliminary design proposals and a written submission of the contractor’s proposal
• Phase2: develop the preferred preliminary design and confirm the design proposal and submit parts of a full tender submission
• Groupwork v. Individual (50/50)• Peer assessment• Self assessment & Reflection
Competences – some examples
Self-efficacy & Reflection
• Questionnaire + Report• How & when
Real world experience
• Group work• Reliance on others group relying on you• Communication• Unclear goals• Multi-disciplinary• Room to make mistakes
• all very important features for supporting employability
Module evaluation 2011-2012
Overall pass rate – 99.6%
Student satisfaction - Improvement in stats• Staff teaching on this module are enthusiastic about what they
are teaching - 85% (+ 6%)• Staff teaching on this module are good at explaining things
clearly - 83% (+9%)• Feedback on any returned work has been useful to develop my
understanding of the module content- 70% (-5%)• Overall the quality of this module is satisfactory – 81% (+1%)
Student satisfaction
Development of the module
Changes support competency development & broadening of the spectrum of competences
2010: open-door policy
2011: consultants & surgeries
2012: forum for consultancy 2010: Assigned to groups
2011: Self-selected half teams
2010: Domestic groups
2011: International teams virtual meetings
Research methods
• Module satisfaction survey• Observational ethnography
• Interviews• Students• Staff• graduates
• Self-efficacy questionnaire (NEW)