Models of work-based learning.

1. Models of work-based learning. Dr. Lesley Moore Director of work-based learning and Shell Awards.

2. Examples of features of work-based learning tasks promoting capacity for Lifelong Learning. • Engages with standards, criteria & problem analysis. • Awareness of context emphasised. • Authentic representations & productions involved. • Transparency of knowledge promoted. • Reflexivity fostered • Active learners constructed. • Risk & confidence considered. • Balance between formative & summative assessment considered.

3. Engages with standards & criteria & problem analysis.(Boud & Hawke 2006) • Gives learners practice in engaging with criteria & standards. • Contributes to identifying & developing criteria. • Provides practice in discernment to identify critical aspects of problems & issues & knowledge required to address them. • Involves finding appropriate assistance to scaffold understanding from existing knowledge base.

4. Essential educational shifts to support work-based learning Lifelong learning Learning outcomes Learner locus of control Facilitation of learning Action learning Problem solving Inquiry based Reflection Deep learning Active learner Traditional learning Content driven Information giving Objectives Teacher controlled – The expert Didactic, Rote learning Surface Learning Passive learner

5. Learner/driver Work-Based Learning tripartite relationship Academic facilitator Manager/ Mentor

6. Models of Work-based Learning Prescribed Negotiated • Literature & skills explored & negotiated • Descriptors of outcomes e.g. IPD • Authentic assessments & reflection on learning e.g. Change management projects, leadership & management • Literature & skills prescribed • Reflection on learning • National standards & assessment frameworks e.g. Competencies H Y B R I D

7. Hybrid Model of Work-based Learning Taught /instruction Master classes, learning sets & online learning objects • Work based learning & • Learning contract • Negotiated /prescribed assessment • Negotiated /prescribed learning opportunities • Reflections on learning • Portfolio evidence

8. Authentic representations & productions involved. • Involves working collaboratively on tasks with others (not necessarily involving group assessment). • Tasks directly reflect forms of activity in practice commensurate with level of skills possessed (that is strong relationship between task & authentic work). • Involves identifying appropriate communities of practice to assist in developing criteria for good work & opportunities for peer feedback.

9. WBL assessment is: • Not aligned with a traditional curriculum. • Not controlled by the teacher. • Not reliant on teacher knowledge. • Not just evidence of Can-do • Not a surface approach to learning

10. WBL assessment : • Is aligned with the workplace which is dynamic. • Promotes the locus of control of the learner. • Appropriately selected by the learner. • Negotiated between learner, manager and academic. • Formalised by the learning contract. • Supported by knowledge of self, the organisation & relevant theory.

11. Dynamic Learning Contracts & Authentic Assessments.

12. “…work-based learning is as a technology through which selves become enterprising, seeking betterment and fulfilment in the work context in ways that can be both personally and organisationally effective. Work-based learning therefore becomes the indicator both of self-management and a culturally sanctioned way in which employees in restructured workplaces can make a ‘project of themselves’ and at the same time add value to the organisation.” (Garrick & Usher, 2000. p.9).