Legal educators’ perceptions of lifelong learning: conceptualisation and practice

Hammer, Sara; Chardon, Toni; Collins, Pauline; Hart, Caroline

doi:10.1080/02601370.2012.663803

Cited by 9 publications

(6 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This will enable reviewers to intentionally develop a shared language or understanding of particular higher education concepts. For example, the concept of student autonomy and how to recognise that its development is taking place in a unit is not straightforward matter of interpretation Existing research (Hammer, Collins, Chardon & Hart, 2012), which explored teacher perception of lifelong learning capabilities such as learner autonomy and how to assess it, supports the idea that complex learning phenomena such as this will require a more deliberate unpacking of domain criteria and reviewer conceptions (Sadler, 2013, p.6).…”

Section: Discussionmentioning

confidence: 99%

Developing a generic review framework to assure capstone quality

Hammer

Abawi

Gibbings

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

Within the higher education context capstone units can be viewed as a significant means of assuring intended learning outcomes for programs. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively-agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our Framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area.

show abstract

Section: Discussionmentioning

confidence: 99%

Developing a generic review framework to assure capstone quality

Hammer

Abawi

Gibbings

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…Reflection involves empowering students to take more responsibility for their learning. Without this, students risk becoming dependent on external rewards that fail to instil self-assessment of their capability to become a successful practitioner (Hammer et al 2012).…”

Section: Action Reflective Learningmentioning

confidence: 99%

The Benefits of an action reflective assessment using role-plays in teaching mediation.

Collins

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

Introducing action reflection learning into a law course to instil life-long learner skills and enable students to adapt to a new style of lawyering is essential if 21st Century lawyer needs are to be met. The paper describes the assessment, and the use of active reflective learning in a mediation course taught in an Australian law school. The benefits of such learning are described with specific attention to law teaching. Student reflections indicate the notable difference this teaching method had for their learning and development of a conflict resolution advocacy style.

show abstract

“…Students are strongly advised to be lifelong learners in order to be active members of the learning community. Thus, Hammer et al, (2012) found that lifelong learning has been gaining value among the participants. Participants, who are characterized as the lifelong-learners, are aware and understand how they learn and how learning itself takes place, are motivated to learn, and manage feelings and resources explicitly.…”

Section: Introductionmentioning

confidence: 96%

“…Lifelong learning is an expected personal and professional skill and competency for promoting and developing self at work. Lifelong-learning, as a desired outcome for graduates (Hammer, Chardon, Collins & Hart, 2012) is the modified expert skill, which has continuous change in its nature and has required certain advanced cognitive ability (Groff, 2010), which is used for providing particular improvement on the skills of the workforce (Lee & Morris, 2016). It includes abilities such as on problem solving, on working independently and in a team, on effective communication through all formats and all levels, on self-directing the learning and on professional development needs (Heinrich, Bhattacharya & Rayudu, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, lifelong learning covers domains such as self-consciousness, self-management, self-judgement, selfefficacy, self-motivation, as well as skills on researching, thinking critically and solving-problems (Hammer et al, 2012). Recent discussions on lifelong education have close relationship to human resources, professional work, entrepreneurship, and reforms in educational arena (Ng, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Li̇sansüstü Eği̇ti̇mi̇n Yaşamboyu Öğrenme Beceri̇leri̇ne Etki̇si̇: Fen Bi̇lgi̇si̇ Alani Öğretmenleri̇ İle Durum Çalişmasi

Erden

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Çalışmanın amacı, Fen Bilgisi alanı öğretmenlerinin (ortaokullarda 6-7-8. sınıflarda Fen Bilgisi dersini okutan ve liselerde 9-10-11-12. sınıflarda Fizik, Kimya veya Biyoloji dersini okutan) lisansüstü eğitimlerinin yaşamboyu öğrenme becerilerini nasıl etkilediğine ilişkin algılarını belirlemektir. Betimsel bir metodoloji benimsenen bu makale, nitel durum çalışmasıdır. Çalışma, Kuzey Kıbrıs'ta bulunan üniversitelerin eğitim fakültelerinde lisansüstü eğitim yapan ve ortaokul ve/ya liselerde Fen Bilgisi alanında öğretmen olarak çalışan 11 öğretmenle yapılmıştır. Derinlemesine görüşmeler, bireysel görüşmeler ile ders-içi gözlemler yapılarak ve günlük tutularak çalışma yürütülmüştür. Veriler, kaydedilen görüşmelerden, tutulan günlüklerden ve ders-içi gözlem kayıtlarından içerik analizi yapılarak analiz edilmiştir. Araştırmanın sonucunda, Fen Bilgisi alanı öğretmenlerinin öğretim yeterliklerini geliştirdiği, öğretim programının geliştirilmesini sağladığı, öğrenme ve öğretim süreçlerini zenginleştiren yollar geliştirmelerini sağladığı, çeşitli eğitim-öğretim materyalleri geliştirmelerini sağladığı, çeşitli ölçüm ve değerlendirme yöntemleri uygulamalarını sağladığı, içerik, yöntem, ders içi-dışı olaylar ve süre üzerine geliştirilmiş organizasyon becerilerini geliştirdiği, sınıf içi-dışı araştırma ve akademik yayın becerilerini geliştirdiği bulunmuştur.

show abstract

Legal educators’ perceptions of lifelong learning: conceptualisation and practice

Cited by 9 publications

References 22 publications

Developing a generic review framework to assure capstone quality

Developing a generic review framework to assure capstone quality

The Benefits of an action reflective assessment using role-plays in teaching mediation.

Li̇sansüstü Eği̇ti̇mi̇n Yaşamboyu Öğrenme Beceri̇leri̇ne Etki̇si̇: Fen Bi̇lgi̇si̇ Alani Öğretmenleri̇ İle Durum Çalişmasi

Contact Info

Product

Resources

About