{"id":36,"date":"2016-05-03T11:39:15","date_gmt":"2016-05-03T11:39:15","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/graduatecapabilities\/?page_id=36"},"modified":"2022-05-19T13:22:27","modified_gmt":"2022-05-19T13:22:27","slug":"developing-your-practice","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/developing-your-practice\/","title":{"rendered":"Curriculum Innovation"},"content":{"rendered":"<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Employability has several dimensions to it. In the Applied Learning toolkit we consider areas of\u00a0practice and curriculum innovation that deliver employability through the taught experience and the co-curriculum. This includes,<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">what we may deliver in class;<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">the ways it\u00a0is delivered;<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">how it connects to the world beyond the University; and<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">how, in our academic roles, we support our students&#8217; transition and their life wide learning.<\/span><\/li>\n<\/ul>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%;background-color: #f2f2f2\">\n<ul>\n<li><a href=\"#AP\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Applied Projects<\/span><\/a><\/li>\n<li><a href=\"#IC\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Integrated Curriculum<\/span><\/a><\/li>\n<li><a href=\"#PPDP\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">PPDP in Practice<\/span><\/a><\/li>\n<li><a href=\"#CU\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Connected U<\/span><\/a> <a id=\"AP\"><\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1><span style=\"font-family: arial, helvetica, sans-serif;font-size: 18pt\">Applied Projects<\/span><\/h1>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Applied Projects is a unique work-related learning scheme at Sheffield Hallam University, which allows students to put their theory into practice through real-life community advancement projects, which are accredited as part of their degree.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The scheme brings students together with private, public, and third sector organisations, giving them the opportunity to tackle real-life challenges and gain practical work experience, whilst allowing organisations to tap into the specialist skills, knowledge, and insight offered by Sheffield Hallam students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Students undertake community advancement projects as a learning opportunity, developing key skills for their future careers and giving them an edge when they enter the graduate job market. For some of our students, undertaking these projects may be a key route to getting work experience.<\/span><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;font-size: 14pt;color: #993366\"><strong>Benefits for Academic Staff<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The Applied Projects Scheme, previously known as Venture Matrix, was established at Sheffield Hallam University in 2008.\u00a0 The Scheme is theoretically underpinned but provides a pragmatic approach to applied learning that is firmly integrated within the curriculum. The Scheme offers a portfolio of models that supports student progression and development on their learning journey.\u00a0 Each model is designed so that it can be adopted into any subject discipline. It enables learners to apply their disciplinary knowledge to real-world challenges alongside developing graduate capabilities that they\u2019ll require for their future success.\u00a0 Additionally, it provides a forum for students to enhance their networks and cultivate their professional identity.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Applied Projects also supports elements of the HSE by allowing you to embed live projects into your course. Students work on real live projects tailored to your subject area putting academic theory into practice.<\/span><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><strong>Academic Testimonials\u00a0<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Several of our academic colleagues share their experiences of working with Venture Matrix (Applied Projects) and explain how their students benefit from engaging with work-related learning experiences as part of their courses at Sheffield Hallam University:\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/developing-your-practice\/venture-matrix-supporting-my-practice\/testimonials-venture-matrix\/\">Academic Testimonials.<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">For more information please visit the\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/appliedprojects\" target=\"_blank\" rel=\"noopener noreferrer\">(Applied Projects) Blog<\/a>\u00a0or email the\u00a0<a href=\"mailto:appliedprojects@shu.ac.uk\">Applied Projects team.<\/a> <a id=\"IC\"><\/a><\/span><\/p>\n<h1><span style=\"font-family: arial, helvetica, sans-serif;font-size: 18pt\">Integrated Curriculum<\/span><\/h1>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Participants in the April 2017 Applied Learning AIG event were asked to think about the Integrated Curriculum by developing and commenting on a concept map.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The suggestions made during the session by the academic participants were recorded on whiteboards and written into the following concept map. They provide insight into how a student\u2019s experience can be enhanced by taking a holistic approach.<\/span><\/p>\n<p><a href=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?ssl=1\"><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"728\" data-permalink=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/2017\/06\/13\/discussing-employability-in-the-integrated-curriculum\/connected-transition-map-completed\/#main\" data-orig-file=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?fit=1280%2C720&amp;ssl=1\" data-orig-size=\"1280,720\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"connected-transition-map-completed\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?fit=700%2C394&amp;ssl=1\" class=\"aligncenter size-full wp-image-728\" src=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?resize=700%2C394&amp;ssl=1\" alt=\"connected-transition-map-completed\" width=\"700\" height=\"394\" data-attachment-id=\"728\" data-permalink=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/2017\/06\/13\/discussing-employability-in-the-integrated-curriculum\/connected-transition-map-completed\/#main\" data-orig-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?fit=1280%2C720&amp;ssl=1\" data-orig-size=\"1280,720\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"connected-transition-map-completed\" data-image-description=\"\" data-medium-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?fit=300%2C169&amp;ssl=1\" data-large-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?fit=700%2C394&amp;ssl=1\" data-recalc-dims=\"1\" srcset=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?w=1280&amp;ssl=1 1280w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?resize=300%2C169&amp;ssl=1 300w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?resize=1024%2C576&amp;ssl=1 1024w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?resize=460%2C260&amp;ssl=1 460w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/11\/connected-transition-map-completed.png?resize=900%2C506&amp;ssl=1 900w\" sizes=\"auto, (max-width: 700px) 100vw, 700px\" \/><\/a><\/p>\n<h1><\/h1>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">Participants proposed\u2026<\/span><\/strong><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Pre-induction and transition-in at Level 4<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Engaging students in developing a career-focussed transition outlook from their first week at university is fundamental to taking an applied learning approach. Getting this right will increase their sense of ownership of the course and contribute significantly to engaging during their time at University.<\/span><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Pre-Induction Transition SHOOC<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">A pre-induction SHOOC (Sheffield Hallam Open Online Course) is created. It would be designed to establish, feed into and engage students in their Personal &amp; Professional Development Planning (PPDP) \u2013\u00a0see Comprehensive PPDP below. From pre-induction the online blended space would create a context for semester 1 Induction and establish in the minds of students the idea of integrated curriculum. It would develop their understanding of learning at university and how they need to manage their course engagement.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The SHOOC will introduce new students, prior to them starting their course, to academic skills they will need by engaging them online in a non-critical real-world challenge in the context of their subject. By involving Level 5 students as peer mentors they can receive summative feedback and develop mutually beneficial cross-level relationships.<\/span><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Level 4 transformative experience<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Students must understand the importance, on arrival at university, of taking charge of their lifelong learning journey. Developing student aspirations and expectations should be a compulsory first step in the design of Level 4 transition-in activities. It can be achieved by involving peers, academics, alumni, and employers in the exchange of information and experience. Student engagement early in their career using an authentic learning activity will enable them to act as consultants and make them aware of their role as contributors to society and citizens in knowledge transfer.<\/span><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Alumni as mentors<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Alumni are often mostly understood mostly in terms of marketing the course, however, there is great potential to engage them much more deeply in ways that can benefit alumni and current graduates. In general, alumni have the respect of undergraduates because they are pathfinders \u2013 they have recently experienced what the students who follow them will have to do, and they have great insight therefore to share. They can set high expectations and challenge misconceptions. Sharing such experience and insight has great value potentially to inform and bolster the confidence of students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The value of this can be repaid by extending services and by providing discounts on CPD activities for alumni.<\/span><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Social Media Networks<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Student-led study groups can take topics and problems into a professional context, thus providing authentic insight on learning topics and problems through the use of real-world examples. Similarly, student projects can be set within the context of professional networks. There are examples from across the university where students at all levels have created personal, social and professional learning networks as a context for learning or as a supportive space.<\/span><\/p>\n<h3><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">CPD outputs engaging alumni, employers, and students at level 6<\/span><\/strong><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Developing student engagement with alumni and employers at Level 6 in knowledge transfer activities between SHU course and industry can enhance student outlook beyond the pressures of the final year, situating academic engagement within a transition-out mindset. To support this a combination of alumni mentoring, career management development, student -industry partnership around final year projects and activities, and a focus on course identity can enhance student success.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">This can be achieved by developing CPD offers to industry showcasing knowledge created through course-based research or through initial student engagement with CPD to raise their own awareness of knowledge as it is used in the real world. Alternatively, both can be achieved by organising knowledge exchange events.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Such activities would impact on networking and employment and create a challenging environment for innovators in SHU and industry.<\/span><\/p>\n<h3><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><strong>Inclusive world, citizenship, and diversity<\/strong><\/span><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">An integrated curriculum can achieve the development of graduate capabilities and attributes that are difficult to achieve in isolated modules. Respect and resilience, for example, can be developed through academic advising activities focused on exploring subject knowledge through the lens of exploring cultural taboos. However, such activities require the design of memorable activities that haunt, linger and later inspire\u00a0<em>all<\/em>\u00a0students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">An integrated curriculum can also develop awareness of diversity, for example, by specifically recognising the value and contributions of our diverse students by challenging superficial understandings of students and student contexts.<\/span><\/p>\n<h3><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><strong>Comprehensive PPDP<\/strong><\/span><\/h3>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">A comprehensive approach to PPDP is defined by the way it connects the integrated curriculum, including co-curriculum activities, to Academic Advising and personal tutoring. The focus for tutoring becomes the fostering of a sense of belonging. The impact of this directly addresses student retention. To achieve this an equitable and consistent university-wide approach is needed which tutors and students can embed to their course context.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">An e-portfolio system will help, with regularised engagement from course leaders, tutoring staff and students minimum levels of engagement being critical.<a id=\"PPDP\"><\/a><\/span><\/p>\n<h1><span style=\"font-family: arial, helvetica, sans-serif;font-size: 18pt\">PPDP in Practice<\/span><\/h1>\n<header class=\"entry-header\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #333333\">This section provides a mix set of resources to support the development of Personal &amp; Professional Development Planning (PPDP).<\/span><\/p>\n<h2 class=\"entry-title\"><span style=\"font-size: 14pt\"><strong style=\"color: #993366;font-family: arial, helvetica, sans-serif\">Electronic tools for student PDP<\/strong><\/span><\/h2>\n<\/header>\n<div class=\"entry-content\">\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">This document\u00a0compares a range of\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/04\/Comparison-of-electronic-tools-for-student-PDP-at-SHU.pdf\">electronic tools for PDP<\/a>\u00a0and their features.<\/span><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;font-size: 14pt;color: #993366\"><strong>PDP \u2013 do\u2019s and try not to do\u2019s<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/04\/PDP-dos-and-try-not-tos.pdf\">PDP \u2013 do\u2019s and try not to do\u2019s<\/a>\u00a0for course planning teams.<\/span><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;font-size: 14pt;color: #993366\"><strong>PPDP \u2013 Key questions for Course Planning Teams<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">These\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/04\/PPDP-Key-questions-for-Course-Planning-Teams.pdf\">PPDP \u2013 Key questions for Course Planning Teams<\/a> are based on the key questions in a toolkit for enhancing personal development and planning strategy, policy and practice in higher education institutions (QAA Scotland, 2009).\u00a0 <a id=\"CU\"><\/a><\/span><\/p>\n<header class=\"entry-header\">\n<h1 class=\"entry-title\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 18pt\">Connected U<\/span><\/h1>\n<\/header>\n<div class=\"entry-content\">\n<h2 class=\"entry-title\"><em><a href=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?ssl=1\"><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"400\" data-permalink=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/developing-your-practice\/connected-u\/connected_u_banner1\/#main\" data-orig-file=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?fit=940%2C198&amp;ssl=1\" data-orig-size=\"940,198\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"Connected_U_banner1\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?fit=700%2C147&amp;ssl=1\" class=\"wp-image-400 size-medium alignright\" src=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?resize=300%2C63&amp;ssl=1\" alt=\"Connected_U_banner1\" width=\"300\" height=\"63\" data-attachment-id=\"400\" data-permalink=\"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/developing-your-practice\/connected-u\/connected_u_banner1\/#main\" data-orig-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?fit=940%2C198&amp;ssl=1\" data-orig-size=\"940,198\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"Connected_U_banner1\" data-image-description=\"\" data-medium-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?fit=300%2C63&amp;ssl=1\" data-large-file=\"https:\/\/i1.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?fit=700%2C147&amp;ssl=1\" data-recalc-dims=\"1\" srcset=\"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?w=940&amp;ssl=1 940w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?resize=300%2C63&amp;ssl=1 300w, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2016\/12\/Connected_U_banner1.png?resize=900%2C190&amp;ssl=1 900w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/em><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><strong>About Connected U<\/strong><\/span><\/h2>\n<div class=\"entry-content\">\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/profiles\/\" target=\"_blank\" rel=\"noopener noreferrer\">Connected U<\/a>\u00a0is for academic staff and students and promotes the value of having, developing and maintaining an online professional profile .<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The project was developed for the Higher Education Academy and focused on the importance of establishing an online profile in\u00a0<a href=\"https:\/\/www.linkedin.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">LinkedIn<\/a>. It produced materials to support the\u00a0use of LinkedIn \u2013\u00a0a familiar social media platform already used by many staff, alumni, employers and students.\u00a0Further information can be found in the\u00a0About the Project document:\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/profiles\/files\/2015\/06\/About-the-Connected-U.pdf\">About the Connected U<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The current and ongoing development work has two dimensions,<\/span><\/p>\n<ul>\n<li class=\"first-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">develop Personal &amp; Professional Development Planning for\u00a0students at Sheffield Hallam University;<\/span><\/li>\n<li class=\"last-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">develop good practice in using e-Portfolios including a social media \u2018digital toolbox\u2019 approach.<\/span><\/li>\n<\/ul>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><strong>Rationale<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Establishing, developing\u00a0and maintaining a professional profile<\/span><\/p>\n<ul>\n<li class=\"first-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">for students situates learning in the context of\u00a0their future;<\/span><\/li>\n<li class=\"last-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">for academic staff it provides a focus for remaining in\u00a0good\u00a0professional standing.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">This site offers a\u00a0toolkit of resources to support the effective use of LinkedIn by staff and students made up of artefacts in multiple media, including:<\/span><\/p>\n<ul>\n<li class=\"first-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Video \u2018talking heads\u2019 of employers describing how they scrutinise LinkedIn profiles, and other social media, as part of their recruitment strategies;<\/span><\/li>\n<li><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Short video case studies featuring alumni and how they understand the importance of social media in relation to getting a job;<\/span><\/li>\n<li><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Case studies from students and advisors describing their use of LinkedIn and how this has helped them, especially in becoming confident, networked professionals;<\/span><\/li>\n<li class=\"last-child\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Leading academics talking about the importance of maintaining a professional network.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Articles on how developing a professional online presence relates to learning and to academic professional recognition are also available<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Further information about the project is in this About the Project document:\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/profiles\/files\/2015\/06\/About-the-Connected-U.pdf\">About the Connected U<\/a><\/span><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%;background-color: #f2f2f2\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Last updated: 19th May 2022 NB<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Employability has several dimensions to it. In the Applied Learning toolkit we consider areas of\u00a0practice and curriculum innovation that deliver employability through the taught experience and the co-curriculum. This includes, what we may deliver in class; the ways it\u00a0is delivered; how it connects to the world beyond the University; and how, in our academic roles,&hellip;<\/p>\n","protected":false},"author":574,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7viY1-A","jetpack-related-posts":[{"id":378,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/cpd\/curriculum-employability-forum\/","url_meta":{"origin":36,"position":0},"title":"Sharing Practice Videos on Integrating Employability","author":"Andrew Middleton","date":"December 13, 2016","format":false,"excerpt":"Curriculum and Employability Forum -\u00a0November 2016 Presentations to share good practice: Glen Cookson: Student engagement via regular summative assessment Beth Fielding-Lloyd: Authentic Learning in Sport Journalism Tanya Miles-Berry: Criminology model, embedding employability [note: audio only] Alexandra Savage: Embedding Employability in PPD Andy Hirst: Teaching Teamwork - Some Personal Observations","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":946,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/academic-practice\/case-studies\/","url_meta":{"origin":36,"position":1},"title":"Case Studies","author":"Andrew Middleton","date":"October 12, 2017","format":false,"excerpt":"Take a look at our range of\u00a0case studies of practice that demonstrate how Applied Learning is used. We welcome proposals from the academic community that demonstrate Applied Learning in Practice: Video case studies Produced through presentations given to the Applied Learning Academic Interest Group and demonstrate something of the scope\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/-kEO5lFYmTI\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":19,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/key-guides\/","url_meta":{"origin":36,"position":2},"title":"Top Tips","author":"Helen Kay","date":"May 3, 2016","format":false,"excerpt":"The following\u00a0Top Tips\u00a0have been generated by faculty employability leads from across the institution. \u00a0 Engage students in developing their employability and graduate capabilities through learning and teaching Engage students with PPDP Engage students in developing their digital capability through the curriculum Align course content with each student's future aspirations Enhance\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2019\/10\/Image-300x247.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":335,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/frequently-asked-questions\/","url_meta":{"origin":36,"position":3},"title":"Frequently Asked Questions","author":"Andrew Middleton","date":"November 21, 2016","format":false,"excerpt":"These FAQs were generated by Employability Leads from across Hallam over the last few years. The responses were generated by members of the Applied Learning Academic Interest Group and covered strategic outcomes at that time. Please read these in conjunction with the Highly Skilled Employment resource as a follow on\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1374,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/","url_meta":{"origin":36,"position":4},"title":"Welcome","author":"Natalie Brownell","date":"May 19, 2022","format":false,"excerpt":"This resource addresses the Applied Learning in Practice \u2013 how the curriculum and co-curriculum experience can be designed to foster transformative learning to create highly valuable graduates. It is produced by the Hallam academic community with the support of Learning Enhancement & Academic Development (LEAD) for teaching staff as part\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":929,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/academic-practice\/","url_meta":{"origin":36,"position":5},"title":"Academic Practice","author":"Andrew Middleton","date":"October 12, 2017","format":false,"excerpt":"The following key information and practical guidance about learner engagement is brought to you by the Business Engagement, Skills and Employability (BESE) team. Authentic Learning in Practice Developing your Practice Authentic Learning in Practice The Hallam academic community\u00a0have drawn upon their experience to share practice and propose innovation for using\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":59,"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"predecessor-version":[{"id":1384,"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/pages\/36\/revisions\/1384"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}