1. 1 Capstone design and curriculum renewal Margot McNeill Learning and Teaching Centre Thursday, 2 July 2009

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3. 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. 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 education…Taking 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. 5 MQ Graduate capabilities

6. 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. 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. 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. 9 the ‘external’ factors impacting on learning and teaching The space bordered by this line represents Learner Characteristics Motivation. Orientation to learning. Conceptions of learning. Prior knowledge. Learning style etc. Influences on Teaching Teacher conceptions of learning and teaching. Aims and objectives. Climate. Philosophy. Learning & Teaching Actions Approaches to study. Learning events. Assessment. Outcomes Quantitative. Qualitative. Affective. Feedback: Beliefs about attributes for success and failure Feedback: Efficacy beliefs about teaching & learning Perceptions & Expectations Biggs, (2003) The Presage, Process, Product (3P) Model

10. 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. 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. 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 student’s key learning outcomes

13. 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 University’s Learning and Teaching Centre website for case studies of good practice in these areas: http://www.mq.edu.au/learningandteachingcentrehttp://www.mq.edu.au/learningandteachingcentre

14. 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, OH&S or IP