Hi,
At UEL were are working on a project that I think has amazing opportunities, but I think probably needs to redirected through a different lens and I would like some advice/help if possible.
By D3b model I mean the HR concept of Doing, being, belonging, becoming
Context
We have a new credit bearing module called mental wealth that is mandatory for all students on levels 3, 5 and 7. I am concentrating on the level 3 at the moment. The mental worth components have been adapted from the OECD policy and include aspects like emotional intelligence, cultural understanding, social capital, physical wellbeing, digital proficiency etc. Basically I see these components as the metaskills that enable us to transfer our experience from one context to the next. At the moment some of the delivery is competency based (this week well look at emotional capital) but I would like to design a program using the D3b model so that at UEL we can stich the competencies together through the lens of a level 3 student undergoing identity work and starting the process of 'becoming' an academic. I know that the D3b model has originated with HR but I do see increasing references to the model within Academia and leaning conversations.
The module
We have a lovely tradition at UEL called the many voices reading group. It is run by colleagues from the Equality collective and anti-racist pedagogies are used to tease out the ways in which our students of colour are often without any intention to harm, excluded within the knowledge base, curriculum design and pedagogic deliveries that we use in HE. It is one of the measures we use to try and redress the attainment/award gap. Anti-raced pedagogies are a whole email in themselves and I run the risk of misrepresentation by trying to provide such a summary, but the emphasis is on whose knowledge, why is it this way, who maintains it, what is the purpose, what are the psychic costs on our learners. The group reads stories, poems, articles etc from around the world and tease out themes and ask questions and invite reflective positioning of the self in relation to the text. So, I would take this module and expand it over the 10 weeks with the hope that by the end students would develop a sense of belonging (with acknowledgement of the fragility) in staking a claim about a reading in the public space. There are many places this module could go, but I would like to put one design forward that uses the D3b model, so that staff and students are aware of the processes of belonging and hold those tensions, conflicts, identity work, reparation costs as part of the learning outcomes.
Has anyone any experience of the B3d model and/or ideas of how I could progress this as a model to present to my UEL colleagues?
Thanks
Tracy
Tracy Part
Academic Developer
Centre for Excellence in Learning and Teaching |
DL4.04, Docklands Library Docklands Campus, 4-6 University Way, London E16 2RD
Tel.: +44(0)20 8223 2510
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Web: http://www.uel.ac.uk/celt
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