Good WIL hunting: Building capacity for curriculum re-design

Young, Karen; Palmer, Stuart; Campbell, Malcolm

doi:10.21153/jtlge2017vol8no1art670

Cited by 8 publications

(4 citation statements)

References 13 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some authors have proposed criteria to evaluate teachers' curriculum competencies. They argue that these findings have important implications for theoretical models of the use of instructional materials and improving the teachers' curriculum competencies (Bertschy et al, 2013;Young et al, 2017).…”

Section: Competency and Teachers' Curriculum Development Competencymentioning

confidence: 99%

Curriculum Development Competency of Pedagogical Students: An Exploratory Study from Vietnam

Nguyen

Trinh

et al. 2023

IJLTER

View full text Add to dashboard Cite

The curriculum development capacity of pedagogical students as pre-service teachers at universities of education plays a decisive role in the process of achieving the educational goals of a nation. In Vietnam, ethnic minority students have more drawbacks than their peers, so the issues of enhancing curriculum development capacity for ethnic minority students in pedagogical universities in Vietnam need to be paid more attention. In this study, the researchers used a quantitative research method to assess the curriculum development competency of students in general and ethnic minority students, in particular, at several pedagogical universities in Vietnam. The study was carried out online through Google Forms. After data collection, the study obtained 1 246 responses from 1 510 students of nine pedagogical universities. Research findings show that (1) there are three groups of competencies with 15 components of curriculum development competency, including comprehension (knowledge) of curriculum development (A1); practical skills (skills) of curriculum development (A2) and emotional competency (attitudes) about curriculum development (A3); (2) The curriculum development competency of ethnic minority students in pedagogical universities is quite good, in which the component competencies range from 3.7 and 3.9 in average point for each of the above groups of competencies (on a 5-point Likert Scale). Research findings suggest contributing to providing scientific bases and useful suggestions for developing sustainable education in different regions of Vietnam.

show abstract

Section: Competency and Teachers' Curriculum Development Competencymentioning

confidence: 99%

Curriculum Development Competency of Pedagogical Students: An Exploratory Study from Vietnam

Nguyen

Trinh

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

“…This five-year-long case study takes place in an Australian university that has placed a priority on enhancing graduate employability (Oliver, 2015;Young et al, 2017) and has established eight graduate learning outcomes (GLO) (Deakin University, 2021), that encompass a collection of 21st-century skills. This paper focuses on the GLO of Teamwork and associated skills.…”

Section: Introductionmentioning

confidence: 99%

Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

Gunning

Conlan

Collins

et al. 2022

Int J Educ Technol High Educ

View full text Add to dashboard Cite

A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments.

show abstract

“…Recent research shows the importance of scaffolding WIL across a degree, from the first year, to engage students in a variety of placement and non-placement WIL activities Ferns & Lilly, 2016;Young et al, 2017). While research advocating for WIL across a degree includes or addresses WIL in the first year, there remains little research specifically investigating WIL in the first year experience (FYE).…”

Section: Introductionmentioning

confidence: 99%

The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

Milliken

Dean

Eady

2021

JTLGE

View full text Add to dashboard Cite

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.

show abstract

Good WIL hunting: Building capacity for curriculum re-design

Cited by 8 publications

References 13 publications

Curriculum Development Competency of Pedagogical Students: An Exploratory Study from Vietnam

Curriculum Development Competency of Pedagogical Students: An Exploratory Study from Vietnam

Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

Contact Info

Product

Resources

About