Abstract
The Vertically
Integrated Projects for Sustainable Development programme sought to embed
competency development in the core learning experience, and enable students
to articulate their competencies in relation to their professional development. Staff collaborated with Practera, an ed-tech provider that supports experiential learning experiences via its online platform. Measures adopted included Baseline Competency Self-Assessment, biweekly individual reflections, Team 360s and Post-Team 360 Reflections, and a Final Reflection and Skills ePortfolio (graded). This approach has worked well, although adaptations have been required to support understanding and the quality of evidence and outputs. Read a more detailed report about the projects here
Integrated Projects for Sustainable Development programme sought to embed
competency development in the core learning experience, and enable students
to articulate their competencies in relation to their professional development. Staff collaborated with Practera, an ed-tech provider that supports experiential learning experiences via its online platform. Measures adopted included Baseline Competency Self-Assessment, biweekly individual reflections, Team 360s and Post-Team 360 Reflections, and a Final Reflection and Skills ePortfolio (graded). This approach has worked well, although adaptations have been required to support understanding and the quality of evidence and outputs. Read a more detailed report about the projects here
| Original language | English |
|---|---|
| Number of pages | 61 |
| Publication status | Published - 5 Sept 2023 |
Keywords
- Education for sustainable development (ESD)
- climate crisis
- nature crisis
- higher education
