Key note Q&A session Dawn Bennett
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Join Day One Keynote, Dawn Bennett in a Q&A session about Dawn’s presentation as well as her academic work.
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Key note Q&A session Dawn Bennett
- 1. Why ePortfolios and graduate outcomes go hand in hand Professor Dawn Bennett
- 2. EmployABILITY is “The ability to find, create and sustain meaningful work across the career lifespan.”
- 3. EmployABILITY thinking List three things you’re good at! 1. 2. 3.
- 5. EmployABILITY thinking EmployABILITY thinking engages students in their cognitive and social development as capable and informed individuals, professionals and social citizens. Bennett, D. (2017). What is employability thinking?
- 6. EmployABILITY is not • The same as employment • A destination • A process that stops at graduation • A job • Developed exclusively in the workplace
- 7. Australian graduate employment and GDP 1985ff
- 8. Full-time employment and GDP Omer Yezdani, Nov 2017 (ABS)
- 9. Performing arts Biological sciences Other natural and physical sciences Language and literature Communication and media studies Computer sciences Teacher education Business and management Nursing Mechanical and industrial engineering Civil engineering Medical studies Full time work
- 10. 0 10 20 30 40 50 60 70 80 90 Performing arts Biological sciences Other natural and physical sciences Language and literature Communication and media studies Computer sciences Teacher education Business and management Nursing Mechanical and industrial engineering Civil engineering Medical studies Full time and part-time work
- 11. 0 10 20 30 40 50 60 70 80 90 Performing arts Biological sciences Other natural and physical sciences Language and literature Communication and media studies Computer sciences Teacher education Business and management Nursing Mechanical and industrial engineering Civil engineering Medical studies Full time, part-time and casual work
- 13. The challenge of the homepage
- 14. Articulating self “…I am not certain how well- equipped I would have been to articulate those skills, attribute & goals at the time.”
- 15. The challenge of the homepage The drawing represents someone who is unsure about facing the world, but wanting to get out there and be a part of it anyways. As a graduate, I knew I knew what I knew – but I didn’t know if that was enough.
- 16. Guess who?! “Brave, excited. Thrilled to be going out to change the world as a new generation of teaching artists.”
- 17. Seeing things over time
- 18. The challenge of the homepage “Happy to be finishing, health issues sorted, met future husband. Freedom”
- 19. The challenge of the homepage: purpose “…and that’s me: • always looking for evidence base; • finding out new things; • and reading my own writing. • enjoy a yarn, too!”
- 20. How did you decide what to include? “… I decided how to build my ePortfolio largely based on assessment requirements and applying for a job as a librarian”
- 23. Step 1 for students
- 24. The personalised profile report
- 25. Personalising the reports with open data
- 26. Literacies for Life (L4L) socio-cognitive model Source: First-year student engineers at Curtin (n=255) Engaging whole cohorts: a cohort-wide summary
- 27. Engaging whole cohorts: a cohort-wide summary
- 28. Passion for a discipline = strengths to be articulated
- 29. Social cognitive theory; includes factors on the following: Self-management and decision-making relative to: • self and career (Lent et al., 2017); • self- and academic self-efficacy (Bandura, 1993; Byrne, Flood, & Griffin, 2014); and • self-esteem (Rosenberg, 1965). Professional identity construction related to academic work and future work (Mancini et al., 2015) Person-centred conceptualisations of self and employability including the citizen-self (Coetzee, 2014); Emotional intelligence (Brackett & Mayer, 2003); Self-assessment of learner and graduate skills/attributes (Coetzee, 2014; Smith, Ferns and Russell, 2014). Five open-ended questions about work experience, work and study intentions and motivations. Literacies for Life© (L4L), Bennett (2017)
- 30. • Lack of time • Lack of resources • Lack of expertise Engaging the educators
- 31. Educator site: https://developingemployability.edu.au/ Student site: https://student.developingemployability.edu.au
- 34. Thank you! Professor Dawn Bennett Educator site: https://developingemployability.edu.au/ Student site: https://student.developingemployability.edu.au
Notas del editor
- ePortfolios have long been accepted as a valuable way for students to collect, critique and create evidence of their learning. There is also growing awareness of the role ePortfolios play in developing learners’ identity and reflexivity, and yet ePortfolios remain on the periphery of universities’ core business. In this presentation I make the case for ePortfolio construction to be positioned as a vital graduate capability in and of itself. To do this I explore the changing nature of work, graduate success data, and the need to reconceptualise employability as metacognitive development at the core of the curriculum. Rather than seeking structural change, I propose that we create change within the internal structure of the curriculum through agile learning and developmental ePortfolio construction Dawn Bennett: d.bennett@curtin.edu.au
- Bennett, 2017. What is employability thinking?
- Ice-breaker activity, great with students and faculty alike! Links learning and perceived relevance with a strengths-based approach. This is perfect for eP thinking.
- Great conversation with students!
- Employability thinking thus defined is in line with the purpose of higher education and should be core to its activities. We are in the business of its development! There is no better way of synthesising and evidencing this development than an eP.
- Employability is NOT... It is not functional (non-cognitive/skills-based)
- Contrary to the popular press, graduate employment moves more or less in line with GDP.
- Source: https://theconversation.com/five-myths-about-australian-university-graduate-outcomes-87074
- Data from the Australian Destinations Survey 2013, raw aggregated data provided by the Australian Government. When only full time employment is considered, you can see the high performers at the top
- Part-time work give a more nuanced picture.
- Even with crude graduate metrics such as those in Australia and the UK, the raw data can tell a better story than that generally reported in the media! What does this picture of work tell us about the world of work facing graduates?
- 6 simple steps with which to embed employability thinking.
- This slide includes the links and some more information.
- “Me as a person” in a single image is complex, and it might represent one of several personae
- “As a final year student I was conscious of being at the beginning of a long career journey. The suitcase represents the skills + knowledge acquired during my degree, the compass my personal attributes I hoped would guide me and the map the goals I set myself & what I hoped to achieve.” Articulating self is hard! ePortfolios are critical to this development.
- As a graduate, I knew I knew what I knew – but I didn’t know if that was enough. eP thinking challenges students to think about what they know within the broader context of life and work. This is metacognitive and it’s at the core of employABILITY thinking.
- How does this relate to eportfolios?
- How does this relate to eportfolios?
- How does this relate to eportfolios? The homepage is a considerable challenge. EmployABILITY thinking and ePs go hand in hand.
- Lynn McAllister
- Purpose
- Drawing activity and rationale for using visual techniques to engage students.
- Drawing activity and rationale for using visual techniques to engage students.
- The student starter kit and online tool is free for all students and faculty. Please embed and support their use by following the 10-step process.
- Extract from the report
- Rarely are the students developing evidence. Mostly they study more and look for experience. ePs would enable them to amass the evidence they need. Final year assignments
- Every student creates a comprehensive report, which is populated with their open-ended responses. The items create an aggregated mean as illustrated as above. These first-year students recognise that they have lots to learn. They will not think to create artefacts along the way unless they engage in ePortfolio thinking.
- Word clouds help us to see the thinking of students, this time in speech pathology. ePortfolios will help them to articulate their strengths, gather the evidence they need, and plan broader graduate pathways.
- These students expressed what prompted them to study engineering. In their responses are several important employability traits.
- This is the theoretical background to the L4L measure. Please be in touch for more information. Note that students can opt not to include their responses in the database. In addition, all responses are anonymised. Students can retrieve and create new profiles any time they like.
- The educator site contains numerous, class-ready resources and hosts a community of practice. There are also opportunities to contribute good practice and to conduct research with the data.
- All Developing employABILITY resources are shared with the higher education sector without charge using a creative commons license.
- This is an example of a program map. It can be daunting to students!
- Program maps rarely show employABILITY touchpoints. This illustrates the potential of highlighting touchpoints so that students and faculty can see the progression. Visuals have the potential to underpin integrated programs.
- Thank you! Please let me know your thoughts and plans. Dawn d.bennett@curtin.edu.au
- This is the first of three examples showing how we embed employABILITY thinking. Each would be provide an explicit link to ePs.
- We used an existing reflection task as an employABILITY thinking touchpoint.
- We uploaded an educator guide for lecturers and tutors.
- We uploaded the student guide to the LMS (e.g., Blackboard/Moodle/Canvas).
- Pages from the student resource
- Possible touchpoints. We chose role-plays.
- We can incorporate role-plays (from the educator site) which highlight aspects of ethical and cultural literacy. The students incorporate these into existing activities within the mock pharmacy in their class.
- This class had a site visit to a major music venue.
- To ensure that students think ahead, we could ask them to create three questions in response to ‘What do you really want to know from someone who runs a major music venue?’ The student resource can be uploaded to the LMS 2 weeks prior to the visit.
- Students in the music unit also create a group report.
- We can ask the students to use this resources when they form their groups. The resource is uploaded to the LMS.
- This is one of 70 student resources.
- Each resource includes a ‘make it count’ section in which students translate their learning to a new context or extend their engagement by creating evidence etc.