transitional expectations: the interface between knowledge, skills and attitudes at a post-1992...
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Transitional expectations:the interface between
knowledge, skills and attitudes
at a post-1992 university
Sam Ellis
Senior Lecturer
Glasgow Caledonian University
#etconf15
@numbereleven
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process of learning
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process of learning
≥products of learning
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Transitions during study including those
relating to placements/work experience
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(Transitions during study including
those relating to placements/work
experience)
Transitions relating to
placements/work experience
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UNIVERSITY
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UNIVERSITY
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?
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process of learning
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Simone Martiniartist
1333
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Michelangelo Merisi Caravaggio
1602
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Elisabeth Vigée-Lebrun
1782
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Berthe Morisot
1879
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Paul Cézanne
1900
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Mark Rothko
1952
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learning outcomes
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learning outcomes
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what, rather than how
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Marton, F. and Säljö, R. (1976). On qualitative
differences in learning. 1 – outcome and process.
British Journal of Educational Psychology 46, 4–11.
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Skills
Attitudes
Knowledge
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Skills• Empathy• Listening
• Communication
• Building trust
Attitudes• Sensitive• Respectful
• Compassionate• Non-judgemental
Knowledge• Physiological
knowledge• Information on
treatments• Human rights
issues
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• Do your students find it more of a
challenge to acquire new knowledge, or to
acquire new skills?
• Do they arrive with the attitudes and
aptitude to acquire new skills?
• If you asked a student who had recently
completed your module to do this, what do
you think they might have written?
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KNOWLEDGE
SKILLS
ATTITUDES
ACQUIRE APPLY ASSESS
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• What opportunities does the student have
to acquire and apply, prior to
assessment?
• Are these opportunities sufficient?
• Is the student aware of their own
responsibilities in the learning process (e.g.
acquisition of knowledge)?
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1. Reflecting on learning,
and evaluating learning
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2. Setting expectations and
communicating with students
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3. Helping students to construct
their own learning narratives
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• How are you going to gain this
knowledge?
• How are you going to develop these
skills?
• When are you going to reflect on these
professional values?
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70 : 20 :
10
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