This two-hour workshop will serve as the culmination of my Action Research Project (ARP) cycle, in which I investigate the explicit development of STEM-related soft skills within the MA Visual Effects course. My aim is to explore the following three questions:
1- Will it be effective to implement soft skills development gradually across three stages in the first term by:
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- Using a scaffolded flipped classroom model as the delivery methodology.
- Offering four tools to support students’ reflection and application of soft skills: Padlet Journalling, Project Presentations, and the Soft Skills Passport.
2- Does this intervention—focused on the identification and application of STEM soft skills—actually improve students’ professional growth?
Specifically, does it lead to improvements in the quality of their work, engagement, performance, and final unit assignment submissions (e.g., reflective blogs, critical appraisals, collaborative work, and final videos showcasing hard skills)?
3- What do students think about soft skills?
I aim to explore their:
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- Metacognitive Knowledge: What students know about soft skills and their importance.
- Metacognitive Regulation: How students plan, monitor, and evaluate their use of soft skills in learning and collaboration.
(Source: “What is metacognition and how can it help you?” – BBC Bitesize)
Additionally, this session will help students reflect more deeply on their development and prepare for their January unit assignment submissions, which include a reflective blog and final videos. At this point in the term, I will introduce the concept of STEM soft skills more explicitly—now that students have experienced them in practice.