Capstone design and curriculum renewal

1
Capstone design and curriculum renewal

• Margot McNeill
• Learning and Teaching Centre

Thursday, 2 July 2009
2
(No Transcript)
3
MQ drivers

• Graduate capabilities - Problem solving,
  creativity, communication, professional
  judgement, critical thinking, research
  capability, discipline knowledge
• Work-integrated learning - many descriptions of
  university courses show an increased emphasis on
  work related or work integrated learning and
  practice (AQF, 2009, p. 14)
• Sustainability participation units equivalent
  to 9 hours per semester.

4
Stephenson and Yorke (1998) suggest that capable
graduates

• not only know about their specialisms they
  also have the confidence to apply their knowledge
  and skills within varied and changing situations
  and to continue to develop their specialist
  knowledge and skills long after they have left
  formal educationTaking effective and appropriate
  action within unfamiliar and changing
  circumstances involves ethics, judgments, the
  self-confidence to take risks and a commitment to
  learn from the experience. ( p.3)

5
MQ Graduate capabilities
6
Characteristics of capstone units

• reviewing the scaffolding of the degree,
  including integrating major course material
• reflecting on the development of the graduate
  capabilities and how these have been achieved
  within the degree
• preparing a portfolio or diploma supplement in
  professional degrees undertaking a professional
  preparation program
• Applying theory to practice

7
Typical focus of learning outcomes

• appreciation of complex, competing issues in
  graduate jobs
• extension of analytical and strategic thinking
• application of theory into practice
• development of career networking capabilities
• consolidation of higher-level applied
  communication skills (written, oral,
  interpersonal, professional presentations)
• application of employment-related teamwork
• demonstration of early professional dispositions
  and ethical stance

8
Design considerations

• 1. Knowledge, skills and capabilities try to
  avoid introducing new content
• 2. Professional or industry links networks, WIL
  or design guidance
• 3. Scaffolding during the unit dispersed access
• 4. Assessment holistic and authentic
• A program-wide approach will be easier to deliver!

9
The space bordered by this line represents
the external factors impacting on learning and
teaching
Learner Characteristics Motivation. Orientation
to learning. Conceptions of learning. Prior
knowledge. Learning style etc.
Feedback Beliefs about attributes for success
and failure
Learning Teaching Actions Approaches to
study. Learning events. Assessment.
Outcomes Quantitative. Qualitative. Affective.
Perceptions Expectations
Influences on Teaching Teacher conceptions of
learning and teaching. Aims and
objectives. Climate. Philosophy.
Feedback Efficacy beliefs about teaching
learning
Biggs, (2003) The Presage, Process, Product (3P)
Model
10
Capstone opportunities

• Use a program wide approach to integrate the
  requirements for
• Support graduate capabilities such as teamwork
  and communication
• Include varied assessment strategies such as
  report writing or design outputs
• Require authentic tasks such as using industry
  contacts

11
Assessment to

• Scaffold learning by providing feedback early in
  the semester, for example assessment rubrics
  available online
• Support socially constructed learning for
  example discussion forums for asynchronous
  communication
• Document collaboration processes for example
  wikis for capturing individual contributions to
  group work
• Chronicle reflective journeys for example blogs
  for recording individual reflections in learning
  journals
• Store learning artifacts such as portfolios for
  storing drafts of assessment tasks and sharing
  assessment products with peers, assessors and
  employers

12
Assessment of process and product

• a case study based on a real-world situation
  (the living case method)
• a research grant proposal or plan based on an
  authentic professional or industry need
• a feasibility study report on a proposed
  initiative addressing issues of relevance to a
  particular professional or industry need
• a research report on the group project
• a plan for a program of activities for an
  authentic task
• a series of communiques and presentations
  addressed to those working in the authentic
  professional or industry setting
• an integrated portfolio of the students key
  learning outcomes

13
Case studies

• Exemplar 1 Computing authentic group
  development projects
• Exemplar 2 Indigenous Studies research
  project and annotated bibliography
• Exemplar 3 Child Development self evaluation
  and portfolio

Visit Macquarie Universitys Learning and
Teaching Centre website for case studies of good
practice in these areas http//www.mq.edu.au/
learningandteachingcentre
14
Tips

• Be specific about outcomes and assessment and
  provide grading criteria for students early in
  the unit
• Provide structure for less motivated and
  goal-oriented students scaffolding towards
  independent and self-directed
• Establish regular monitoring, even if it is not
  for grades
• Be pragmatic and realistic about expectations
• Target a range of assessment types, for example
  presentations and reports
• Agree procedures for mediating problems and
  failures
• Plan for requirements such as ethics clearance,
  OHS or IP