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Peter Chatterton, Eta De Cicco , Alison Felce , Emma Purnell

Designing responsive and cost-effective curricula f or work-based learners – effective practice in a digital age. Peter Chatterton, Eta De Cicco , Alison Felce , Emma Purnell. Joint Information Systems Committee. Supporting education and research.

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Peter Chatterton, Eta De Cicco , Alison Felce , Emma Purnell

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  1. Designing responsive and cost-effective curricula for work-based learners – effective practice in a digital age Peter Chatterton, Eta De Cicco, Alison Felce, Emma Purnell Joint Information Systems Committee Supporting education and research

  2. Illustrate how technology can help meet the needs of work-based learners The workshop Demonstrate what is happening within other institutions. Aims Provide overview of key needs and demands of employers and employees Promote discussion around the enablers and barriers for designing and delivering cost-effective and responsive curricula

  3. Key needs and demands of employers

  4. Do we know what employers want… and do they know what they want? Differences in employer motivations Sector differences • Workforce skills development • Skills utilisation • Acquiring/retaining staff • Promoting entrepreneurship & innovation • Meeting regulatory demands • Each sectors’ needs are unique and complex. • Differences in bodies e.g. sector bodies, professional bodies • Differences in national and regional initiatives. Differences in employer “maturity” Differences in employer “readiness” for WBL There is no simple answer • Understanding of educational needs –v- vocational needs • Understanding of transition opportunities • Acting as a learning organisation • Understanding of benefits/impact of education programmes • Understanding of benefits of partnership working • Ability to align central services (e.g. HR) with “local” needs. • Partnership working (design, development & delivery) • Learner support mechanisms • Alignment with CPD, career progression, NOS & employer strategic goals • Alignment with working practices & operational contexts Corporate / SME differences

  5. Sustainability framework for responsive and cost-effective curricula Alignment Partnership approaches • Employer strategic goals • CPD programmes & staff career progression. • Employer appraisal systems. • Legislative/standards compliance e.g. NOS • Working practices & operational contexts • Employee and employee needs • Mobility of qualifications e.g. cross-border • Structures and processes to support partnership working (design and delivery). • Demand-driven. • Sector approaches. • Breaking down cultural & communication barriers • Common terminology/language • Measurement of impact & costs-benefits.

  6. Models of responsive curricula Design Delivery • Generic educational frameworks that can be customised (e.g. Shell frameworks) • Agile design (ICT supported). • Key focus on learning outcomes • Flexible qualifications and pathways • More emphasis on “process” curricula, experiential/self-directed learning, evidence-based assessment. • Balancing “competence” and “capability” approaches • Transition e.g. from VQs to degree study • Cost-effective & efficient design/delivery (minimising loss of working time) • Learning contracts (3-way) / personalised learning / PDPs • Flexible, blended approaches. • APL • Adaptability to suit different learning styles • Support for learners e.g. trained work-based mentors and assessors, e-induction/e-support • Appropriate use of technology tools e.g. • e-portfolios • web-conferencing • Admin/management/enrolment • Networks/communities of learning • Multimedia • e-assessment/feedback/ • e-APEL • Mobile learning/assessment

  7. www.tinyurl.com/wbl-toolkit

  8. The publication • Forms part of the successful Effective Practice series. • Explores ways institutions can respond to the opportunities and challenges presented by LL. • One dimension of LL today – learning in the workplace

  9. Variety of technologies being used to support and deliver lifelong learning. • The last column on the far-right of the table summarises the types of technologies used by case studies.

  10. Cogent

  11. Focus of Nexus is to achieve sustainable, employer-centred provision that can deliver more flexible higher education programmes to employees predominantly in the Glouc region. • Nexus has been using two tools to support its work: the Gloucestershire Framework for Personal and Professional Development and the online Co-generative Toolkit (Co-genT).

  12. Gloucestershire Framework

  13. Gloucestershire Framework

  14. Co-genT • Co-generative Toolkit (Co-genT) is an online package of resources to support planning, design, implementation and assessment of curricula in HE. • Nexus used Co-genT to assist in negotiating bespoke programmes and courses. • http://www.pebblepad.co.uk/cogent

  15. Key points • Using tools to streamline the curriculum negotiation process with employers supports a shared understanding. • Engaging employers may require changes to internal processes to accommodate work-based learning (precise costing provision; more rapid programme/course design and approval; employer-focused information; flexible delivery).

  16. Questions?

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