Beds.ac.uk/bridgescetl Bridges CETL at the University of Bedfordshire Arti Kumar MBE CETL Associate Director & National Teaching Fellow.

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Presentation transcript:

beds.ac.uk/bridgescetl Bridges CETL at the University of Bedfordshire Arti Kumar MBE CETL Associate Director & National Teaching Fellow

beds.ac.uk/bridgescetl - bridge back to students’ prior experiences - bridge through the curriculum by linking activities - bridge beyond the curriculum into careers of lifelong learning …to enable student learning for personal, academic and career development. …working to identify, enhance and evaluate effective PDP practices that: Main aims

beds.ac.uk/bridgescetl SOAR model Book: Kumar, A (2007) Routledge, London & New York CRe8 Curriculum Review and implementation 2008 – 09 Stimulating personalised and realistic learning Innovative curriculum and assessment approaches Employability, PDP and preparation for careers of lifelong learning Main outputs: CRe8 & SOAR

beds.ac.uk/bridgescetl SOARing to Success Self, Opportunity, Aspirations, Results - a student-centred formative process - enables students to identify and develop a range of skills and attributes – towards professionalism - a framework or model for PDP-CMS –content and coverage –structures –distinct pedagogy

beds.ac.uk/bridgescetl Skill-sets of the ‘ideal student /graduate’ as a ‘bridge’ - provides the links: - ‘Self awareness’ -‘Opportunity awareness’ - Aspirations - Results How captured - Progress File? - Paper-based or electronic? Communication skills (including work in groups) information literacy Creativity and critical thinking Research and evaluation

beds.ac.uk/bridgescetl … “awareness of the distinctive characteristics (abilities, skills, values and interests) that define the kind of person one is and the kind of person one wishes to become”. (NICEC briefing, 1992) Students discover & develop a Self-MAP for the journey: Motivation, Ability, Personality ‘ elf awareness’

beds.ac.uk/bridgescetl Where am I now? Where do I want to be? Where do I need to be? How will I get there? Self as hero in the journey of life… What are my actual and potential abilities? What am I capable of achieving? What is important to me in life/work? Where will I suitably fit in the world out there? Do I understand how life and work are changing? Do I match up to the requirements? Can SOAR prompt reflection, action and articulation for careers of lifelong learning?

beds.ac.uk/bridgescetl Self- & Other-awareness skills in a success cycle

beds.ac.uk/bridgescetl … “awareness of the possibilities that exist, the demands they make and the rewards and satisfactions they can offer” (NICEC briefing, 1992) ‘Opportunity’…

beds.ac.uk/bridgescetl ‘Self – Opportunity’ … explore options, occupations, etc. that fit with one’s Self-MAP

beds.ac.uk/bridgescetl Aspirations generate, clarify, test and implement aspirations through realistic decision-making and action planning… 'Whatever you can do, or dream you can, begin it! Boldness has genius, magic, and power in it.' (one of Goethe’s couplets) ‘The difference between a dream and a goal is the written word’

beds.ac.uk/bridgescetl A winning CV, application, interview and Assessment Centre requires –Targeting suitable opportunities –Matching its requirements with the ‘Self-MAP’ or applicant profile –Understanding ‘transferability’ –Defending a decision – at interview –Demonstrating ‘behavioural competencies’ at Assessment Centre activities and exercises Demonstrating and Evaluating Results

beds.ac.uk/bridgescetl PDP as a spine or spiral in curricula INFORMATIONINFORMATION FACILITATIONFACILITATION GUIDANCEGUIDANCE

beds.ac.uk/bridgescetl The dynamic relationships between SOAR elements can generate synergy and real-life relevance The model should be animated and contextualised within different subject disciplines You can take student development to a whole new dimension: put the jigsaw bridge together! Working with students to unlock their potential…