Learning Module for Teaching Students to a Write Job Application

This is the sixth of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher. Previously I looked at using the STAR approach for responding to selection criteria (Cockburn, Carver, Shirley, & Davies, p. 71, 2007). Since then I have prepared the web page cor the module, quiz and forum questions, assignment rubrics and notes. Appended are the table of contents and introduction, from the notes.

One of the issues arising was how much the student would have to read, and do, in preparation for the actual assignment. The idea is that the exercises are integrated to preparing the assignments. The full notes for "Learning to Reflect" (Version 0.1) are available. Here is the introduction:

Table of contents

• Introduction
• 1. Plan the Learning Needed
• 2. Learn
• 3. Report and reflect
• Appendixes
  • Assessment
  • Workshop Format
  • Example CV
  • Example Addressing Selection Criteria
  • Instructor's Guide

Introduction

Overview

This module will enable students to develop capabilities expected of working professionals to identify their development needs, how they will acquire these and to reflect on what they have learned.

Learning Outcomes

Upon completion of this module, students will be able to:

1. Determine their own learning needs and possible sources, to develop individual skills for a project and for their career development.
   
2. Identify appropriate accreditation and qualification paths. 
   
3. Manage the learning, and evaluate its effectiveness through through reflection.
   

Adapted from the skill "Learning and Development" (ETMG), Level 6, Skills Framework for the Information Age, Version 7, 2017.

Indicative Assessment

Three online quizzes, 10% (5% per quiz, with best two counted). Contributions to three discussion forums, 20% (10% per forum, with best two out of three counted). Three assignments, 70% (35% each, best two out of three counted). Peer feedback from students in the forums, and on assignments, will be taken into account in grading by the examiners.

For each quiz students will answer three to five questions, with multiple choice and short answers. The quizzes will be automatically marked by the system. Questions will be randomly selected from a question bank, with ordering of multiple choice answers randomized.

For each forum students will be asked to answer two or three set questions with a few sentences (the questions are listed in the notes at the end of each part). Students are then asked to reply to the post by another student. Students will then give ratings for the answer (0, 1, or 2). The Instructor will provide a mark for each student, taking into account the student ratings.

For each assignment students will be given a question and a marking rubric. After submitting their own answer, for the first two assignments, students will rate three others using the rubric, and provide feedback. The instructor will review the student feedback, making any changes needed. The examiner will then allocate 90% of the grade for the student's work and 10% for their feedback. For the last assignment students are not required to rate or provide feedback.

Overall mark calculation

Mark = best two quizzes + best two forums + best two assignments.

Course specific policies 

Late submission of assessment is not accepted.

Workload

Twenty hours of student learning time, consisting of participation in online forums and assessment activities. A one hour face-to-face workshop will be provided to assist with each assignment (three hours in total).

Prescribed Texts

An eBook is supplied with the course. In addition, from ANU Academic Skills:  Reflective writing, reflective essays, learning journals. From ANU Careers:, cover letters,  addressing selection criteria, resumes, and ANU Careers Guide (2018).
An expanded STAR-L approach is used: Situation, Task, Action, Result, and lessons Learnt. (Cockburn, Carver, Shirley, and Davies (p. 71, 2007). ANU also provides samples of cover letters, selection criteria, and resumes for students.

Course schedule

The course consists of three parts, one topic per part, with one quiz, forum, and assignment, for each:

1. Plan the learning needed. In this part the student investigates what they need to learn for their project, and for long term career plans. Assignment task is to produce a first draft of their CV, and learning goals.
   
2. Learn. The student learns about different ways of learning, and identifies appropriate accreditation and qualification paths for their future. Assignment task is to address a typical set of selection criteria.
   
3. Report and reflect. The student reflects on what they have learned. Assignment task is to prepare an application cover letter, and revise the other parts prepared previously.
   

Communication platform

The ANU Wattle system is used for communication. Students and instructor will use Moodle Learning Management system tools:

1. Dialogue for one-to-one communication.
   
2. Forum for group communication and discussion.
   
3. Quiz tool for quizzes.
   
4. Workshop for assignments.

References

ANU Careers Guide: A practical guide to planning your career and maximising your employability, Version 7, ANU Careers (2018). URL http://www.anu.edu.au/files/resource/DSA173813%20Careers%20Guide%20v7%20WEB.pdf

Tina Cockburn; Tracey Carver; Melinda Shirley; Iyla Davies, Using E-Portfolio to Enable Equity Students toReflect on and Document Their Skill Development, 15 Waikato L. Rev. 64 (2007) URL https://heinonline.org/HOL/P?h=hein.journals/waik15&i=68

Reference

Tina Cockburn; Tracey Carver; Melinda Shirley; Iyla
Davies, Using E-Portfolio to Enable Equity Students toReflect on and Document Their Skill Development, 15
Waikato L. Rev. 64 (2007) URL https://heinonline.org/HOL/P?h=hein.journals/waik15&i=68