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Figure 1 A Summary of Module Strengths and Weaknesses (Continued)
Weaknesses |
Strengths |
Students seldom repeat tasks, (practice) both in terms of equipment and interview process.
Cohort survey - 75% of students did not practice
87.5% of respondents to the provider survey indicated that practice was considered the MOST important factor in developing SRIT skills
Limited equipment availability a contributory factor |
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Alternative recording equipments (e.g. microphones) are discussed, but are neither demonstrated by the tutor nor available to experience/be used by the student. |
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The assignment offers very limited opportunity for the students to participate in collaborative learning.
(Note: Collaboration Helpful in introducing and developing complex skill clusters) |
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A significant proportion of learning takes place outside the class (location-based interview) and is thus neither tutor mediated or supported. - Absence of skills nurturing / formative feedback.
Difficult to ensure consistency of experience |
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A wide range of theories have been drawn upon including experiential learning theory attributed to John Dewey (Neill, J. 2003 Kolb, D. A. 1984) , Kurt Lewins' contributions to experiential learning in training and organisational development and Jean Piaget's work on cognitive development. Additionally Situated Cognition (Learning) theory whose exponents include Jean Lave, John Seely Brown, Allan Collins, Paul Duguid.; and Lave's and Wenger's ‘legitimate peripheral participation’ all contribute to the melting pot. |
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