December 4 2009

Work Knowledge work integrated and work-based learning

Frank Lyons Director of Foundation Direct

National Teaching Fellow

Write an Elve (11 word poem set out as follows)

entitled Work-based Learning

WORD

WORD WORD

WORD WORD WORD

WORD WORD WORD WORD

WORD

Work based learners

At

work struggle

plan and juggle

bosses job mentor project

reward

WI Learners are Developing Professionals:

• master lots of information

• use complicated procedures accurately

• apply difficult concepts and theories

• make fresh demands

• apply established knowledge in fresh, often-messy settings

• radically explore & transform old knowledge

• adhere to professional values and standards

What is work based learning?What might be learned through WBL?

Issues for the University, student and employer?

WBL ?

Applied Work Knowledge“Pure” theories applied in work Employability skills

Work Knowledge as Training

Learning is delivered

Integration through - knowledge transfer to work - capstone projects - simulation, exercises, - curriculum design

Real case WBL in BEng (Hons) Civil Engineering

A Novella of Angels: Angel in Marbleby Be Gardiner (1997)

Work-based learners planto shape, beyond semesters,Angels in concrete.

Professor David Young, Derby University

Constructivist WIL

Complex multidisciplinary Developed in contextSituated & conditional - theoretical & practical - developed by workersLearners create knowledge

Issues and dilemmas

in work-based

learning WBL needs

Integration

Campus Culture

Support

Assessment

Quality

Integrative pedagogies

Group learning Live briefs In work Projects & Placements Dissertations Guest lectures Reflection

Integrationist Campus Stimulates

Space for Simulation

Allow creativity

Integrates activities

Good for group work

Design challenge Fractal illustration by Alex Noriega

Shared course exercise

In mixed discipline groups design an integrative learning exercise that you think will engage your students and prepare them for work.

WBL Projects at Different LevelsLevel 4: Toward an Equal Opportunities Policy for University of Portsmouth

Level 5: IT Training Programme For EY practitioners (Hampshire CC)

Level 6: Licence to service and repair aero engines (Hants & Sussex Aviation)

Learning a Work: Learning for Profit

Constructed Knowledge Learning Contract: Topside redesign of HMS Illustrious

LearningOutcomes

Project planning Electro Magnetism & Mutual Interference CAD Topside design

Work-based Project assessments for different Stakeholders

Companies - designs, artifacts, business and project plans, risk analysis, new processes policy developments, work evaluation Professional - journal articles, conference papersUniversity - thesis, dissertations & reflective reportsThe Public - websites, public information documents

“knowing how to” and “knowing that”

Summative Assessment: WBL Project ReportsCompany’s role in assessment - appraisal of employee’s role in project - business relevance and market valueUniversity’ role (beyond feedback) - Key theoretical and practical concepts

- Use of ideas and ways of working - Awareness of impact - Reporting standards - Evaluation - State of Art

Good WBL Projects

Useful to employerNew learning Prerequisite knowledge & skillsFormally expressed learning outcomesManageable in the time available Appropriate level and volumeResults in an agreed assessment artefactAppropriate supervision must be available

The Lost Dipstick: your WBL project

The Dipstick measured the fuel in a tank buried outside the University/factory The fuel is used to power generators for the kitchens, air conditioning, laboratory equipment and lighting.

Brainstorm: aims & rationale, learning scope (level and volume), negotiations, method, timetable, resources & complementary study, evidence and reports to be presented for assessment