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Supporting Work Based Learners

Transitioning from training to facilitating learning

Ann Minton, Work Force Development FellowDavid Young, Professor of Work Based Learning


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


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


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


Programme Development Teaching 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


Programme Development What do WB tutors need to know?

• Context of HE and WBL

• Support mechanisms

• Learning outcomes, assessment and marking

• Quality assurance


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


Learner Support and Assessment

http://www.innovationforlearning.com/udc-iss2/menu.asp


Learning Activities Undertaken

• Jigsaw activity• Roundabout• Podcast

development• Marking

workshop• Reflection


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.


WBL Priorities

Next, reduce the number of statements to 6 and arrange these 6 statements in a diamond, like this:

AgreeAgree

DisagreeDisagree


Analysis of Prioritisation from Partner Tutors

-25

-20

-15

-10

-5

0

5

10

15

20

1 3 5 7 9 11 13 15 17 19 21 23

cohort 1

cohort 2

combined

Points Scored

Statement number


Results from Partner Tutors

Cohort 1

13

7 16

___________

21 23

9

Cohort 2

13

15 16 24

___________

9 10 11 22

23

Combined

13

16 24

___________

9 21

23


What the delegates said


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 .”


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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Documents