graduate attributes jackie campbell, laura dean, mark de groot, david killick, jill taylor
TRANSCRIPT
Graduate Attributes
Jackie Campbell, Laura Dean, Mark de Groot, David Killick, Jill Taylor
Session Outcomes• Participants will have created a shared
understanding of the graduate attributes at Leeds Met
• Participants will have practised embedding graduate attributes into a sample course
Where Did The Attributes Come From?
A Global Outlook
Enabling effective and responsible engagement in
a multicultural and globalising world.
A Global Outlook
Inclusivity
Global Relevance
A global outlook
Enabling effective and responsible engagement
in a multicultural and globalising world. Globe picture. Source: Soil-net http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.html
Inclusivity
Meeting diverse needs AND affording others equal respect.
Global Relevance
The subject is being studied by students who (will) carry out their lives, in a globally interconnected world.
Enabling effective and responsible engagement
in a multicultural and globalising world.
• valuing diverse perspectives and experiences
• building sensitivity, respect and capabilities for different ways of working together
• locating the discipline and related professions into this rapidly evolving global context;
• developing attributes of cross-cultural capability and global perspectives
Inclusivity
Meeting diverse needs AND affording others equal respect.
The subject is being studied by students who (will) carry out their lives, in a globally interconnected world.
Global Relevance
Enabling effective and responsible engagement
in a multicultural and globalising world.
A Global Outlook• explain potential consequences of [this issue
or action] in terms of global/local sustainability, social justice, cultural identity, etc.
• make critical observations on how my own culture represents and values [this issue or action].
• adopt appropriate communication strategies to evaluate [this issue] in a multi-cultural group of peers.
A Global Outlook
Enabling effective and responsible engagement in
a multicultural and globalising world.
Digital Literacy
Enabling the confident and critical use of ICT for work, leisure, learning
and communication.
ICT SkillsSERVICES SOFTWARE
DEVICES CONTENT
NETWORKS
Digital Literacy CapabilitiesTechno-Literacy
Use devices, applications and
Services
Media LiteracyRead and
communicate in a range of media
Techno-Social Practice
Participate in digital networks and groups
Information Literacy
Find, evaluate and use digital
information
Digital ScholarshipLearn and research
using digital content, virtual environments,
and digital tools
Digital Literacy in the Curriculum• Integrate across the curriculum and embed within the subject.• Integrate capabilities into a specific educational context. • Situate in authentic contexts (workplace, community, placement).• Design learning opportunities that take advantage of learning networks and
professional and scholarly communities.• Continually review how technologies are integrated into curriculum tasks.• Use digital content and learning objects to design flexible learning opportunities to
target different learning styles.• Use assessment and feedback strategies that encourage innovative use of technology.• Support learners' personal reflection, progression and planning by engaging with e-
portfolios.
“
“mastering ideas not keystrokes” Gilster, P. (1997) Digital Literacy. New York: John Wiley.
Digital Literacy in the Curriculum• access, store, organise, retrieve information and media relevant to [the
subject] from multiple digital sources for practical application and integration into existing knowledge.
• effectively create and publish content in multimedia formats to communicate opinions and ideas of [the subject] through a range of channels.
• demonstrate creative thinking, construct knowledge, and develop innovative products and processes relating to [the subject] using technology.
• use models and simulations to explore complex systems and issues relating to [specific areas of practice].
• proficiently manage group interactions and engage in online communities and professional [the subject] groups using multiple technologies.
• confidently use digital technologies to reflect on, record and manage their lifelong learning of [the subject].
Being Enterprising
Enabling students to be responsive adaptable problem solvers.
Being Enterprising
• Enterprise• Social Enterprise - SIFE• Entrepreneur• Intrapreneur• Personal Enterprise
Being Enterprising
risk taking ownership confidence investigating networking improving things
researching making things happen being a self-starter being open to feedback being enthusiastic
questioning adaptable seeing opportunities a ‘can-do’ attitude making things better… having a go …
innovation thinking creatively reflecting self awareness
opportunities development employability
Being Enterprising
• Identify opportunities for improvements in different situations
• Generate and critically analyse ideas
• Make a significant positive contribution to a community teamwork project
Being Enterprising
Enabling students to be responsive adaptable problem solvers.
Digital Literacy
Global Outlook
Enterprising
Exercise: Embedding in a Course Semester 1 Semester 2Level 4 The History of
British Education
The Modern British Education System
Introduction to Policy in Education
Introduction to Learning and Development
Introduction to Education research
Personal Development Planning
Level 5 Research methods and Ethics
A primer in educational theory and Practice
Perspectives on European Education
Perspectives in Education
Social Perspectives in Education
Concepts and Strategies for Inclusive Education
Level 6 Elective option: Children as Future Consumers
Working in the Context of the Children’s and Young People’s Workforce
Major Independent Study
Elective option: Autism; the needs of Children and Adults
Personal Development Planning
Elective option: Children Growing up with New Technologies
Elective option: Children & FamiliesBritain and the Wider World
Generate and critically analyse ideas
Reflect upon how this impacts upon lives in a different country
Use models and simulations to explore complex systems and issues
Identify opportunities for improvements in different situations
Session Outcomes• Participants will have created a shared
understanding of the graduate attributes at Leeds Met
• Participants will have practised embedding graduate attributes into a sample course