A design framework for developing technical competence, professional skills and identity

Recent work by Scott, Yates & Wilson (2001) suggests that the most successful and valuable recent graduates are those who know what to do when things go wrong. Habermas (1996) suggests that persons can be most effective when they achieve a balance between three different ways of knowing about the world - technical, practical and personal ways of knowing. This framework can be used to classify the ten IEAust generic graduate attributes into three areas - ability to apply discipline knowledge and skills, ability to work productively, ability to act responsibly and transformatively. This paper explores the application of these ideas to the teaching of a project-based learning course at the beginning of second-year when students first encounter advanced technical knowledge. It uses Habermas' ideas to provide a framework that can be used to support teachers' personal reflection on the teaching experience and on the use of this framework to improve and accelerate learning.