Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching

Jennifer Munday, Rowley, J., Munday, J. & Polly, P.

Research output: Research - peer-reviewChapter (peer-reviewed)

Abstract

It is uncommon to learn, work and grow up in a world without technology and so it is pertinent to explore
exactly how digital learning assists in preparing our future workforce. Employers often note that new
graduates (or the ‘new’ employees) lack critical thinking and problem solving skills and have poor
communication, as their experience is often restricted to a worldview limited by a digital communication
lens. This brief paper argues, therefore, that the need for developing critical thinking skills has never been
more apparent as graduates/new workers transition to employment. The conference theme is Teaching and
Learning in a Digital World and this paper investigates the what, how and why technology benefits
learning. The Rowley and Munday (2014) Sense of Self model underpins the theoretical paradigm that
encourages individuals to experience digital technologies to support critical thinking by exploring their
own self-efficacy as a learner. Authentic learning is discussed via a simulated learner setting where
individuals create evidence of their own professional or personal identity (or a hybrid of both) and discuss
how utilising a reflexive process to create a portfolio (as both a learning and teaching tool) can support
improvements in critical thinking. The paper concludes with strategies for exploring how we encourage
students and/or new employees to reflect on the what, how, why and who of themselves through a critical
thinking process associated with self-reflection and portfolio creation. Understanding the progressive ways
portfolio process and products can be used to develop a professional identity through encouraging students
to reflect and connect themselves to multi faceted professional identities benefits life long learning for
future work readiness.
LanguageEnglish
Title of book or conference publicationTeaching and Learning in a Digital World
PublisherSpringer International Publishing AG
Number of pages6
StatePublished - 2018

Fingerprint

professional career
Teaching
learning
graduate
employee
communication
experience
student
reflexivity
worldview
self-efficacy
employer
paradigm
worker
lack
evidence

Cite this

Rowley, J., Munday, J. & Polly, P. (2018). Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. In Teaching and Learning in a Digital World Springer International Publishing AG.
Rowley, J., Munday, J. & Polly, P./ Preparing Future Career Ready Professionals : A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. Teaching and Learning in a Digital World. Springer International Publishing AG, 2018.
@inbook{3ee8d3a1b39245858d6ddd56238961e5,
title = "Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching",
abstract = "It is uncommon to learn, work and grow up in a world without technology and so it is pertinent to exploreexactly how digital learning assists in preparing our future workforce. Employers often note that newgraduates (or the ‘new’ employees) lack critical thinking and problem solving skills and have poorcommunication, as their experience is often restricted to a worldview limited by a digital communicationlens. This brief paper argues, therefore, that the need for developing critical thinking skills has never beenmore apparent as graduates/new workers transition to employment. The conference theme is Teaching andLearning in a Digital World and this paper investigates the what, how and why technology benefitslearning. The Rowley and Munday (2014) Sense of Self model underpins the theoretical paradigm thatencourages individuals to experience digital technologies to support critical thinking by exploring theirown self-efficacy as a learner. Authentic learning is discussed via a simulated learner setting whereindividuals create evidence of their own professional or personal identity (or a hybrid of both) and discusshow utilising a reflexive process to create a portfolio (as both a learning and teaching tool) can supportimprovements in critical thinking. The paper concludes with strategies for exploring how we encouragestudents and/or new employees to reflect on the what, how, why and who of themselves through a criticalthinking process associated with self-reflection and portfolio creation. Understanding the progressive waysportfolio process and products can be used to develop a professional identity through encouraging studentsto reflect and connect themselves to multi faceted professional identities benefits life long learning forfuture work readiness.",
keywords = "Identity development, ePortfolios, Reflective practice",
author = "Jennifer Munday and {Rowley, J., Munday, J. & Polly, P.}",
year = "2018",
booktitle = "Teaching and Learning in a Digital World",
publisher = "Springer International Publishing AG",
address = "Switzerland",

}

Rowley, J., Munday, J. & Polly, P. 2018, Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. in Teaching and Learning in a Digital World. Springer International Publishing AG.

Preparing Future Career Ready Professionals : A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. / Rowley, J., Munday, J. & Polly, P.

Teaching and Learning in a Digital World. Springer International Publishing AG, 2018.

Research output: Research - peer-reviewChapter (peer-reviewed)

TY - CHAP

T1 - Preparing Future Career Ready Professionals

T2 - A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching

AU - Munday,Jennifer

AU - Rowley, J., Munday, J. & Polly, P.

PY - 2018

Y1 - 2018

N2 - It is uncommon to learn, work and grow up in a world without technology and so it is pertinent to exploreexactly how digital learning assists in preparing our future workforce. Employers often note that newgraduates (or the ‘new’ employees) lack critical thinking and problem solving skills and have poorcommunication, as their experience is often restricted to a worldview limited by a digital communicationlens. This brief paper argues, therefore, that the need for developing critical thinking skills has never beenmore apparent as graduates/new workers transition to employment. The conference theme is Teaching andLearning in a Digital World and this paper investigates the what, how and why technology benefitslearning. The Rowley and Munday (2014) Sense of Self model underpins the theoretical paradigm thatencourages individuals to experience digital technologies to support critical thinking by exploring theirown self-efficacy as a learner. Authentic learning is discussed via a simulated learner setting whereindividuals create evidence of their own professional or personal identity (or a hybrid of both) and discusshow utilising a reflexive process to create a portfolio (as both a learning and teaching tool) can supportimprovements in critical thinking. The paper concludes with strategies for exploring how we encouragestudents and/or new employees to reflect on the what, how, why and who of themselves through a criticalthinking process associated with self-reflection and portfolio creation. Understanding the progressive waysportfolio process and products can be used to develop a professional identity through encouraging studentsto reflect and connect themselves to multi faceted professional identities benefits life long learning forfuture work readiness.

AB - It is uncommon to learn, work and grow up in a world without technology and so it is pertinent to exploreexactly how digital learning assists in preparing our future workforce. Employers often note that newgraduates (or the ‘new’ employees) lack critical thinking and problem solving skills and have poorcommunication, as their experience is often restricted to a worldview limited by a digital communicationlens. This brief paper argues, therefore, that the need for developing critical thinking skills has never beenmore apparent as graduates/new workers transition to employment. The conference theme is Teaching andLearning in a Digital World and this paper investigates the what, how and why technology benefitslearning. The Rowley and Munday (2014) Sense of Self model underpins the theoretical paradigm thatencourages individuals to experience digital technologies to support critical thinking by exploring theirown self-efficacy as a learner. Authentic learning is discussed via a simulated learner setting whereindividuals create evidence of their own professional or personal identity (or a hybrid of both) and discusshow utilising a reflexive process to create a portfolio (as both a learning and teaching tool) can supportimprovements in critical thinking. The paper concludes with strategies for exploring how we encouragestudents and/or new employees to reflect on the what, how, why and who of themselves through a criticalthinking process associated with self-reflection and portfolio creation. Understanding the progressive waysportfolio process and products can be used to develop a professional identity through encouraging studentsto reflect and connect themselves to multi faceted professional identities benefits life long learning forfuture work readiness.

KW - Identity development

KW - ePortfolios

KW - Reflective practice

M3 - Chapter (peer-reviewed)

BT - Teaching and Learning in a Digital World

PB - Springer International Publishing AG

ER -

Rowley, J., Munday, J. & Polly, P. Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. In Teaching and Learning in a Digital World. Springer International Publishing AG. 2018.