Escalate Practice Workshop Designing Flexible Work-based Learning. Tuesday, 27 October, 2009 David Young Professor of Work Based Learning National Teaching Fellow. Programme for the day. 9.30 Tea/Coffee 10.00 Welcome + Introductions (Celia Moran)
Tuesday, 27 October, 2009
Professor of Work Based Learning
National Teaching Fellow
Characteristics of negotiated work-based learning programmes
More than “delivery”: Pedagogic and theoretical dimensions
Practical approaches 1 – your perceptions
Practical approaches 2 – work in progress at Bradford (pm Roundtables)
… learning opportunities are not contrived for study purposes but arise from normal work …
… learning tasks and work tasks are complementary…
… meets the needs of learners, contributes to the longer-term development of the organisation and is formally accredited as a university award …
… a radical approach to the notion of higher education ...
Boud D & Solomon N (2001)Work-based Learning: A New Higher Education? Buckingham, SRHE/Open University Press
freedom rather than licence
aligned with QAA qualification descriptors
where socially situated individuals relate the familiar circumstances of their work contexts to the requirements of academic award
work and professional practice as the starting point for curriculum design
“… an increased level of academic/historical knowledge in combination with my practical work experience … help to give more context to my work and enable me to talk more confidently about my area of expertise.”
“…to learn new methods of planning and setting goals … keen to adapt new ideas into my job … the 25 years I have spent within business … validated … I can comfortably share my skills with those at the beginning of their careers.”
University Certificate /Diploma (60 credits level 4, 5 or 6)
Intermediate and Major Awards
Cert HE (120 credits at level 4)
Fd / Dip HE (120 credits at level 5)
BA / BSc (120 credits at level 6)
PG Cert (60 credits at level 7)
PG Dip (60 credits at level 7)
MA /MSc (60 credits at level 7)
And I think if I’d have done it (a LtW assignment) just as a work project, I wouldn’t have done the reading and have gained the level of knowledge that I’ve done as part of this programme …
… you’re tying what you’re doing at work with your qualification….
…so … it’s taking my job, which is what I think is important, and getting a lot more background development and knowledge to take my job further, as well as getting a qualification.
From the company’s point of view, part of the reason why they’re sponsoring me is because they see that it actually fits with the work I do here and whatever I do will actually be of benefit, not only to me, but also to the company.
“It gave her a degree of confidence and expertise that was unparallelled (in the training provider sector) at the time” (2004)
“… she raised her game. She has taken on more responsibility and does use the language of leadership”.
“She was already a strong manager, but there is a definite change in the way (she) approaches things.”
“It improved her confidence … The course was an affirmation of the skills she had developed.”
“We have been very pleased. We feel we have direct and real benefits … (and Learner)… found … support to be excellent … very complimentary about the programme.”
Next, reduce the number of statements to 12 and arrange these 12 statements in a diamond, like this:
Write your own group’s statement about education
IN HIGHER EDUCATION,
or re-word one of the existing statements
to make it more fully reflective of your group’s
Be prepared to present and discuss
your rank order and group statement
Designing Flexible education
In Higher Education
7. Then the EXPERTS return to tell the HOME groups what they have learned.
8. A second HOME group task takes the learning further by asking groups to use what they know as EXPERTS in an extension or drawing-together of the topic.
EXPERTThe Jigsaw ProcessAfter Aaronson (1978), Brubacher & Payne (1981)
EXPERT TASK ONE
What are the key CURRICULUM DESIGN considerations for flexible work-based programmes in higher education?
EXPERT TASK TWO
What are the key ASSESSMENT considerations in designing flexible work-based programmes in higher education?
EXPERT TASK THREE
What are the key QA ISSUES, including validation / approval, in designing flexible work-based programmes in higher education?
EXPERT TASK FOUR
What are the key PROGRAMME MANAGEMENT considerations in designing flexible work-based programmes in higher education?
Drawing on the work of the expert groups, identify key issues for designing flexible work-based programmes in higher education.