Learning in a connected world: where employability agenda meets the principles of enactivism and connectivism

The question of student employability has rapidly risen up the agenda in the higher education sector. Whilst students in their disciplines increasingly develop the intellectual skills and attributes widely sought by employers (e.g. critical thinking, reflective thinking, constructing arguments, and intercultural and communication skills), programs across the Universities that are designed to help students develop such skills and articulate these skills and attributes to themselves and to future employers, are not delivering the necessary outcomes. Australia is still facing a challenge in terms of creating graduates that can become a creative workforce. The biggest challenge of such programs is the emphasis they put on teaching generic employability skills that can be applied in any professional context. But can a one-size-fits-all approach work? What is the role of individuals in becoming active agents in shaping and further developing their skills to match the requirements of complex real-life work environments? How can individuals take control over their own professional development and lifelong learning in a digital era? This poster outlines an innovative approach taken by a Faculty of Medicine and Health Science program team in an Australian University to prepare graduates who learn how to go beyond the employability agenda and grow into or arise from their interactive role in a work-integrated curriculum. The focus of the Poster is the articulation of key principles of two contemporary learning theories, that of enactivism and connectivism, and how they can be translated in practical placement activities and authentic assessments for undergraduate students. Relevant examples from industry partners are used to strengthen the argument that learning how to learn at a workplace is the key to a successful career.