{"id":295,"date":"2019-03-20T10:55:58","date_gmt":"2019-03-20T10:55:58","guid":{"rendered":"http:\/\/aldinhe-embeddingskills-dev.hud.ac.uk\/?page_id=295"},"modified":"2019-05-23T09:27:04","modified_gmt":"2019-05-23T08:27:04","slug":"implicit-or-explicit-embedding-skills","status":"publish","type":"page","link":"https:\/\/aldinhe-embeddingskills.hud.ac.uk\/index.php\/implicit-or-explicit-embedding-skills\/","title":{"rendered":"Implicit or Explicit – Embedding Skills"},"content":{"rendered":"
Home<\/a><\/span><\/span> <\/div>\n

Embedding Skills is Integrated<\/h2>\n
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Academic perceptions<\/h4>\n
\n
\u00e2\u0080\u009c\u00e2\u0080\u00a6the skills component is not, in general, learnt separately to the content but is an implicit part of the content. The skills component might be more explicitly drawn out at various stages, but certainly wouldn’t be learnt on its own to start with, and wouldn’t be given extra space in the curriculum (e.g. a study skills module).\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009cTo me it means providing transferable skills invisibly within the curriculum.\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009cIt means ensuring they are there. But it may be implicit rather than explicit.\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009cIf skills are truly embedded students shouldn\u00e2\u0080\u0099t be aware that they are learning them, as opposed to the subject material, and the delivery should be by the core academic staff.\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009c\u00e2\u0080\u00a6the coursework and exercises in the curriculum would act as incubation and development of specific skills, not necessarily explicitly.\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009cIt means that the curriculum is written in such a way that the skills needed to achieve the overall learning outcomes\/specific standards are identified and made transparent.\u00e2\u0080\u009d<\/em><\/div>\n
<\/div>\n
\u00e2\u0080\u009cIt allows the course content to become more transparent.\u00e2\u0080\u009d<\/em><\/div>\n<\/div>\n<\/div>\n

 <\/p>\n

\n

Learner Developers’ views<\/h4>\n
\n
Ways to interpret Implicit & Explicit:<\/em><\/u><\/div>\n
    \n
  • Implicit need for knowledge and means\u00c2\u00a0\u00c2\u00a0\u00c2\u00a0 to communicate it are inseperable<\/em><\/li>\n
  • Be explicit about course expectations\/assessment so as to enable students to articulate own skills<\/em><\/li>\n
  • Need for both implicit and explicit at strategic points<\/em><\/li>\n<\/ul>\n
    <\/div>\n
    We don\u00e2\u0080\u0099t agree with implicit:<\/u>
    \nStudents should know explicitly what they are learning so that skills will be transferable<\/em><\/div>\n
    <\/div>\n
    Teaching skills by stealth? Transition from implicit to explicit is part of the\u00c2\u00a0 learning process towards articulation of personal skills<\/em><\/div>\n
    <\/div>\n
    Reflection is vital in identifying transferable skills<\/em><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Embedding Skills is Integrated Academic perceptions \u00e2\u0080\u009c\u00e2\u0080\u00a6the skills component is not, in general, learnt separately to the content but is an implicit part of the content. 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