SHEEN Sharing

A Project of the Scottish Employability Co-ordinators' Network

Our Netvibes Page Inspires a University Careers Service: Can They Inspire You?

What with SHEEN Sharing having visibility on Twitter and Diigo and the blogosphere, we’ve picked up a few followers from outwith the ECN, which is great.

We got a very kind Tweet today on Twitter from Darren Jones at the University of Sussex Careers and Employability Centre.  BTW: you can see they are already pretty au fait with Web 2.0: they use a blog to update their main page with big news (see under ‘Latest News’), and their Twitter account to give short pithy updates (scroll down a bit to see an embedded Twitter widget from their @sussxunicareers account), both embedded in the page.

Anyway, Darren likes our Netvibes page and is experimenting with using Netvibes to create a student careers page at Sussex.  Here it is.  You’ll notice he’s chosen to divide his tabs by subject area. Check it out!

I’ve bookmarked this in our Diigo Employability Group.

October 15, 2009 Posted by | Blogging, Employability Resources, Microblogging, Resource sharing sites, SHEEN Project Dissemination | , , , , , | Leave a comment

Your Blog Moderator Has Two New Employability Resources Published

Besides SHEEN Sharing, I’ve been working on another project since about May 2009, where I’ve been researching and writing some Web stories about the use of certain data services in undergraduate learning and teaching.  These are real world data services provided to the UK research community by the Mimas at Manchester University.

The thrust of these stories has been about the value of using real world data to teach real world skills to students, as a way of both deepening their understanding of their subject area, and increasing their employability in a number of ways.

The research I’ve done, which has involved interviewing academics at various universities and colleges, will be developed into more detailed case studies later this year and published on the Web.

In the meantime, here are two small taster news items about this research.  I did the research and much of the writing on these, but they have been edited and polished up admirably by the Web authoring team at Mimas.

Census data – from the real world, for the real world

Capturing and collating UK census data, the Census Dissemination Unit (CDU) connects researchers, analysts and decision-makers with high-quality statistical outputs. This real-world data is also of great value in learning and teaching – as students and teachers in human geography at the University of Leeds have discovered …

Helping economics students ‘keep it real’

ESDS International provides real-world economic data for a wide range of researchers, analysts and decision-makers. Today, this data is also being used in learning and teaching, bringing considerable benefits to students, teachers and society as a whole. Here, we focus on how Nick Weaver of The University of Manchester and Paul Turner of Loughborough University are using this data to teach applied econometrics to undergraduates and Masters students …

I’ve bookmarked both of these on Diigo and shared them with the Diigo Employability Group.

October 15, 2009 Posted by | Employability Resources | , , , , | Leave a comment

Post employability resources 06/10/2009 (p.m.)

Posted from Diigo. The rest of Employability group favorite links are here.

June 10, 2009 Posted by | Employability Resources | Leave a comment

Principles of work-related learning

Dear all,
This is my first posting. Let’s hope it works.
I am writing to ask for your comments and feedback on a set of five “Principles of work-related learning (wrl) ” that we developed recently.
They are meant to present a clear definition of what we think constitutes wrl, give our academic colleagues in the schools some guidance in their efforts to embed wrl in their teaching and provide a benchmark for existing activities. There is a great deal of vagueness and imprecision when it come to deciding what is good practice and what is not. The principles are supposed to add some precision to the debate. They are intended to be as generic as possible without providing too many ‘opt-out opportunities’; i.e. people claiming they have embedded wrl – but there is no real evidence of it.
I would be really grateful if you could maybe pass the principles on to some of your employability champions in a wide variety of departments and subject disciplines and ask them the following questions|:

1. How applicable and realistic are the principles for learning and teaching in your subject area?
2. How can they be refined or enhanced?
3. How useful are they for your daily practice, module and programme design?
4. What have we overlooked?

5 Principles of Work-Related Learning:
Work-related learning activities should be designed so that they:

1…. involve students in authentic activities that match as nearly as possible the real-world tasks of professional practices in a given discipline

Reflective questions

• Are students involved in solving a real problem which stems from needs and activities in the workplace?
• Do the activities enable students to experience both good and bad examples of work they are expected to produce, processes they are expected to employ or behaviours they are expected to demonstrate in the workplace?
• Are the activities designed in such a way that students can only carry them out in collaboration with others?

2…. define learning outcomes that state what the students will be able to do in the workplace

Reflective questions

• Do the outcomes identify the standard of the expected performance rather than what the students will ‘know about’, ‘understand’ or ‘describe’?
• Are learning outcomes assessed authentically, i.e. through methods that resemble as closely as possible the ways in which performance is assessed in the workplace?

3….. are based upon students’ current state of knowledge and interest

Reflective questions

• Do the activities enable students to build upon, relate or apply knowledge and skills from relevant past experiences?
• Does the learning process demand the application and transfer of knowledge into a new professional context or setting, beyond the ones they worked on during the course?

4…… require students to take on an active rather than a passive role in the learning process

Reflective questions

• Does the task require that students demonstrate critical, independent thinking?
• Are students involved in risk-taking associated with new behaviours?
• Are they supported in coping with resulting levels of anxiety?

5…. accommodate cultural diversity

Reflective questions

• Are students offered a range of national and international work related learning opportunities?
• Do learning activities accommodate culturally diverse value systems, learning styles and modes of communication and interaction?
• Are students prepared for working in a multi-cultural work environment?

The reflective questions are designed to break down each principle into its different components.
If you are interested, please e-mail me and I’ll send you the Word document and the reference list.

Many thanks !!

April 18, 2009 Posted by | Employability Resources | | Leave a comment