Writing about practice for future learning

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dc.contributor.author Kandlbinder, PA
dc.contributor.editor Boud, D
dc.contributor.editor Falchikov, N
dc.date.accessioned 2010-05-28T09:39:17Z
dc.date.issued 2007-01
dc.identifier.citation Rethinking assessment in higher education: Learning for the longer term, 2007, 1, pp. 159 - 166
dc.identifier.isbn 0415397782
dc.identifier.other B1 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.
dc.publisher Routledge
dc.title Writing about practice for future learning
dc.type Chapter
dc.parent Rethinking assessment in higher education: Learning for the longer term
dc.journal.number en_US
dc.publocation London, UK en_US
dc.publocation Trondheim Norway
dc.identifier.startpage 159 en_US
dc.identifier.endpage 166 en_US
dc.cauo.name IML en_US
dc.conference Verified OK en_US
dc.conference International Conference on Advanced Information Systems Engineering
dc.for 1302 Curriculum and Pedagogy
dc.for 1301 Education Systems
dc.personcode 900258
dc.percentage 50 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.date.activity 2007-06-11
dc.location.activity en_US
dc.location.activity Trondheim Norway
dc.description.keywords en_US
dc.description.keywords business process design, adequate process design, value configuration design
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
utslib.collection.history Uncategorised (ID: 363)
utslib.collection.history Closed (ID: 3)

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