The specific attributes of collaboration, cooperation and reflection will be plotted against the Public Good Professional framework and against proposed graduate attributes required in South African higher education.
Through framework analysis we will attempt to identify the linguistic acts in the Discussion Forum posts that demonstrate the development of 21st Century Public Good Professional skills and graduate attributes.
All the online asynchronous posts of a group of nine students who worked on the real-world problem of ‘Financial Exclusion’ were independently analysed using thematic content analysis and the linguistic acts were segmented into the framework. The group was purposively chosen from 8 groups formed with second year students registered for Meso Practice due to the richness of the posts.
This paper proposes that the Walker and McLean framework (2010) with eight professional capabilities can be enhanced for the 21st Century professional by infusing critical digital literacies skills within each capability. The value of using this framework to infuse graduate attributes is evident, and we’re arguing that the framework should include digital elements to compliment it. In an online environment, students can be encouraged to cooperate and collaborate to extend classroom time, whilst still learning and developing their personal learning networks. The students’ posts reveal key cognitive activities as a real-world task comes to bear and demonstrate the development of 21st Century graduate attributes for Public Good Professionals.
The paper will provide best practices aimed at educators who use the Discussion Forum tool to encourage the development of 21st Century Public Good Professional skills.
Graduate attributes, critical digital literacies, authentic learning, Public Good Professionals, 21st Century, blended learning
Herrington, J., Reeves, T., & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge.
Walker, M., & McLean, M. (2010). Making Lives go better: University Education and ‘professional capabilities’. SAJHE, 24(5), 847-869.