ACADEMIC COUNCIL - REPORT FROM BREAKOUT SESSIONS ON ACADEMIC ISSUES. Date: 20 th April Title: Experiential Learning

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1 ACADEMIC COUNCIL - REPORT FROM BREAKOUT SESSIONS ON ACADEMIC ISSUES Date: 20 th April 2015 Group C Co-Chairs Prof Annemarie Hennessey (UWS) Prof Allan Pau (IMU) Members Prof Kaye Robert-Thomson (Adelaide) Prof Allan Cumming (Edinburgh) Prof Steve Thorthon (Exeter) Dr Joel Rhee (UNSW) Dr Monica Broome (Miami) Dr Ian MacPhee (SGUL) Prof Richard Hays (Tasmania) Dr Emma Warnecke (Tasmania) Prof Ian Wilson (Wollongong) IMU Faculty Prof Stephen Ambu Prof Chin Bee Yoke Prof Chu Wan Loy Prof Peter Roman Diakow Prof Khor Geok Lin Prof Ong Kok Hai Prof Malikarjuna Rao Pichika Prof Seow Liang Lin Prof Davendralingam Sinniah Prof Hematram Yadav AP Dr Chen Yu Sui AP Dr Patricia Lim AP Dr Verasingam Kumarasamy AP Dr Zainab Majeed AP Dr Hanan Omar AP Dr Tan Bee Siew AP Dr Tan Eng Lai AP Dr Sulaiha Syed Aznal Dr Anis Ahmed Khan Dr Shahidul Ahsan Title: Experiential Learning

2 Dr Sobia Bilal Dr Lipika Alok Chatterjee Dr Megan Chong Dr Arun Kumar Dr Lee Choy Sin Dr Piyush Mittal Dr Jeevathayaparan Sithamparappillai Ms Lee Mun Sun Ms Lim Swee Geok Ms Christy Chiu Students Zaahil Ahamad Ahamed Zarook Regine Phua Li Wen Phebe Chua Yi Shi

3 To identify actions to be taken to consolidate and develop experiential learning at IMU Issues Recommendations Outcome measures Timeframe Action by IMU Is the proposed KOBL KOBL is appropriate Evidence from Q Reporting Prepare a policy on framework for experiential learning appropriate? Allows flexibility can enter the cycle at any stage evaluation/feedback/re flection from students and faculty to AC ExpL for IMU programmes Faculty leading on Allows learning with different styles ExpL to submit evaluation report at What assessment strategies are appropriate for ExpL? Learning should be longitudinal rather than in blocks Progression from one stage to the next should be captured Should provide structured support content built into supported environment Outputs at each stage of the KOBL cycle can be assessed Multiple tools should be used, including case-based presentation (CBP) (formative) and OSCE (summative) Evidence in assessment strategy for the ExpL activity Evidence in study guide Evidence from students CBPs and reflective journal Q3 and Q consultation and training Q implementation Q reporting to AC end of semester Report submitted to T&L committee or some sub-committee for monitoring and reporting

4 What are the training needs for faculty development? CBP to peers can capture the experience, reflection, conceptualisation of the experience and plan for the future Should be linked to reflective journal Mapped to learning outcomes Should be progressive Allows assessment of communication skills Orientation and calibration (should be formalized and be regular) Debrief for support Mentoring should be linked to actions and outcomes Reflection what does it look like? Technology assisted? Video-reflection? Individual develop ment plans (IDPs) revised? ICE training menu Q3 and Q consultation and training Q implementation Q reporting to AC ICE to source and offer training

5 What are appropriate evaluation strategies for implementation of experiential learning? What are the research priorities in ExpL? Chapman et al. (1995) criteria appropriate for evaluation: Providing a mixture of content and process Encouraging the big picture Creating emotional investment Developing values Promoting reflection Absence of excessive judgement Developing meaningful relationships Going beyond the comfort zone Mechanisms of how and why ExpL work Evaluation report from PIC of ExpL activity Number of projects registered with ICE or IRDI ICE to source and offer training, and support