Blending the Foundation Degrees EYS and SIP Improving Employability. Julie Hughes, Catherine Lamond, Jenny Worsley,. The story so far – thoughtful fusion (Garrison & Vaughan, 2008). EYS and SIP cohorts at Wolverhampton – Walsall site – 60; SIP at City of Wolverhampton College – 28;
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Julie Hughes, Catherine Lamond, Jenny Worsley,
All are in the process of blending.... dependent upon context;
Starting from where staff are and mentoring.
Whole group from induction - ‘shared’ tutoring, shared blogs across routes – multiple blogs – individual, reflective practice and whole group
The importance of modelling e-portfolio-based learning – personalised, social and community directed.
Emergence of powerful peer learning, problem-solving and enquiry-based learning.
That one size does not fit all and that blending should be contextual and situational;
That peer learning, support and mentoring is key for staff and students;
That blending is an ongoing reflective and reflexive activity best seen as a dialogue;
That this is fun!
What the students felt:
Qualitative data shows that students feel more valued and knowledgeable in their workplace
They are more willing to challenge existing practices
They demonstrate improved confidence and improved communication skills
They undertake more complex roles in their settings
How was this achieved?:
Engaging students in online discussion from the start promoted their skills of reflection
Feedback from peers and from tutors encouraged this reflection
Guidance in online tasks supported the development of higher order thinking skills
Linking theory to practice emerged from blending modules and helped students to make connections in their learning