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Pedagogy
We will look at using the skills matrices to align competencies to tasks to create a curriculum for teaching PLEs.
Communicate orally, with clarity and coherence, concepts and arguments in Biological Sciences
(ii) Written communication
Communicate in writing, with clarity and coherence concepts and arguments in Biological Sciences
(iii) Information technology
Demonstrate the effective use of IT for accessing databases and scientific literature; manipulating, processing and presenting data; presenting written assignments
(iv) Numeracy
Demonstrate the capacity to analyse and criticise data from experimental procedures.
(v) Team working
Demonstrate the ability to work as part of a group.
(vi) Problem solving
Apply a scientific approach to the solution of problems in the context of their chosen specialisations and appreciate the rationale of experimental design
(vii) Information handling
Demonstrate the capacity to access a variety of resource materials and to analyse evidence from both experimental procedures and the literature.
(viii) Skills for lifelong learning
Demonstrate the acquisition of the skills and attributes necessary for lifelong learning, including: intellectual independence, effective time management, the ability to work as part of a team, the use of IT and the capacity to access and utilise a variety of resource materials.
suggestions: ask for personal statements/ opinions, look for time stamping to show progress and regular updates
Programme Learning Outcomes
from Skills matrix for Biological Sciences (2005-06)(b) Transferable skills
(i) Oral communicationCommunicate orally, with clarity and coherence, concepts and arguments in Biological Sciences
(ii) Written communication
Communicate in writing, with clarity and coherence concepts and arguments in Biological Sciences
(iii) Information technology
Demonstrate the effective use of IT for accessing databases and scientific literature; manipulating, processing and presenting data; presenting written assignments
(iv) Numeracy
Demonstrate the capacity to analyse and criticise data from experimental procedures.
(v) Team working
Demonstrate the ability to work as part of a group.
(vi) Problem solving
Apply a scientific approach to the solution of problems in the context of their chosen specialisations and appreciate the rationale of experimental design
(vii) Information handling
Demonstrate the capacity to access a variety of resource materials and to analyse evidence from both experimental procedures and the literature.
(viii) Skills for lifelong learning
Demonstrate the acquisition of the skills and attributes necessary for lifelong learning, including: intellectual independence, effective time management, the ability to work as part of a team, the use of IT and the capacity to access and utilise a variety of resource materials.
Assessment criteria (for portfolios)
- rubric for assessment of portfolio Spelman College (PDF on page for download)
- rubric for assessment of reflection Tapei American school (PDF on page for download)
- open university scheme for assessing reflections on a student learning journal on s154 (will link file later)
Academic Integrity?
How do we design out plagiarism in the assessment of ePortfolios?suggestions: ask for personal statements/ opinions, look for time stamping to show progress and regular updates
Literature
- Web 2.0 and New Learning Paradigms. Antonio Bartolomé, eLearning Papers 8, April 2008, ISSN 1887-1542
- Universities and Web 2.0: Institutional challenges. Juan Freire, eLearning Papers 8, April 2008, ISSN 1887-1542
AJCann |
Latest page update: made by AJCann
, May 5 2008, 8:01 AM EDT
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