Writing about practice for future learning

Kandlbinder, PA

Writing about practice for future learning

Kandlbinder, PA

Permalink

Publisher:: Routledge
Publication Type:: Chapter
Citation:: Rethinking assessment in higher education: Learning for the longer term, 2007, 1, pp. 159 - 166
Issue Date:: 2007-01

Closed Access

	Filename	Description	Size
	2006009489OK.pdf		660.61 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Kandlbinder, PA https://orcid.org/0000-0003-3903-9626	en_US
dc.contributor.editor	Boud, D	en_US
dc.contributor.editor	Falchikov, N	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Rethinking assessment in higher education: Learning for the longer term, 2007, 1, pp. 159 - 166	en_US
dc.identifier.isbn	0415397782	en_US
dc.identifier.uri	http://hdl.handle.net/10453/7958
dc.description.abstract	There is a widely held belief in the value of learning through practice. Employers in particular place skills and industry experience above academic knowledge. They often argue that graduates without a period of work experience lack practical skills, such as communication skills, the ability to work in a team, flexibility of thinking and ethical training, which they see as essential for successful future participation in work. Unfortunately, there has been a decline in the ability of many professional courses to provide students with work experience. As such, students are finding it increasingly difficult to learn to apply experience-based knowledge to problem situations they will need for their future learning at work. Frustrated by the difficulty in finding placements, a lack of clear learning outcomes from work experience and the different expectations among students, lecturers and employers, many lecturers committed to equipping students to learn in work situations are searching for alternative forms of practice-based learning by which students can develop insights into themselves as professionals.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Rethinking assessment in higher education: Learning for the longer term	en_US
dc.title	Writing about practice for future learning	en_US
dc.type	Chapter
utslib.location	London, UK	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.citation.edition	1	en_US
dc.location.activity	Trondheim Norway
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	London, UK	en_US

Abstract:

There is a widely held belief in the value of learning through practice. Employers in particular place skills and industry experience above academic knowledge. They often argue that graduates without a period of work experience lack practical skills, such as communication skills, the ability to work in a team, flexibility of thinking and ethical training, which they see as essential for successful future participation in work. Unfortunately, there has been a decline in the ability of many professional courses to provide students with work experience. As such, students are finding it increasingly difficult to learn to apply experience-based knowledge to problem situations they will need for their future learning at work. Frustrated by the difficulty in finding placements, a lack of clear learning outcomes from work experience and the different expectations among students, lecturers and employers, many lecturers committed to equipping students to learn in work situations are searching for alternative forms of practice-based learning by which students can develop insights into themselves as professionals.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/7958