What I learned from being a work-based doctorate student: a reflective approach

1. European Work Based Learning Approaches in Higher Education • What I learned from being • a work-based doctorate student: • a reflective approach • Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next. • Kenneth Wolf • Introduction and a framework for reflective learning • Personal Account - my Reflective Learning based within my professional context as a creator and writer of the New English Placement Test Online (NEPTON) for a private tertiary institution where I work • Dr. Salomi Papadima-Sophocleous • Intercollege, Cyprus Dr Salomi Papadima-Sophocleous, Intercollege

2. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach A. Introduction • Universities: • Traditionally places for research and knowledge creation • Recent University Transformation – response to new needs • Current Higher Education programme types: • Curriculum based knowledge – built knowledge taught as a ‘truth’ • Work based knowledge - knowledge gained by doing work; • (a) aims to be developmental for the practitioner • (b) purposeful for the community of practice • (c) useful in its contribution to academic learning and the • knowledge stored in higher education. Dr Salomi Papadima-Sophocleous, Intercollege

3. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Work Based (WB) Learning • Not directly from traditional university disciplinary frameworks • Local knowledge, particular spatial and temporal circumstances of work contexts and situations • Content – flexible, individually determined. • Knowledge - through a multidimensional, inter-professional, WB frame of reference. • Constructing not absorbing knowledge • Aims - developmental for the practitioner, purposeful for the community of practice & useful in its contribution to academic learning & the knowledge stored in higher education. • WB pedagogies focus - creativity & reflexivity of individuals within a WBcontext • Accreditation • Methodologies - transdisciplinary, applied and exploratory Dr Salomi Papadima-Sophocleous, Intercollege

4. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Reflective Learning - What is it? • ‘Consciously thinking about & analysing what one has done (or is doing) • Integral part of work-based learning • Structured way to reflect upon one’s learning, understand one’s • learning processes, becoming autonomous • Exploring one’s experiences of learning, better understand how • they learn to improve further learning • Reflection-on-action / Reflection-in-action • Reflective Learning Methodologies • Learning diary or portfolio • Reflective notes • Constructive use of feedback • Not hard on themselves or underestimate skills; be honest, think • positively. Dr Salomi Papadima-Sophocleous, Intercollege

5. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Reflective Learner? • Reflect on learning: • How they are using what they are learning • What their strengths and weaknesses in learning are, • What their learning priorities are, • How they can improve and build upon their learning process, • How well they are working towards goals. • Consider: • Their motivation, • Their attitudes and ideas, and changes in these, • Skills needed for different components of study & learning, • What may be blocking learning • Any gaps in their knowledge and skills, • How they might best work towards filling them. Dr Salomi Papadima-Sophocleous, Intercollege

6. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Reflective Learning - Important • Thinking about learning & writing things down helps clarify thoughts and emotions. • Notes - record of study • focus on development as an effective independent learner, and on the strategies one uses to work towards this. • Reflective practice • critical in providing opportunities for the learner to identify areas for practice improvement and analyse their in-practice decision making processes. • bridges gap between theory and practice. • reflective approach • encourages students to look beyond academic accomplishments • recognize the depth and range of other transferable skills learnt. • reflective learning • analysis of experiences; facilitates learning from this experience, • critical thinking, • questioning attitude • professional competences, recognition of mistakes & weaknesses. Dr Salomi Papadima-Sophocleous, Intercollege

7. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Doctorate in Professional Studies Programme • Doctorate student at a Tertiary Institution of UK: Doctorate in Professional Studies • Work setting Tertiary Institution, Language Department • Work based project need: • Development of a New English Placement Test Online • (the NEPTON test) • DProf course advisor • DProf consultant (supervisor) Dr Salomi Papadima-Sophocleous, Intercollege

8. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Dr Salomi Papadima-Sophocleous, Intercollege

9. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach My own case as a work-based reflective learner at doctorate level • Reflective Review of Previous Learning • Research Portfolio • (a) My Learning Diary and Overall Reflection • (b)An Investigation into the Methodologies and Epistemologies with Particular Reference to my ProfessionalGroup and Research and Development in Professional Practice: link of where I have been, where I am now and where I want to go • Research project • Reflective notes during the project • Reflective components of my project report • Formal programme criteria • Stakeholders, evaluators, examiners • After Completion • (a) Intercollege stakeholders • (b) Conferences(Hungary, New Zealand) • (c) University Research Seminar Presentations • (d) Refereed Journal Publications • (e) Award Dr Salomi Papadima-Sophocleous, Intercollege

10. Dr Salomi Papadima-Sophocleous, Intercollege

11. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Reflective Review of Previous Learning RAL at L5: Advanced Developments in professional practices, 160 credits Review of Learning, 20 credits at L4 ‘Professional Learning’, 40 credits at L4 by RAL Printed & electronic publications, including assessment tasks CALL learning Melbourne Online learning Box Hill & COLTE; RMIT Med curriculum development, including assessment Research & Developments Project’ 60 credits at L4 by RAL Dr Salomi Papadima-Sophocleous, Intercollege Language printed teaching materials

12. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach • Research Portfolio • (a) My Learning Diary and Overall Reflection • (b)An Investigation into the Methodologies and Epistemologies with Particular Reference to One ProfessionalGroup and Research and Development in Professional Practice: link of where I have been, where I am now and where I want to go Dr Salomi Papadima-Sophocleous, Intercollege

13. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach • identified overall programme direction & my work based project topic. • justified relevance: my own interests & those of my organisation, & professional field. • evaluated proposed project ethical implications. • described & justified approach choice & data collection & analysis methods. • justified project feasibility, indicated how the project was to be led and managed, & provided realistic action plan. • Produced project proposal: account of relevant professional & organisation issues • Identified & gained authority to use resources • Wrote learning agreement: summary of all components of the intended programme & detailed project proposal • Programme Approval Panel oral presentation. • explained leadership role intended to fulfil in proposed project. • Reflection on and in action - continuous valuable tool in this process. Dr Salomi Papadima-Sophocleous, Intercollege

14. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Research Project, L5, 200 credits: oral presentation & final project • Research project – Description • (a) Research in Current theories and Practices in Online • Language Testing • (b) Test Specifications (content and online delivery tool) • (c) Implementation: test item writing, moderation, item analysis, pen& paper field testing, online trial • d) Test Evaluation: validity, reliability • Research project - Reflection • Notes during the project • Reflective components of my project report • Formal programme criteria • Stakeholders, evaluators, examiners Dr Salomi Papadima-Sophocleous, Intercollege

15. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach Conclusions • IN THEORY • An alternative slide paradigm for test item randomization • An alternative paradigm for a cut-off point system • An alternative paradigm for test item analysis • An in-house developed online L2 testing environment design • A new English placement Test online paradigm: a hybrid of a Computer Based test and of a Computer Adaptive Test • Case study,applied linguistics research, insider researcher • IN PRACTICE • Change and improvement: the NEPTON test • AREAS OF LEARNING EXPANSION • Reflective Learning; Learning to research as an insider researcher; Learning through problem-solving; • Developing leading and team working skills: project leader, manager, negotiator, co-operator, problem-solver, decision-maker, curriculum writer, presenter, researcher, and worker; • Extending second language expertise and research skills: online testing development processes, quantitative analysis, use of data analysis and presentation software programmes. • The reflective aspect of work based learning helped me develop a more systematic awareness of all these, of research processes, achievements, and learning. I learned to be responsible of my own learning, be autonomous and practice continuous reflection on my learning experiences. Dr Salomi Papadima-Sophocleous, Intercollege

16. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach My own case as a work-based reflective learner at doctorate level • After Completion • … and reflective learning goes on… • (a) Awarded the Middlesex University 2005 KenGoulding Prize for professional Excellence, • (b) Intercollege stakeholders • (v) Conferences(Hungary, New Zealand, Cyprus) • (d) University Research Seminar Presentations • (e) Refereed Journal Publications Dr Salomi Papadima-Sophocleous, Intercollege

17. Conference on European Work Based Learning Approaches in Higher Education What I learned from being a work-based doctorate student: a reflective approach http://nepton.engine.intercol.edu/ Dr. Salomi Papadima-Sophocleous Intercollege, Cyprus papadima.s@intercollege.ac.cy Dr Salomi Papadima-Sophocleous, Intercollege