Merging academic and practice based learning for enhanced student employability. Transferability of a TLQIS funded project implemented at the School of Languages.

The 4th Education in a Changing Environment Conference: Meeting the Challenges

Salford 12-14 Sept. 2007

Presented by

M.J. [Chus] Fernández Prieto

Francisca Sempere Linares

School of Languages

The University of Salford

UK

overview of the presentation

1. introduction2. aims of the presentation3. pedagogical approach4. methodology5. design of the simulation6. assessment7. evaluation of the project8. conclusion9. recommendations

introduction

• theory vs. practice

• merging academic and practice-based learning

• simulation exercise

aims of the presentation

• To show the social constructivist elements used as pedagogical framework for our simulation exercise

• To propose a methodology for incorporating those elements into similar projects

• To evaluate the outcomes of the project

• To offer recommendations based on our experience

pedagogical approach

“[L]earning to be a professional translator means learning to act like one” (Kiraly 1999: 4)

Fundamentals of Social Constructivism:

• use of authentic tasks • student-centered approach • collaborative learning • problem-based learning • process-oriented approach • reflection

use of authentic tasks

By making the situation resemble the one they

would find if they were doing it for real, the students

learn to “think effectively, reason, problem-solve,

and develop learning skills” (Dick 1992: 92).

student-centered approach

“When people undertake responsibility to learn something

on their own authority, what they learn may be learned

more deeply and retained for longer than what they learn

by being taught” (Knowles 1980).

• students take control of their own learning

• teachers provide the scaffolding

collaborative learning

“Collaboration as a means of testing ideas and

evaluating alternative perspectives”

(Duffy & Bednar 1992: 129).

• students learn from one another

• create their own perspectives of reality

• personal, intellectual and professional development

• students learn a great variety of generic skills

problem-based learning

Advantages of this approach include:

“the ability to think critically, analyze and solve

complex, real-world problems, to find, evaluate,

and use appropriate learning resources; to work

cooperatively, to demonstrate effective

communication skills, and to use content

knowledge and intellectual skills to become

continual learners” (Duch et al. 2001) .

process-oriented approach

Emphasis on: the way the students approach the learning

situation

the way the students carry out the task, e.g.• how they plan, track, and perform it; • how they relate to each other and to the client; • how they deal with problems; • whether they submit the deliverables on time; • how they reflect and learn from the experience to

improve future performance, etc.

reflection

“Enable[s] effective problem-solving to take place and that (...) improve[s] the quality of learning” (Dewey 1989: 12).

• reflection to cover the whole learning process

• teacher to provide opportunities for reflection

methodology

• literature review• staff development• recruitment of professional consultants • shadowing of professionals • questionnaires sent to practitioners • academic steering group• final evaluation and reflection

design of the simulation

Considerations:

• number of credits • teaching/learning hours • key knowledge & skills needed• methods to train students • resources: technical, human and material • actual task to be done

assessment

• intertwined with: authenticity and reflection

• elements for assessment

• agents involved in the process

evaluation of the project

• feedback from all the parties involved in the project

• quality of the deliverables

• fulfillment of original aims

conclusion

• the social constructivist approach is an effective way of bringing together the academic and professional worlds

• elements are easily transferable

• very positive outcomes

recommendations

• establishment of partnerships with industry is a huge asset

• be prepared to become an active participant• anticipation of problems is important• negotiation of approach with students• professional development training is crucial• internal academic steering group is invaluable • do not underestimate time needed for

development!

For more information contact:

Ms. M J Fernández PrietoDr. F Sempere Linares

School of LanguagesThe University of SalfordGreater Manchester M5 4WTUnited Kingdom

m.j.fernandez@salford.ac.ukwww.languages.salford.ac.uk