Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

Lyn Brodie

Abstract


Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect), a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

Keywords


Transferable Skills, Technical Writing, Presentation, Peer-Assessment, Distance Education

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Copyright (c) 2017 Lyn Brodie


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
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