Aims and Objectives to Ensure Learning Outcomes - Article Example

Assignment: Preparation for Mentorship Country: April, Mentorship In the recent past, the education system has witnessed several revolutionary ideas to ensure the learning is more effective and the orientation programs have been changed significantly to incorporate the emerging needs of learning. Keeping in view the growing necessities, education is no longer the traditional teacher-centred process but is now inclined towards being student-centred exercise. There has been a major shift in the assessment criteria as it has moved from knowledge assessment towards a more competency and performance based assessment. In order to explore the concept of adult learning and how this applies to a mentor and his role of mentoring students, it is important to determine student’s own preference in learning style and to examine how this influences the mentor and his teaching methods. While we are aware learning involves change not just in habits but in knowledge and attitudes. It is beyond acquiring specific skills as it practically enables the individual/ student to make both personal and social adjustments. Since the concept of change is inherent and an integral part of learning, any change in behavior implies that learning is taking or has taken place. As a mentor, the art and science of assisting adults learn is governed by its learning outcomes. Adults have an inclination and readiness to learn aspects which is oriented to his or her social roles and development. Experience gathered by students/ individuals by previous learning shapes their future needs of learning. The mentor needs to trigger the need to learn in his students as that is the surest method to confirm the student will be self initiated to complete the learning program assigned. Adults enjoy being engaged in a purposeful exploration of a field of knowledge and facilitation should foster a spirit of critical reflection. Various styles and approaches to learning are acknowledged and integrated into the learning context. The attempt needs to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document. A portfolio is a collection of evidence that learning has taken place. Verification of Evidence Showing Achievement of Learning Outcomes This paper is to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the subject revealed the need to clarify specific terminology and approaches used to assess competence using portfolios. Methods and Design:  This article will analyse definitions of and approaches to competence and its measurement. An action research approach has been chosen to study the implementation of the portfolio and the development of a framework to guide this initiative to its closure Results: Three approaches to competence were identified, each with its appropriate forms of assessment. Apart from this, the portfolio is evolved around personal development planning and is supported by the use of action learning tutorials, academic and practice facilitators. The evaluating phase that needs to be conducted has to involve the collection of data from students, facilitators and lecturers. Several reasons, advantages and disadvantages of the use of portfolio need to be found, as well as varying ideas about what a portfolios should consist of framework and how it should be assessed because the portfolio kind of controls, governs and facilitates the entire learning process. Conclusions:  The introduction of the portfolio at a particular academic level has highlighted, to date, issues of confidentiality, data protection while committing experiences to paper, issues around its assessment, and also concerns around sharing this document with other students. An overall holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving and is in a very nascent stage. Reflection is an essential component of a portfolio, as are the student–teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigor in assessment of portfolios need to be addressed, but the assessors professional judgment will inevitably enter into this assessment. Portfolio development emphasizes linking theory and practical experiences, stresses the significance of reflection and analysis on practice1. As a mentor the initial exercise would be to assist the student in practice to identify their current learning needs. While we attempt to understand and measure the student’s existing knowledge and learning curve, as a mentor we also need to be aware of the learning outcome to be able to exactly fulfill the backlogs or deficiencies in the student’s capacity to capture their learning. Knowing how exactly the learning outcome can be identified and validated, the student would ideally be encouraged to follow steps accordingly as these are proven and tested methods and not conducted at random. Bearing the context and purpose in mind, the gradual movement from theory to practice, considering relevant Guidelines for Professional/ Career Development in the subject field a framework is developed. However we first diagnose a specific plan action with student to be mentored, lecturer, and take appropriate action. The program and portfolio is a thought through process based on the current understanding and existence knowledge of the student, keeping in view the learning outcome, efforts that would be invested to ensure that all activities relevant to the learning outcome is diligently performed, assess what exactly is required to enable the professionals or students learn in relation to the pre planned outcome. All the while as a student mentor, they would need to learn all aspects in relation to the expected outcome, chalk out a plan describing what the student mentor intends to do, in terms of setting some goals for achieving this particular outcome. It is also important to rely on appropriate resources that would be required to conclude this exercise. Aims and objectives to ensure learning outcomes The objectives of the study are briefly listed below: Assess student’s knowledge from previous learning and level. Develop student guidelines for portfolio development based on the understanding of student’s potential, skills, aptitude and the needs of the educational course being aspired for Evaluate the benefit of facilitators in the practice area as support for students developing their portfolios which would primarily be the scope of study here Examine the use of action learning sets among students during the preparation of their portfolios. Examine the use of reflection in the portfolio which simply means achieving the learning outcome. Develop a framework for portfolio design at postgraduate level which can be used for other similar programs based on the success it meets by the end of the overall exercise. Effective measures are adopted for ensuring the required learning outcome is achieved. Design and method While the design and method or program and portfolio can be developed based on the various factors that govern a student’s learning, much of it depends not just on the knowledge quotient of the student but the pattern adopted and its measurement as far as effectiveness of the learning is concerned. An action research approach has been chosen keeping these factors in view to study the implementation of the portfolio and the development of a framework to guide this initiative, gather adequate evidence of learning and document for future reference. Action research has been described as: …a participatory, democratic process concerned with developing practical knowledge in the Developing a portfolio The process of developing a portfolio is just as important as its result. The theoretical basis of the portfolio approach in this framework is built based on the four assumptions of the theory of adult learning2 The student is self-directed as far as educational and learning activities are concerned once the plan is in place to pursue the course for additional knowledge in a particular field The student’s past experiences are potentially significant and are a rich resource for learning and is kept in view while building the portfolio and plan for future studies and while deciding on the methods to be adopted Readiness to learn develops from life tasks and problems which means while theory is the basis, practical exposure is consciously planned for achieving the desired success in learning and the consequences of effective measurement is used to evaluate learning outcome. The student demonstrates adequate curiosity and is self-motivated to grow and achieve. Klenowski (2002, p. 3) believes that: A portfolio of work that incorporates self-reflection supports learning if the developmental nature of the portfolio process is sustained and provides opportunities for students to self-evaluate their own growth. Rogers (1983) states that significant experiential learning has 5 qualities: • Involves the whole person • Self initiated • Self discovery • Pervasive • Involves self evaluation • The essence of it has meaning Kolb’s Learning Cycle The reluctance of the student to engage in self reflection is a huge hindrance. Focusing on fears and weaknesses as well as strengths may be seen as threatening by some students.3 The learning program should ideally address these issues and maintain a set of activities to ensure students are not reluctant and express their apprehension in the right forum and get it answered. Some aspects of practice worthy of reflection may include the following: • Those that have been successful, or unsuccessful in terms of patient/client outcome. • Those that have triggered them to re-examine their practice. • Those that prompt them to re-evaluate their beliefs and values or their worldview. The portfolio also needs to capture the student’s ability to identify alternative ways of practice and envisage strategies for change. However prior to starting on the journey of developing their portfolio the student will have a number of support mechanisms in place. Support Mechanism Action learning could be a method of problem solving and learning in groups (sets) to bring about change for individuals, teams and organizations. Using the action learning principles, as a mentor, bringing participants together to question, challenge and support each other is an interesting and effective method of learning. The challenge is to listen intently to all members of the group without giving advice. The Use of the Framework While contemplating on ways of getting started on this exercise, it is important to think of an experience, which has made some impact on their memory and powerful elements of that experience that is worthy to be discussed or captured as evidence of learning. They should then write up the experience as they remember it with as much details as possible. The student need to be encouraged to discuss this with their practice-based facilitator or action learning group or mentor so that they are challenged about the experience in a questioning manner so as to help them reflect and analyse the experience. . Summary of Evidence The summary of evidence is primarily the recording of learning experience in a manner that can be referred to at a later date. This should ideally demonstrate knowledge, understanding of the assessment of practical competence, examples of such experiences and the ability to implement approved assessment procedures. Once evidence of student’s achievement is provided during the course unit, as a student mentor guidance need to be offered to the student for next steps of learning depending upon the student’s inclination. As a student mentor, the experience of the student’s process has to be critically analysed, drawing upon appropriate literature to substantiate and support the content of those discussions. The primary objectives of the mentor would be to achieve the following learning outcomes. Assist students in practice to identify their current learning needs. Develop your own self-awareness in order to be a role model Develop, maintain and evaluate an environment for learning in your area of practice. Using evidence- based practice, create and develop opportunities for students to learn. Using approved assessment procedures assess the practical ability of at least one student. Personal development plan The portfolio development is underpinned by the inclusion of a PDP. It is, therefore, a co-ordinated plan that is made to facilitate growth and development of the individual, paying attention to personal and career aspirations. The PDP is made up of action planning, which focuses on areas in need of improvement for the student as well as their strengths. Works Cited/ References 1. Boud, D. & Felleti, G. 1997. The Challenge of Problem-Based Learning, 2nd ed. London: Kogan 2. Boud, D. & Garrick, J. 1999. Understanding Learning at Work. London: Routledge 3. Brockbank, A. & McGill, I. 1998. Facilitating Reflective Learning in Higher Education Milton Keynes: Society for Research into High Education and Open University Press. 4. Brookfield, S. 1995. Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Coffield, FJ., Moseley, DV, Hall, E. and Ecclestone, K. 2004a. Should we be using learning styles? What research has to say in practice London: Learning and Skills Research Centre/University of Newcastle 5. http://www.annals.edu.sg/pdf/34VolNo8200509/V34N8p511.pdf 6. http://www.annals.edu.sg/pdf/34VolNo8200509/V34N8p511.pdf Learning Outcome 1 Assist students in practice to identify their current learning needs. Develop your own self-awareness in order to be a role model Develop, maintain and evaluate an environment for learning in your area of practice. Using evidence- based practice, create and develop opportunities for students to learn. Using approved assessment procedures assess the practical ability of at least one student. As part of your mentor role you support students in identifying their learning needs. With reference to your student, reflect upon and critically analyse the issues that you have taken into consideration whilst undertaking this process Learning Outcome 2 Develop your own self-awareness in order to be a role model The impact of role modelling upon student learning is widely acknowledged within the literature, for example, Donaldson and Carter (2005), Armstrong (2008). With reference to a specific chosen example from your practice, reflect upon and critically analyse how this experience contributed to your understanding of role modelling within the mentor / student relationship. Learning Outcome 3 Develop, maintain and evaluate an environment for learning in your area of practice. Reflect upon and critically analyse the factors that you took into consideration when mentoring your student in order to develop an environment conducive to his / her learning. Learning Outcome 4 Using evidence- based practice, create and develop opportunities for students to learn. Focussing upon one specific learning need, reflect upon and critically evaluate the learning theories upon which you have drawn in order to assist your student to become an evidence based practitioner. Learning Outcome 5 Using approved assessment procedures assess the practical ability of at least one student. In relation to this outcome you should:- Reflect and critically analyse how you implemented a reliable and valid assessment strategy with your student, and how you would if necessary support the failing student. Read More