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Designing pedagogical frameworks: integrating work-based learning into academic higher education. Morag Harvey Centre for Outcomes-Based Education, April ’08. Main issues. Value of work-based learning Wider political and economic dimensions Constraints and opportunities

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designing pedagogical frameworks integrating work based learning into academic higher education

Designing pedagogical frameworks: integrating work-based learning into academic higher education

Morag Harvey

Centre for Outcomes-Based Education, April ’08

main issues
Main issues
  • Value of work-based learning
  • Wider political and economic dimensions
  • Constraints and opportunities
  • Different perspectives of stakeholders
  • Development of generic approaches
  • Student retention
value of work based learning
Value of work-based learning
  • Successful practitioners
  • Successful practice
  • Evidence from
    • Dewey, 1938
    • Argyris & Schön, 1994
    • Sternberg & Horvath, 1995
    • Lindley & Wheeler, 2001
workplace learning successful practitioners
Workplace learning – successful practitioners
  • Successful practitioners
    • recognise their self-efficacy
    • rely on social and cultural understanding of local contexts to apply knowledge in most effective ways
    • possess skills and knowledge at a range of levels
workplace learning successful practice
Workplace learning – successful practice
  • Learning based on successful practice
    • is motivating and rewarding
    • enhances performance
    • encourages positive feelings and emotions
    • builds firm foundations to continue learning journeys
integrating work based learning to he study
Integrating work-based learning to HE study
  • Needs to
    • meet HE sector/institutional regulations
    • enable demonstration of full range of personal achievements and employment skills
    • not be constrained by subject-specific knowledge
    • assessed against HE criteria
different perspectives
Different perspectives
  • Individuals
  • Academics
  • HE institutions
  • Employers
  • Professional bodies
  • Unions
  • Political viewpoints
political and economic dimensions
Political and economic dimensions
  • Government papers and initiatives
    • Leitch, 2006
    • Foundation Degrees, 2000
  • UK skills – global competition
  • HE funding policy – ELQ s
generic approaches
Generic approaches
  • Common foundations
  • Flexible routes
  • Workplace achievements
  • Real-life skills and knowledge
  • HE frameworks and learning outcomes
  • Workplace roles and responsibilities
  • Effective learning opportunities
assessment strategies
Assessment strategies
  • Achievements
    • assessed against HE level indicators
    • recognised as more than writing essays
    • from real-life experiences
findings
Findings
  • Value of flexible routes to learning achievements
    • meeting needs of different stakeholders
  • Learning can happen through different experiences
    • recognising a variety of achievements
  • The workplace can be a place of learning
    • role of higher education in recognising learning
student retention
Student retention
  • Understanding different needs of learners
  • Some find learning from practice motivating – whilst others would rather learn from books !!
  • Giving clear advice before students begin work-based learning programmes
  • Giving clear advice to all stakeholders
  • Integrating work-based learning into the programme of study
summing up
Summing up
  • Generic pedagogical frameworks can be effective in recognising achievement of work-based learning
  • Political and economic dimensions can be challenges and opportunities
  • Real-life achievements can be seen as ‘added-value’ within higher education
centre for outcomes based education the open university walton hall milton keynes mk7 6aa
Centre for Outcomes-Based EducationThe Open UniversityWalton HallMilton KeynesMK7 6AA

www.open.ac.uk

m.e.harvey@open.ac.uk