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 12-14 Sept. 2007
Presented by
M.J. [Chus] Fernández Prieto
Francisca Sempere Linares
School of Languages
The University of Salford
UK
overview of the presentation
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introduction
aims of the presentation
pedagogical approach
methodology
design of the simulation
assessment
evaluation of the project
conclusion
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:
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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).
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students take control of their own learning
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teachers provide the scaffolding
collaborative learning
“Collaboration as a means of testing ideas and
evaluating alternative perspectives”
(Duffy & Bednar 1992: 129).
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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
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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).
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reflection to cover the whole learning process
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teacher to provide opportunities for reflection
methodology
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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:
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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
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intertwined with: authenticity and reflection
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elements for assessment
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agents involved in the process
evaluation of the project
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feedback from all the parties involved in the project
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quality of the deliverables
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fulfillment of original aims
conclusion
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the social constructivist approach is an effective way
of bringing together the academic and professional
worlds
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elements are easily transferable
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very positive outcomes
recommendations
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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
[email protected]
www.languages.salford.ac.uk