DEWBLAM

1. DEWBLAM Development of European Work Based Learning Approaches and Methods

2. Rationale Bologna Process Lisbon and Copenhagen Strategies Most important development areas Economy Social innovation and sustainability Economic concepts regarding: Innovation as the engine for economic development and change Knowledge society and the “Learning Economy” Modernisation of social and ecologic aspects This should lead to Stronger economy with more employment Social policies Sustainable development Inclusion Grundtvig targets in DEWBLAM To improve the quality in adult education, Strengthen the European dimension, Develop attractive LLL pathways Improve horizontal and vertical mobility of adults

3. 3 General DEWBLAM Targets Research and making inventory of existing education and training programmes using WBL, Focus is higher education Developing a European network Development of a European WBL platform model and practical guidelines

4. Operational Objectives Development of work based learning approaches and models within different local European cultural and institutional contexts The creation of a European network of university and non-university partner institutions Facilitate access to Higher Education qualifications for adult (employed) learners and disadvantaged groups through: specifically conceived systems of APEL accreditation of prior and experiential learning the development of innovative methodologies of WBL and blended learning methods the partners define a common core of basic approaches and good practice, together with specific national and local patterns especially as far as APEL, the use of ODL and the interaction between educational institutions, private companies, public organisations and social forces are concerned, in view of a European WBL qualifications framework the project makes a significant contribution to Lifelong Learning allowing adult learners to enhance their skills, knowledge and competencies through individual learning It will also contribute to the development of local economies, promoting the creation of organisational learning, and thereby increase employability

5. The Consortium (BE) Limburg Catholic University College – Association Catholic University Leuven (BE) VIA, Vervolmakingscentrum Voor Industrieel Technische Applicaties - Diepenbeek (CZ) Univerzita Karlova v Praze (DE) Arbeitsamt Aachen (DE) Fachhochschule Aachen (ES) Universidad de Granada (FI) Åbo Akademi (FR) Université des Sciences et Technologies de Lille (IT) Consorzio E-Form (Universiteit Firenze) (IT) Consorzio Servizi Formativi alle Imprese, Firenze (UK) Middlesex University (UK) Quantum Learning Partnership Silent partner FSEA Fédération Suisse pour l’Education des Adultes/ Federazione svizzera per la formazione continua Project Coordination: E-Form

6. Operational Programme

7. Research How to establish Learning Outcomes? (cfr. TUNING) Translation of Learning Outcomes in Competencies Basic competences Part competences Indicators Portfolio Intake and evaluation/assessment Learning progress follow-up AP(E)L Instruments Assessment Instruments Assessor’s Training LLL Problems Instruments for personal development plan for personal action plan Establishing of the WBL method (paradigm and application) Training of trainers Content delivery (specifically for adult learners) Transversal competencies

8. Project Milestones Inventory of existing LLL and WBL systems Seminars to study WBL projects in the consortium National Centre for WBL Partnerships Middlesex University Université des Sciences et Technologies de Lille Report on the existing legal parameters Development of outreach, intake, assessment, evaluation, AP(E)L, and their instruments Development of WBL pilots (all partners) Training of staff Implementing the pilots Establishing a WBL Platform Developing the guidelines and check lists Organising a scientific conference and further dissemination

9. Pilot Projects 9 countries: B, CH, CZ, D, ES,F, Fin, I, UK Different partnerships HE-Industry Different approaches and results Level Sectors and activities Target groups

10. Entrepreneurship Academy Partners : European Social Fund and SMEs Target Group: key staff, esp. SME staff Work forms: Seminars and work floor (WBL). Analysis of activities, development projects for the companies Work load and duration: 30 ECTS in 14 months

11. Training of Civil Engineers (WBL) Partners: Professional federations and regional council Target Group : Young employees in metal sector (automotive industries) Work forms: Double curriculum (industry and university), Student portfolio, Collaborative ODL Project based Problem based Work load and duration : 180 ECTS, 3 year (1/3 in class, 2/3 work floor)

12. Bachelor Process Technology (Chemistry) Partners : Rhein-Erft Akademie and chemical industry Target Group : Chemical foreman, chemist, lab technician, chemical engineer Work forms : Double curriculum (University-Company) APEL on work floor, Work load and duration : 180 ECTS, 8 semesters (part-time)

13. WBL approach to a learning module on Geographic Information Systems Partners: Formez-association and 3 Universities: Calabria, Basilicata, Molise Target Group : employees in public services Work forms : AP(E)L, 5 day session, Made to measure programme tutoring, e-learning Project based Permanent evaluation and monitoring Work load and duration : 12 ECTS

14. Subtitling for the Deaf and Audiodescription for the Blind Partners : 2 public institutions, 6 professional associations en 4 companies Target Group : bachelors in the subtitling industries Work forms : APL and APEL Portfolio Project analysis Project based Paper Work load and duration : 459h – 34,5 ECTS + 21 ECTS (“experto”)

15. Doctorate in Professional Studies by Public Works Partners: Government Target Group : high-level people with a lot of experience Work forms : WBL Prove professional and academic knowledge Portfolio with own work and specific project Thesis: “context statement” van 15 000-30 000 words Work load and duration : 360 ECTS 2 semesters – doctorate

16. Diploma of Specialist in APEL Partner: Instituto Svizzero di Pedagogia per la Formazione Professionale Target Group : People with background in educational science, counselling and guidance (2004 Federal Law on professional training) Work forms : WBL-model Goal-oriented guidance Intervision and supervision Work load and duration : 20 ECTS

17. Bachelor in Special Education Partners: Homes, special educators, occupational therapists, etc. Target Group : minimum 1 year of work experience in the field + diploma secondary education Work forms : Module from the regular programme Electives Specialisation: music therapy, art therapy and occupational therapy Work load and duration : varies from 60 ECTS tot 180 ECTS (different qualifications)

18. STUWER (Study and Work) Bachelor Special Education Partners: Homes, special educators, organisations. Target Group : minimum 25 years Work forms : Assessment and AP(E)L Portfolio with PDP and PAP Module(s) from the regular programme Electives Integrated work floor project Work load and duration : 180 ECTS (different qualifications)

19. Scientific Conference Presentation of the DEWBLAM project Background: keynotes (development in Europe) The Results Activities WBL and the bottlenecks Platform model and the Guidelines The Pilots Work group sessions Epistemology and Methodology Experience in WBL; various types of approach Academic Learning versus Experience learning and action learning WBL as a model for innovation and the challenges Accreditation and quality management WBL in Italy Round table panel discussion : WBL in Europe, opportunities and problems

20. WBL-Platform – Some Key Points Definition Programme model LLL educational model Assessment APL and APEL Train the trainers What is learning?

21. WBL Definition Work based learning is an educational and training approach in which competence development is given a central position, and in which formal learning, informal learning and non-formal learning  complement each other in progress toward formal recognised and accredited by the HET. Work based learning is an experience-centred teaching and learning approach in which the learner develops competencies in the workplace and because of the workplace. The learner develops a theoretical, (applied) scientific project, which is essential and relevant for practical study and work environments. The learning process is a process in which the three parties, the learner, the HET institution and the workplace share equal responsibilities. This learning process is inevitably supported by the organisation (workplace) itself and initiated by the HET institution. The process lies in the hands of the learner himself, which entails the fact that s/he himself is responsible for the own learning experience and the ensuing transition. A reflexive approach and attitude is a fundamental concept in the personal competence development process. A specific characteristic of work based learning is the project-centred learning experience. Work based learning takes place in a context of structured partnerships and environments and brings about a definite added/surplus value and social capital for all parties involved, namely the workplace, the HET institution and the learner.

24. APL and APEL Assessment APL: credit allocation based on qualifications (prior learning) Procedures Competence Paradigm Basic competences Part competences (Behaviour) indicators Instruments APEL: recognition of experiential learning (informal and non-formal learning) Procedures Competences Instruments Methods Opportunities and problems

25. Objectives Paradigm

26. Competences are the Guidelines for Curriculum Design Generic competences minimal objectives for the training programmes general and subject-specific competences needed for international transparency and compatibility of degrees, credits, programme development, etc. Specific professional/functional competences Own free and circular space

27. Competences and Curriculum

28. Quality Management - Quality Culture

29. Trainers: Class and Work Floor Various types of ‘trainers’ Programme guidance Progress guidance Lecturers Mentor on the work floor Specific tasks and duties Experience management Cooperation

30. Specific Trainer Skills

31. WBL - Learning Issues M-leren: mobiel lerenM-learning, or "mobile learning", now commonly abreviated to "mLearning", has different meanings for different communities. The term covers: learning with portable technologies, where the focus is on the technology (which could be in a fixed location, such as a classroom); learning across contexts, where the focus is on the mobility of the learner, interacting with portable or fixed technology; learning in a mobile society, with a focus on how society and its institutions can accommodate and support the learning of an increasingly mobile population. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Learning that happens across locations, or that takes advantage of learning opportunities offered by portable technologies. M-leren: mobiel lerenM-learning, or "mobile learning", now commonly abreviated to "mLearning", has different meanings for different communities. The term covers: learning with portable technologies, where the focus is on the technology (which could be in a fixed location, such as a classroom); learning across contexts, where the focus is on the mobility of the learner, interacting with portable or fixed technology; learning in a mobile society, with a focus on how society and its institutions can accommodate and support the learning of an increasingly mobile population. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Learning that happens across locations, or that takes advantage of learning opportunities offered by portable technologies.

32. Conclusions Inspiring project Attracting new students and offer them an attractive LLL-programme Partnerships with industry, work field and organisations Bottlenecks Prejudice Paradigms Training the trainers Instruments, work methods and contents need to be further developed Assessment should be made more simple New questions and challenges What is social and intellectual capital? What is creation of knowledge? How do we guarantee academic levels? How do we translate this into entrepreneurship in cooperation with industry and work field?

33. Thank you for your attention Contact: Michaël Joris Katholieke Hogeschool Limburg - Associatie K.U.Leuven (Limburg Catholic University College – Ass. Catholic University Leuven) Agoralaan,Universitaire Campus, Gebouw B - bus 1 3590 Diepenbeek +32 11 23 07 70 michael.joris@khlim.be