Transitional expectations:the interface between

knowledge, skills and attitudes

at a post-1992 university

Sam Ellis

Senior Lecturer

Glasgow Caledonian University

#etconf15

@numbereleven

process of learning

process of learning

≥products of learning

Transitions during study including those

relating to placements/work experience

(Transitions during study including

those relating to placements/work

experience)

Transitions relating to

placements/work experience

UNIVERSITY

UNIVERSITY

?

process of learning

Simone Martiniartist

1333

Michelangelo Merisi Caravaggio

1602

Elisabeth Vigée-Lebrun

1782

Berthe Morisot

1879

Paul Cézanne

1900

Mark Rothko

1952

learning outcomes

learning outcomes

what, rather than how

Marton, F. and Säljö, R. (1976). On qualitative

differences in learning. 1 – outcome and process.

British Journal of Educational Psychology 46, 4–11.

Skills

Attitudes

Knowledge

Skills• Empathy• Listening

• Communication

• Building trust

Attitudes• Sensitive• Respectful

• Compassionate• Non-judgemental

Knowledge• Physiological

knowledge• Information on

treatments• Human rights

issues

• Do your students find it more of a

challenge to acquire new knowledge, or to

acquire new skills?

• Do they arrive with the attitudes and

aptitude to acquire new skills?

• If you asked a student who had recently

completed your module to do this, what do

you think they might have written?

KNOWLEDGE

             

SKILLS

             

ATTITUDES

             

    ACQUIRE   APPLY   ASSESS  

• What opportunities does the student have

to acquire and apply, prior to

assessment?

• Are these opportunities sufficient?

• Is the student aware of their own

responsibilities in the learning process (e.g.

acquisition of knowledge)?

1. Reflecting on learning,

and evaluating learning

2. Setting expectations and

communicating with students

3. Helping students to construct

their own learning narratives

• How are you going to gain this

knowledge?

• How are you going to develop these

skills?

• When are you going to reflect on these

professional values?

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Sam EllisGlasgow Caledonian University

sam.ellis@gcu.ac.uk0141 331 8203

@numbereleven