{"id":6228,"date":"2018-10-16T11:57:16","date_gmt":"2018-10-16T11:57:16","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/lead\/?p=6228"},"modified":"2018-10-16T12:26:38","modified_gmt":"2018-10-16T12:26:38","slug":"developing-an-applied-curriculum","status":"publish","type":"post","link":"https:\/\/blogs.shu.ac.uk\/add\/2018\/10\/16\/developing-an-applied-curriculum\/","title":{"rendered":"Developing an Applied Curriculum"},"content":{"rendered":"

\"\"<\/a><\/p>\n

 <\/p>\n

Hamid Moradlou, Elias Tsoutsanis, Jen Waterhouse and Lisa Woolley<\/strong><\/span><\/h3>\n

Sheffield Hallam University<\/strong> \u2013 Faculty\u00a0of\u00a0ACES (engineering) and Faculty of D&S\u00a0(law)<\/p>\n\n\n\n\n\n\n
Strand<\/strong><\/td>\nStudent Outcomes<\/td>\n<\/tr>\n
Type<\/strong><\/td>\nTake a look at the original poster<\/a><\/td>\n<\/tr>\n
Learning objective(s)<\/strong><\/td>\nTo develop understanding of the meaning of an applied curriculum, and the benefits\/drawbacks thereof<\/td>\n<\/tr>\n
As lecturers in Engineering and Law whose curriculum provides for practical applied modules, an applied curriculum seems a natural approach. Embedded into our offer to students is the provision of placements, \u2018real-life\u2019 work in our Clinics and hands-on use of cutting edge equipment within our laboratories.\u00a0 Add to that our Vice-Chancellor\u2019s ambition that Sheffield Hallam University is to be \u201cthe world\u2019s leading applied university\u201d, we all believed the relevance would make our task that much easier.The purpose of the poster is to show a clear link between the applied learning agenda and our diverse areas of learning \u2013 the mechanical hand reaching out to the hand of reason. Although we believe that Sheffield Hallam is already leading the field, we quickly realised that there is still much work to be done. This is because our findings reveal that there is a wealth of information on \u2018authentic learning\u2019 and \u2018situated cognition\u2019 emanating from the United States, which is slightly disconcerting given that\u00a0 anecdotally many Universities are trying to forge a future of applied learning.<\/p>\n

From our discussion and the literature, particularly Maranville, 2000, we can conclude that applied learning can generate passion and develop practical skills and employability (Graduate Outcomes); however we did not anticipate that there were also many barriers \u2013 for example \u201ctoo much reality to soon\u201d for students who are used to being taught purely for the exam at the end (Dearing Report 1997 and Consumer Rights Act 2015).<\/p>\n

We remain undeterred as practitioners and will continue with our applied learning curriculum, but cognisant that authentic learning should be across all years of study with an ethic of consistent practice, a striving for excellence by our colleagues and the University all linked to the ambition for Sheffield Hallam to BE<\/em> the world\u2019s leading applied University.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

  Hamid Moradlou, Elias Tsoutsanis, Jen Waterhouse and Lisa Woolley Sheffield Hallam University \u2013 Faculty\u00a0of\u00a0ACES (engineering) and Faculty of D&S\u00a0(law) Strand Student Outcomes Type Take a look at the original poster Learning objective(s) To develop understanding of the meaning of an applied curriculum, and the benefits\/drawbacks thereof As lecturers in Engineering and Law whose curriculum […]<\/p>\n","protected":false},"author":1333,"featured_media":6229,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":0,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[153,198,210],"tags":[141,199,214],"class_list":["post-6228","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-applied-learning","category-lta-conference-2018","category-student-outcomes","tag-applied-learning","tag-shult18","tag-student-outcomes"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/add\/files\/2018\/10\/Hamid-Moradlou-POSTER-image.png?fit=1323%2C135&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7ctLQ-1Cs","_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/6228","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/comments?post=6228"}],"version-history":[{"count":3,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/6228\/revisions"}],"predecessor-version":[{"id":6232,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/posts\/6228\/revisions\/6232"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media\/6229"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media?parent=6228"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/categories?post=6228"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/tags?post=6228"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}