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Professional Development for Tutors and Mentors supporting Work-based Learners Frank Lyons

Professional Development for Tutors and Mentors supporting Work-based Learners Frank Lyons Director of Foundation Direct National Teaching Fellow University of Portsmouth. T&LS Staff, Victoria University, August 10 2006. Aims of workshop.

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Professional Development for Tutors and Mentors supporting Work-based Learners Frank Lyons

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  1. Professional Development for Tutors and Mentors supporting Work-based Learners Frank Lyons Director of Foundation Direct National Teaching Fellow University of Portsmouth T&LS Staff, Victoria University, August 10 2006

  2. Aims of workshop • To develop understanding of Learning Contract design and use • To experience work-based learning • To develop strategies for supporting teaching staff who are embedding WBL in their curriculum. But what are your aims?

  3. The critical differences:

  4. The critical differences:

  5. Draft your Learning Contract Learning Contracts contain: • Aims • Learning Outcomes • Learning plans (activities, projects, research) • Timetable and way points • Resource analysis • Evidence to prove attainment of Los • Criteria for assessing learning • Signatures

  6. Resources: 3 domains of learning THEORY SELF PRACTICE

  7. Forms of Work-based Learning Learning in work placements and at own place of work: • Organisational learning: taking orders, following discipline, time keeping. • Skills training (including shadowing) • Projects • Working with a Mentor Learning for work: • Simulations • Live Briefs • Conferences • Action Learning Sets

  8. Resources: 3 domains of learning THEORY SELF PRACTICE

  9. Theories of Work-based Learning • Competency and capability models (J. Stevenson) • Competency Assessment (R. Winter) • Complexity theory (P. Knight) • Wb Learners identities (D Boud) • Communities of Practice (E. Wenger & J. Lave) • Reflective Practitioner (D. Schon) • Mentoring (D.Clutterbuck) • And ?

  10. Resources: 3 domains of learning THEORY SELF PRACTICE

  11. The Dipstick Exercise The company has lost its dipstick. The dipstick is used to measure the oil in the storage tank which is buried in a location outside the factory. The fuel is used for office and workshop heating, the companies drying rooms and for emergency power generation. This is your work-based project. What will you do? What are the learning outcomes?

  12. Assessing work-based learning outcomes Work –based learners: • master lots of information • use complicated procedures accurately • apply difficult concepts and theories • make fresh demands • apply established knowledge in fresh, often-messy settings • radically explore • transform old knowledge • synthesise theory, practice and self understanding Employers want graduates with knowledge; intellect; willingness to learn; self management skills; communication skills team working; interpersonal skills (Lee Harvey 1997)

  13. Working in pairs

  14. Try and Agree in your Group

  15. Continuous Professional Development for Fd Early Years Tutors

  16. Mentor Direct

  17. Review Workshop Experience Evaluate Learning Contract Review Action Plan CPD Strategy Actions for self

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