Collaboration, Calibration & Moderation ~ managing expectations in work-based learning

1. Collaboration, Calibration & Moderation~ managing expectations in work-based learning Ian Hooper HE Programme Manager Link Co-ordinator Lisa Ashton

2. Work-based Learning Individual driven Type 3 Investing to improve personal and professional performance in existing work/organisation Type 1 Investing to improve personal performance in securing work Informal Relationship [not employed] Formal Relationship [employed] Type 4 Investing to improve the organisation’s performance and competitiveness Type 2 Investing to bring knowledge and skills into the organisation Organisation driven HEA (2006)

3. Managing Expectations v v v Facilitator U v Learner Employer v Facilitator C v v v Aims Tasks Terminology Focus Priority Timescales

4. Study Environment Rodbaston Campus FE HE BTEC ~ National Diploma National Certificate FD BSc (Hons) University

5. Sector-based employers • Small businesses • Limited management engagement • Limited task sets • Industrial inertia • Academic suspicion • Feedback reluctance • ‘Characters’ Challenges • Realism • Responsibility • Vocational nature • Real ‘worth’ Opportunities

6. Collaboration

7. Context • National • University

8. WBL Pedagogic Approach Individual driven Process driven curriculum Learner-centred Self-directed learning Experiential Flexible delivery Evidence based assessment Informal Relationship [not employed] Formal Relationship [employed] Organisation driven HEA (2006)

9. Embedding • Course Development • Course Operation

10. Embedding • Course Development • Course Operation

11. Embedding • Course Development • Course Operation

12. Calibration

13. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

14. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

15. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

16. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

17. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

18. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

19. Handbook? • Event sequence • Roles • Terminology • Learning agreement • Level descriptors • Assessment • Legislation

20. ‘Translation’ articulation demands aims Workshops Tutorials Framework

21. Getting the levels right L3 Learning Outcomes Activities Assessment Self-directed Plan, review, reflect Familiar, unfamiliar Role and sector analysis L2 Autonomy, guidelines Document, monitor, reflect Predictable, non-routine Organisation Management L1 Close supervision ID, record, reflect Predictable, non-routine Personal Role

22. Informing the Learning Agreement L2 L1 L3 Skills Appraisal Career Development Plan Personal Marketing Strategy

23. Constructing the Learning Agreement Activities Course outcomes Evidence Level Descriptors Vocational interest Resources

24. Progression in Assessment • Level Descriptors • Assessment Criteria Preparation Portfolio ~ 20-25% Mid-point Presentation ~ 25-30% Evaluation Report ~ 50%

25. Moderation

26. Timely Intervals • Moderation Preparation Portfolio • Double-marking Learning Presentation Learning Final Report

27. Strategies v Handbook v v Facilitator U Report v Portfolio Presentation Report Moderation Communication Learner Employer v Work activity Facilitator C v v Learning Agreement v