Rich Exchanges Developing Work based learning (5 credit units)

1. Rich Exchanges Developing Work based learning (5 credit units) Glynis Hampton & Paul Hampton

2. Introduction • University of Wolverhampton School of Technology • Review the critical thinking and curriculum design rationale of a suite of bite-size 5 credit units • Potentially responding to the needs of a constantly changing learning environment whilst recognising stakeholders influences; • Will share the conceptual thinking to capture the learning outcomes of a 20 credit shell module.

3. Conceived back in 2008/2009 – Project managed by Intelligent Career Development unit (i-CD) and disseminated within University in 2009/2010. • Coincided with JISC funding initiative (secured by Alison Felce -ILE) • Pebblepad would act as the Virtual repository for delivering the pilot. LINK - http://pebblepad.wlv.ac.uk/; Early thoughts: • 10 hours of lesson material based on module • 20 hours of guided reading (on-line library) and video clips • 10 hours of individual work related exercises with support via interactive media • 10 hours of blog-based group activity

4. Pedagogical principals • Designing planning and formulation of curriculum aims and objectives and alignment of prescribed objectives through “constructive alignment” Biggs, 2003; • Capture - clarity and mastery of subject “mastery of a threshold concept that is likely to involve cognitive and identity shifts in the learner” Cousins, 2009; • Constructive alignment between On-line lecturer/Tutor and learner (possibly returning to HE and the facility to capture new IT skills); • Ever mindful of language – Terminology – Challenges

5. Planning • The collective design and contextualisation of a learning programme is paramount to successful course design and attainment of constructive alignment. Biggs (2003). • Cowan (1998) captures the issue when he defines teaching as ‘the purposeful creation of situations from which motivated learners should not be allowed to escape without learning. • However before we can move towards this creative environment we must first create well planned curricula.

6. Stakeholders views? • The next step towards reaching a balanced curriculum design would require a visit to employers, and external stakeholder; • This would of course raise the question of how much involvement employers should contribute towards curriculum design, (refer to hand-out Fig 1); • Learners and employers may have expectations towards ‘predicting, diagnosing, explaining and solving non-text book problems – surety of concept;

7. Taba - Model • Taba (1962) describes through his model seven logical key steps, but appears to be missing reflection, or the opportunity to use reflection at various stages throughout design. • Step 1. Diagnosis of needs • Step 2. Formulation of objectives • Step 3. Selection of content • Step 4. Organisation of content • Step 5. Selection of learning experiences • Step 6. Organisation of learning experiences • Step 7. Determination of what to evaluate and ways and means of doing it

8. Nicholls Model of the curriculum process 1. Situation analysis 2. Selection of objectives 3. Selection and organisation of content 4. Selection and organisation of methods 5. Evaluation Mid point reflection Mid point reflection

9. Structure Developing Communication Skills (Module title) Unit 1 (Pilot) Enhancing communication with clients Unit 2 Managing people to achieve more (Internal stakeholders) Unit 3 Making useful links across the industry (External stakeholders) Unit 4 Communication skills portfolio (Work based learners)

10. Developing Communication Skills (Module title......?) Unit 1 (5 credits) Unit 2 (5 credits) Unit 3 (5 credits) Unit 4 (20 credits) Generic Learning outcomes............................... Unit Learning outcomes....... Unit Learning outcomes....... Unit Learning outcomes....... Unit Learning outcomes....... • Unit structure • Weekly content • Activities • Group Blogs • Reflections • _________________ • Pass/Fail • Unit structure • Weekly content • Activities • Group Blogs • Reflections • _______________ • Pass/Fail • Unit structure • Weekly content • Activities • Group Blogs • Reflections • _______________ • Pass/Fail • Unit structure • Weekly content • Activities • Group Blogs • Presentation • _______________ • Graded A-F

11. EVALAUTION • Pebblepad access to a 24/7 learning environment. • Supported experience - throughout the process from registration through to completion. • Opportunity to engage with fellow learners through Group blog activities, individual blog- pastoral care, dedicated and specialist on-line tutor. • Engagement with interactive media • 10 weeks duration - 50 hours of learning, but this can be varied to suit the organisation and individual learner availability but equates to the equivalent of 5 higher educational credits. • Opportunity to progress

12. Live link Interaction with learners currently on the programme. Mr Robert Francis Q&A On Skype

13. Reflections Curriculum design appears correct – balance of self directed learning and prescriptive activities Requires early capture! – Pastoral care – Internal mechanisms More guidance on Pebblepad use More video footage – podcasts –youtube links? A minority shy away from the group blogging activities Time constraints – work v life balance about right Constant care & feedback

14. Thank you for listening Glynis Hampton BSc, FQSi, MILM Paul Hampton BSc(Hons), MSc, MRICS,FICWCI,FHEA Email g.e.hampton@wlv.ac.uk p.hampton@wlv.ac.uk SKYPE Paul. Hampton 11