Supporting Work Based Learners. Tuesday, 19 April 2011 David Young Professor of Work Based Learning National Teaching Fellow. Work-based learning in HE The context What kinds of support do work-based learners like?
Tuesday, 19 April 2011
Professor of Work Based Learning
National Teaching Fellow
What kinds of support do work-based learners like?
On-line Tutorial Dialogue in Learning through Work: Reporting on two research investigations
Dimensions of online tutoringSharing group perceptions
Real Higher Education …
… equivalent to other university programmes
… aligned with Quality Assurance Agency (QAA) qualification descriptors
Real Higher Education
Many locations where higher level learning happens
People learn at work all the time
Takes work and professional practice as the starting point for designing a programme of learning
Work based learning is useful
Knowledge and skills learned in the workplace can move your business forward.
Combines academic and theoretical knowledge with work-based skills …
… to relate the familiar circumstances of work to the requirements of an academic award …
knowledge of professional practice
Tutors, colleagues, customers and managers may all benefit from knowing what learners have learned
(after Boud 2001)
Stephenson, J. & Saxton, J. (2005) Using the Internet to gain personalized degrees from learning through work: some experience from Ufiin: Industry and Higher Education, Vol 19, No 3: 249-258
Reporting on two research investigations
There’s a lot of literature about higher education and online! But generally research into technology and higher education aims to understand:
Bosley, S. & Young, D. (2006) On-line Learning Dialogues in Leaning through Work, in Journal of Workplace Learning, Vol. 18, No 6, pp. 355-366
The Use of an Interactive Learning Environment to Support Learning through Work, in: Young, D. & Garnett, J. (Eds.) (2007) Work-based Learning Futures, Bolton, UVAC
Dialogues could be initiated by either party … but most dialogues studied were initiated by learners
Dialogue Exchange Formats
Most dialogues follow one of three patterns:
a basic initiation-response
a chain of exchanges along the lines of initiation-response-feedback …
… and sometimes feedback on the feedback!
prolonged sequences of exchanges in which several different issues are raised and ideas, opinions and reflections are discussed.
I feel I could look at the way that my company\'s environment is in a state of flux (alluding to my Marketing Plan) and critically analyse the ways in which the staff may respond to the change in the format of a report.
I have discussed with my manager which kinds of modules and workplace projects that could be built in to the programme.
Since becoming supervisor I have taken over responsibility for stock control within the company. I have created a new system which now controls the stock levels to a much finer degree.
Learner Control / Learner Initiatives
We have had some news at work that may affect the research component I have been working on. I want to discuss a possible change of direction within this module
I have had an exciting idea concerning the development of a series of spreadsheets … I have altered my timescale for completion of my final piece of work
You will guide me as to the amount and level of work I need to produce to meet the required credits won\'t you?
Thanks for your support and guidance at present; I really needed those words of encouragement
Thanks so much for the result and feedback. Just sitting in the office telling all!! Can\'t believe I did so well.
Thank you for your support. I feel I\'ve learnt a lot from you about creating professional, academic work in the business area.
Social / Affective Issues
e.g. season’s greetings, jokes, literary quotations, holiday dates, the price of beer in Prague, information about domestic events
Affective (Usually initiated by learners)
varying from: “going round in circles”, “losing the plot” to being “on a roll” with studies.
Work-based learners are not passive recipients of knowledge.
Tutors are effective when they have:
Your next task as a group is to reduce the number of statements to 12 and to arrange these 12 statements in a diamond, like this:
DIMENSIONS OF ONLINE TUTORING,
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