Tag Archives: collaborations

Graduate Attributes in Higher Education – book launch

Over 25 staff attended the launch yesterday of a new book  Graduate Attributes in Higher Education. Attitudes on Attributes from Across the Disciplines edited by former colleague Carey Normand and Lorraine Anderson, head of CASTLE. It features contributions from current and former colleagues from across the University of Dundee.

Contributors to the book

The book focuses on graduate attributes through a number of lenses: Learning, Adaptable, Self-Aware, Resilient, Agile, Empathic, Ethical, Professional, Digital and Reflexive. Utilising a mix of cases studies and theoretical frameworks, each graduate attribute is explored within the current context of higher education and a range of questions posed, including:

  • Are programmes of study which claim ‘postgraduate’ attributes providing something further, deeper or enhanced in comparison with (under) graduate attributes – or just more of the same?
  • In a culture of lifelong and lifewide learning, are graduate attributes simply a starting point – a launch pad for future and ongoing development required for a world of increasing complexity?
  • How can we embed graduate attributes in curricula that are relevant to this world of inter-disciplinarity and inter-professional working?

Practical guidance is provided at the end of each chapter on working with students and curricula to support deeper and more meaningful approaches to engagement with graduate attributes. The book is available to buy from Amazon now  – highly recommended 🙂

BYOD4L – Bring Your Own Devices for Learning

BYOD4L

Try something new this January with 5 days of connecting, communicating, curating, collaborating and creating with colleagues from across the UK and the rest of the world, beginning 16th January.

BYOD4L is a bite-size facilitated open course offered over 5 days for educators and students  in HE but also anybody else who would like to learn with us as to how we can utilise our digital devices for professional, lifelong and lifewide learning.

Full details here

Call for papers – Learning Development Conference, Hull, April 2017

ALDinHE

The ALDinHE is holding next year’s conference in the University of Hull, and a call for papers has just been put out, with a proposal deadline of 28th November.

Themes  include:

  • The Impact and Evaluation of Learning Development
  • The Teaching Excellence Framework
  • Assessment and Feedback
  • Collaboration in the Changing Environments
  • Creative Cultures in Learning Development

For more information click here

Assessment and Feedback Workshop, 2 February 2017

University of bath

The Centre for Learning and Teaching at the University of Bath are holding a day’s workshop, open to all.

Topics covered will be:

  • Approaches to transforming assessment and feedback
  • Technology-enhanced feedback
  • MOOCs and online self-assessment
  • Student participation in assessment and feedback

More information can be found in this pdf (358KB): Day Workshop Assessment Feedback Bath 2017

Remember, CASTLE can help towards funding your attendance at such events – get in touch at castle@dundee.ac.uk

Capturing learning gain from work placements

HEA RGB horizontal logo

About the project

Building on our Institutional Employability Strategy, the University of Dundee plans to use the opportunity provided by the Strategic Excellence Initiative to develop and pilot guidelines to identify and capture the learning gain of students who have been offered work-based learning opportunities.

The project is led by the Centre for enhancement of Academic Skills, Teaching, Learning & Employability (CASTLE), in partnership with the Careers & Employability Service and the School of Education & Social Work.  It will aim to determine and assess the suitability of questions related to the determination of ‘learning gain’ which are specifically relevant to an undergraduate student placement, to assess the development of students’, ‘skills, competencies, content knowledge and personal development demonstrated by students at two points in time’, before and after that work placement.

The pilot will also allow us to develop and explore the conceptual ‘learning gain’ model, along with exploring what student, institutional and employer perspectives on what learning from work placements look like currently. This in turn, will help us to advance models of what this will look like in the future.

What the project hopes to achieve

Results from the project would ensure that the learning is captured, shared and subsequently embedded within the University curricula, in a way that would inform continuing developments in this area and enhance the student experience. This would enable all students to benefit, regardless of their subject of study or ability, to engage directly with placement opportunities.

Due to the nature of the work placement/ internship as a concept, learning from the project would be generalisable and transferable across both the University and the wider sector. Specific learning could inform the work of:

  • Careers & Employability Service colleagues
  • Disciple-based programmes that offer work-placements/internships
  • Institutional employability and enterprise strategies

Specific learning will contribute to a more in depth understanding of the value of learning gain through work based learning for current and prospective employers who offer work-placement and internship opportunities.

Further information on the project including details of the ‘learning gain’ concept, the project methodology and the student questionnaires, are available from the HEA Learning Gain Report 2016