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What is the Sceptic's Tarot?

  • The Sceptic's Tarot is about using Tarot cards for ideas, brainstorming, problem solving, decision-making, planning, goal-setting, motivation, self-exploration, creative activities, counselling, relaxation and more.

    There is nothing mystical, esoteric or supernatural involved.

    The cards are usually associated with divination. They do not have to be. The Sceptic's Tarot offers a different take on how Tarot cards can be used.

    More on the articles you will find on this blog

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« Learning in Social Media | Main | Curriculum design decision responsive to stakeholder needs »

19 April 2010

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Marius Wessels

Referring to what Wilson (2005)said that “having debates to find the “proper” definition in cooperative education is a futile exercise”, I would like to suggest that we should perhaps set up a national approved glossary of terminology on cooperative education and related terminology. This has come up during the WACE conference in Vancouver and will always remain an issue.

My suggestion is that we start “pooling” accessible terminology and then perhaps agree on a glossary of such terminology. I have done so already and maybe we can agree to start “pooling” such terminology and perhaps agree to do a selection of preferred terminology.

Such terminology we can submit to bodies like SATN, SASCE and Universities for endorsement.

Hope we can work together to do so, as we all work independent nationally and academics are even further “confused” because we as coop ed practioners have not delivered on this matter.

I think this blog would be a suitable means to achieve this goal.

Estelle van Rensburg

1. In my view, integration (rather than focus on) is the ultimate point – learning how to involve the theory knowledge learnt during formal education with the activities of the workplace. I would thus suggest using this term somewhere.
2. This is just a question of formulation of the sentence – I would say Wil is not 'aimed at learning competences', the student learns competences; Wil develops them.
3. There is a lot of overlap between the concepts 'competency' and 'competence' in the literature and a variety of differentiations. To me, competencY = connotations of the 'competency-based learning' movement = behaviourist orientation. CompetencE = term used by SAQA (eg theoretical, practical, reflexive competence) = broader and more general, involves knowing, acting as well as values. I thus prefer the latter. (But it's contentious, you might want to stick to competency.)
4. I'd phrase this aspect positively rather than negatively.
5. Do you mean evaluated, or assessed? The latter refers to assessing the student; the former to reviewing and improving the module. Both are important.
6. In general, I like your points. Just some thoughts … If you are highlighting the key components of WIL, should there not also be mention somewhere of reflection (or is that part of whole-person development); of student assessment, which in WIL is (I think) collaborative – mentor + lecturer + perhaps student self-assessment as well; and possibly of the importance of the student becoming socialised into the workplace environment?

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