Course: Lifelong Learning: Developing Transferable Skills in Higher Education

So far, you have explored how to make skills visible and how to begin building evidence of capability. The next step is understanding what makes that evidence something others can …

Throughout this course, we’ve explored practical ways to help learners recognise, articulate, and evidence what they can do. A common question at this point is: Where do I start? When …

SkillSTAR gives us a structure to build detailed evidence. A capability statement helps us communicate it. The capability statement is a format you can use with your own learners to …

As we begin to think about how evidence becomes credible, it can be helpful to draw on a structure that is widely used beyond education. You may have come across …

Credible evidence is not just understandable. It is something others can trust and use with confidence. This is what allows learning to be recognised beyond the classroom. Earlier, we looked …

We have been exploring how to describe learning in ways that make capability visible and usable. Now we take the next step, making usable evidence credible. Usable evidence helps poeple …

Making learning visible is important. But for it to be useful, it needs to do more than describe a learning activity or assessment. It needs to help someone else understand …

In previous steps, we explored how reflection can help learners recognise and articulate capability. In this activity, we take that a step further. The goal is not simply visibility. It …

Reflection is most effective when it moves beyond describing what happened and starts exploring decisions, actions, and evidence of capability. The following prompts are designed for common higher education learning …

When Daniel reflected on his project, nothing about the task changed. What changed was how he was asked to think about it. Instead of describing what he had done, he …

Last week, Marcus was speaking with a learner nearing the end of a placement. “Tell me about something you’re proud of from your placement,” he asked. The learner paused for …

In the video in the previous step, we went from describing the task to describing what the student actually did. Using the scaffold: “Through this task, you…” It’s a subtle …

In the previous step, you explored how a learning activity can be rewritten to make skills more visible. In this step, we take that idea one step further. Rather than …

Dr Sofia Ramirez sets a familiar assessment task in her Health Sciences subject. Write a 1,500-word case analysis exploring the factors contributing to patient non-compliance in chronic disease management. As …

So far, you’ve explored how different frameworks describe similar capabilities, often using different language. One framework that has become highly influential in the US higher education and employability conversations is …