Graduate Attributes
Jackie Campbell, Laura Dean,
Mark de Groot, David Killick, Jill Taylor
Session Outcomes
• Participants will have created a shared
understanding of the graduate attributes at
Leeds Met
• Participants will have practised embedding
graduate attributes into a sample course
Where Did The Attributes Come From?
A Global Outlook
Enabling
effective and responsible engagement
in
a multicultural and globalising world.
A Global Outlook
Inclusivity
A global
outlook
Global
Relevance
Enabling effective and responsible
engagement
in a multicultural and globalising world.
Globe picture. Source: Soil-net http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.html
Global
Relevance
Inclusivity
Meeting diverse needs AND
affording others equal
respect.
The subject is being studied by
students who (will) carry out their
lives, in a globally interconnected
world.
Enabling
effective and responsible engagement
in
a multicultural and globalising world.
Meeting diverse
needs AND affording
others equal respect.
Inclusivity Global
Relevance
• valuing diverse
perspectives and
experiences
• building sensitivity,
respect and capabilities
for different ways of
working together
The subject is being
studied by students who
(will) carry out their lives,
in a globally
interconnected world.
• locating the discipline
and related professions
into this rapidly
evolving global context;
• developing attributes of
cross-cultural capability
and global perspectives
Enabling effective and responsible
engagement
in a multicultural and globalising world.
A Global Outlook
• explain potential consequences of [this issue
or action] in terms of global/local
sustainability, social justice, cultural identity,
etc.
• make critical observations on how my own
culture represents and values [this issue or
action].
• adopt appropriate communication strategies
to evaluate [this issue] in a multi-cultural
group of peers.
A Global Outlook
Enabling
effective and responsible engagement
in
a multicultural and globalising world.
Digital Literacy
Enabling the confident and critical
use of ICT for work, leisure, learning
and communication.
Digital Literacy Capabilities
Techno-Literacy
Information
Literacy
Use devices,
applications and
Services
Media Literacy
Read and
communicate in a
range of media
Find, evaluate and
use digital
information
ICT Skills
Techno-Social
Practice
Participate in digital
networks and groups
Digital Scholarship
Learn and research
using digital content,
virtual environments,
and digital tools
Digital Literacy in the Curriculum
• Integrate across the curriculum and embed within the subject.
• Integrate capabilities into a specific educational context.
• Situate in authentic contexts (workplace, community,
placement).
• Design learning opportunities that take advantage of learning
networks and professional and scholarly communities.
• Continually review how technologies are integrated into
curriculum tasks.
• Use digital content and learning objects to design flexible
learning opportunities to target different learning styles.
• Use assessment and feedback strategies that encourage
innovative use of technology.
• Support learners' personal reflection, progression and
planning by engaging with e-portfolios.
“mastering ideas not keystrokes”
Gilster, P. (1997) Digital Literacy. New York: John Wiley.
Digital Literacy in the Curriculum
• access, store, organise, retrieve information and media relevant to [the
subject] from multiple digital sources for practical application and
integration into existing knowledge.
• effectively create and publish content in multimedia formats to
communicate opinions and ideas of [the subject] through a range of
channels.
• demonstrate creative thinking, construct knowledge, and develop
innovative products and processes relating to [the subject] using
technology.
• use models and simulations to explore complex systems and issues
relating to [specific areas of practice].
• proficiently manage group interactions and engage in online communities
and professional [the subject] groups using multiple technologies.
• confidently use digital technologies to reflect on, record and manage their
lifelong learning of [the subject].
Being Enterprising
Enabling students to be responsive
adaptable problem solvers.
Being Enterprising
• Enterprise
• Social Enterprise - SIFE
• Entrepreneur
• Intrapreneur
• Personal Enterprise
Being Enterprising
risk taking
ownership
confidence
investigating networking
improving things
researching making things happen being a self-starter
being open to feedback being enthusiastic
questioning adaptable seeing opportunities a ‘cando’ attitude making things better… having a go …
innovation thinking creatively reflecting
self awareness
opportunities development employability
Being Enterprising
• Identify opportunities for improvements in
different situations
• Generate and critically analyse ideas
• Make a significant positive contribution to a
community teamwork project
Being Enterprising
Enabling students to be responsive
adaptable problem solvers.
Enterprising
Global
Outlook
Digital
Literacy
Exercise: Embedding in a Course
Level 4
The History of
British Education
Semester 1
The Modern
Identify
British Education
opportunities for
System
improvements in
Introduction to
Learning and
Development
Semester 2
Introduction to
Education
research
A primer in
educational
theory and
Practice
Perspectives on
Perspectives in
Reflect
Useupon
models
howand
European
Education
this impacts
simulations
upon
to
Education
livesexplore
in a different
complex
Social
Perspectives in
Education
Working in the
Context of the
Children’s and
Young People’s
Workforce
Major Independent Study
Introduction to
Policy in
Education
Personal
Development
Planning
different
situations
Level 5
Level 6
Research
methods and
Ethics
Elective option:
Children as
Future
Consumers
Elective option:
Children Growing
up with New
Technologies
country
systems and issues
Concepts and
Generate
Strategies
for
and critically
Inclusive
Education
analyse ideas
Elective option:
Autism; the
Personal
needs of Children Development
and Adults
Planning
Elective option:
Children &
Families
Britain and the
Wider World
Session Outcomes
• Participants will have created a shared
understanding of the graduate attributes at
Leeds Met
• Participants will have practised embedding
graduate attributes into a sample course