Embedding graduate attributes into four discipline areas using scenario-based learning
Errington, E.P., Ireland, L., Nickson, A., Sorin, R., and Caltabiano, M.L. (2011) Embedding graduate attributes into four discipline areas using scenario-based learning. CDTL Brief, 14 (2). pp. 15-19.
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[Extract] An expanding student population, widening participation and the subsequent pressure on work placement opportunities where students, as would-be professionals, can articulate and present their experience has resulted in a re-evaluation of what is possible in embedding graduate attributes while studying at university. Added to this pressure is the Australian Government's insistence on institutions helping students bridge perceived gaps between subject theory and professional practice.
Scenario-based learning (SBL), based on situated learning theory incorporating contextual knowledge, may provide one approach for getting students nearer to the realities of their intended workplace through the construction and analyses of authentic learning experiences and the conscious embedding of graduate attributes - as the building bricks for employability. SBL is not used to replace work-based experiences but rather to supplement them.
This brief article summarises the journey made so far by five colleagues from four discipline areas and Teaching and Learning Development at James Cook University (JCU), whose collective aim is to embed graduate attributes into their four curriculum areas using scenario-based learning.
|Item Type:||Article (Short Note)|
|Keywords:||scenario-based learning, graduate attributes, higher education|
|Date Deposited:||08 Nov 2011 06:52|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%|