Abstract
| Original language | English |
|---|---|
| Title of host publication | Graduates for the 21st Century |
| Subtitle of host publication | Integrating the Enhancement Themes |
| Publisher | QAA Scotland Enhancement Themes |
| Publication status | Published - Mar 2011 |
| Event | 8th annual Enhancement Themes conference - Edinburgh, United Kingdom Duration: 2 Mar 2011 → 3 Mar 2011 |
Conference
| Conference | 8th annual Enhancement Themes conference |
|---|---|
| Country | United Kingdom |
| City | Edinburgh |
| Period | 2/03/11 → 3/03/11 |
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Keywords
- Graduates for the 21st Century, Responding to Student Needs
- Integrative Assessment
- Assessment
- Flexible Delivery,
Cite this
Using flexible personal learning to respond to student needs. / Harris, Margaret.
Graduates for the 21st Century: Integrating the Enhancement Themes. QAA Scotland Enhancement Themes, 2011.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Using flexible personal learning to respond to student needs
AU - Harris, Margaret
PY - 2011/3
Y1 - 2011/3
N2 - This presentation will describe the concept of using flexible personalised learning to develop graduates who have many of the required graduate attributes for life and work. The concept entitled Lifeplace Learning allows the student to specify their own learning area assessment methods and mode of study, putting the learner at the heart of the learning and importantly in control of it with all of the responsibility and management that such a strategy requires. Naturally, the learning needs to be facilitated by an academic member of staff and the skills of that staff member become paramount to the success of many but not all students. Importantly during the research period the concept was also found to be a stimulating experience for staff as well as students but that staff understanding and acceptance of it was a little more difficult to overcome. This concept was introduced into an undergraduate degree in Scotland during 2002-2006 and proved to be successful for the majority if limited number of students who undertook it. Whilst the concept still needs refinement to integrate with current structures of academic study, quality processes and the academic curriculum, it has the potential to be very important for developing graduate attributes skills and knowledge bases in conjunction with current traditional methods of teaching and learning.
AB - This presentation will describe the concept of using flexible personalised learning to develop graduates who have many of the required graduate attributes for life and work. The concept entitled Lifeplace Learning allows the student to specify their own learning area assessment methods and mode of study, putting the learner at the heart of the learning and importantly in control of it with all of the responsibility and management that such a strategy requires. Naturally, the learning needs to be facilitated by an academic member of staff and the skills of that staff member become paramount to the success of many but not all students. Importantly during the research period the concept was also found to be a stimulating experience for staff as well as students but that staff understanding and acceptance of it was a little more difficult to overcome. This concept was introduced into an undergraduate degree in Scotland during 2002-2006 and proved to be successful for the majority if limited number of students who undertook it. Whilst the concept still needs refinement to integrate with current structures of academic study, quality processes and the academic curriculum, it has the potential to be very important for developing graduate attributes skills and knowledge bases in conjunction with current traditional methods of teaching and learning.
KW - Graduates for the 21st Century, Responding to Student Needs
KW - Integrative Assessment
KW - Assessment
KW - Flexible Delivery,
M3 - Conference contribution
BT - Graduates for the 21st Century
PB - QAA Scotland Enhancement Themes
ER -