Merging academic and practice based learning for enhanced student employability. Transferability of a TLQIS funded project implemented at the School of Languages.

The 4th Education in a Changing Environment Conference: Meeting the Challenges Salford Sept Presented by M.J. [Chus] Fernández Prieto Francisca Sempere Linares School of Languages The University of Salford UK

overview of the presentation 1.introduction 2.aims of the presentation 3.pedagogical approach 4.methodology 5.design of the simulation 6.assessment 7.evaluation of the project 8.conclusion 9.recommendations

introduction theory vs. practice merging academic and practice-based learning simulation exercise

aims of the presentation To show the social constructivist elements used as pedagogical framework for our simulation exercise To propose a methodology for incorporating those elements into similar projects To evaluate the outcomes of the project To offer recommendations based on our experience

pedagogical approach “[L]earning to be a professional translator means learning to act like one” (Kiraly 1999: 4) Fundamentals of Social Constructivism: use of authentic tasks student-centered approach collaborative learning problem-based learning process-oriented approach reflection

use of authentic tasks By making the situation resemble the one they would find if they were doing it for real, the students learn to “think effectively, reason, problem-solve, and develop learning skills” (Dick 1992: 92).

student-centered approach “When people undertake responsibility to learn something on their own authority, what they learn may be learned more deeply and retained for longer than what they learn by being taught” (Knowles 1980). students take control of their own learning teachers provide the scaffolding

collaborative learning “Collaboration as a means of testing ideas and evaluating alternative perspectives” (Duffy & Bednar 1992: 129). students learn from one another create their own perspectives of reality personal, intellectual and professional development students learn a great variety of generic skills

problem-based learning Advantages of this approach include: “the ability to think critically, analyze and solve complex, real-world problems, to find, evaluate, and use appropriate learning resources; to work cooperatively, to demonstrate effective communication skills, and to use content knowledge and intellectual skills to become continual learners” (Duch et al. 2001).

process-oriented approach Emphasis on:  the way the students approach the learning situation  the way the students carry out the task, e.g. how they plan, track, and perform it; how they relate to each other and to the client; how they deal with problems; whether they submit the deliverables on time; how they reflect and learn from the experience to improve future performance, etc.

reflection “Enable[s] effective problem-solving to take place and that (...) improve[s] the quality of learning” (Dewey 1989: 12). reflection to cover the whole learning process teacher to provide opportunities for reflection

methodology literature review staff development recruitment of professional consultants shadowing of professionals questionnaires sent to practitioners academic steering group final evaluation and reflection

design of the simulation Considerations: number of credits teaching/learning hours key knowledge & skills needed methods to train students resources: technical, human and material actual task to be done

assessment intertwined with: authenticity and reflection elements for assessment agents involved in the process

evaluation of the project feedback from all the parties involved in the project quality of the deliverables fulfillment of original aims

conclusion the social constructivist approach is an effective way of bringing together the academic and professional worlds elements are easily transferable very positive outcomes

recommendations establishment of partnerships with industry is a huge asset be prepared to become an active participant anticipation of problems is important negotiation of approach with students professional development training is crucial internal academic steering group is invaluable do not underestimate time needed for development!

For more information contact: Ms. M J Fernández Prieto Dr. F Sempere Linares School of Languages The University of Salford Greater Manchester M5 4WT United Kingdom