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Overview

Supporting Work Based Learners Transitioning from training to facilitating learning Ann Minton, Work Force Development Fellow David Young, Professor of Work Based Learning. Overview. Rationale for the programme

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Overview

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  1. Supporting Work Based LearnersTransitioning from training to facilitating learningAnn Minton, Work Force Development FellowDavid Young, Professor of Work Based Learning

  2. Overview • Rationale for the programme • Outline programme development, focus on teaching, learning and assessment approaches employed • Review learning activities undertaken • Demonstrate the learning portal • Outcomes • Debate Future developments

  3. Rationale Browne (2010) indicates that: … an increasing number of employers … work with institutions to accredit skills developed in work to count towards a degree programme • preparing in-company trainers to facilitate the learning of delegates in a HE context • familiarisation with quality assurance requirements • developing a UDC adjunct faculty and wider community of WBL practice

  4. Partnerships and Quality Enhancement QAA have identified the following quality assurance considerations related to employer-responsive provision (QAA, Feb 2010, para 38): • “the types of partnerships and the corresponding forms of agreements required • the setting and maintaining of academic standards • the quality of the learning opportunities provided to students • the involvement of employers and learners in the design, delivery and assessment of learning“ • Haddleton & Minton, 2011

  5. Programme DevelopmentTeaching and Learning • Activity based • Promotion of discussion and sharing of best practice • Using tools and techniques that can be applied in their own situation. • Technology to support those who can’t attend

  6. Programme Development What do WB tutors need to know? • Context of HE and WBL • Support mechanisms • Learning outcomes, assessment and marking • Quality assurance

  7. Programme Overview • 30 Credits at Level 6 • 3 one day sessions covering: • The context and ethos of Work Based Learning in HE • Supporting and Assessing HE Learners • Quality Enhancement and Evaluation • Learning Portal for ongoing support and Assessment

  8. Learner Support and Assessment http://www.innovationforlearning.com/udc-iss2/menu.asp

  9. Learning Activities Undertaken • Jigsaw activity • Roundabout • Podcast development • Marking workshop • Reflection

  10. Learning Activities Undertaken: WBL Priorities • Start with two broad categories: • AGREE and DISAGREE. • Share out the statement cards provided. • Place your own statements in the AGREE or DISAGREE categories. • Now AS A GROUP discuss the statements. • Reduce the number of statements to 6.

  11. WBL Priorities Next, reduce the number of statements to 6 and arrange these 6 statements in a diamond, like this:  Agree      Disagree

  12. Analysis of Prioritisation from Partner Tutors Statement number Points Scored

  13. Results from Partner Tutors • Cohort 1 • 13 • 16 • ___________ • 23 • 9 • Cohort 2 • 13 • 15 16 24 • ___________ • 10 11 22 • 23 • Combined • 13 • 24 • ___________ • 21 • 23

  14. What the delegates said

  15. What the delegates said

  16. Outcomes The External View The SWBL External Examiner said: “portfolios ……contained excellent professional discussions and were generally of high quality and extremely valuable to promoting individual and organizational learning.” The Accreditation External said: ‘Feedback to delegates is excellent. I would never have known that this was not written by full time HE Senior Lecturers. The QAA auditors said: “…fostered the development of strong and constructive relationships between itself and its partners, as demonstrated through frequent communication and mutual support, which it considered to be a feature of good practice .”

  17. Further Developments • (Virtual) Community of practice of In company tutors • Extension to 60 credits/ Level 7 • Staff Development Programme for HE Staff on WBL and Employer Engagement

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