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Supporting Work Based Learners
Transitioning from training to facilitating learning
Ann Minton, Work Force Development FellowDavid Young, Professor of Work Based Learning
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Overview
• Rationale for the programme• Outline programme
development, focus on teaching, learning and assessment approaches employed
• Review learning activities undertaken
• Demonstrate the learning portal
• Outcomes• Debate Future developments
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Rationale
Browne (2010) indicates that:
… an increasing number of employers … work with institutions to accredit skills developed in work to count towards a degree programme
• preparing in-company trainers to facilitate the learning of delegates in a HE context
• familiarisation with quality assurance requirements
• developing a UDC adjunct faculty and wider community of WBL practice
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Partnerships and Quality Enhancement
QAA have identified the following quality assurance considerations related to employer-responsive provision
(QAA, Feb 2010, para 38):
• “the types of partnerships and the corresponding forms of agreements required
• the setting and maintaining of academic standards• the quality of the learning opportunities provided to students • the involvement of employers and learners in the design, delivery
and assessment of learning“Haddleton & Minton, 2011
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Programme Development Teaching and Learning
• Activity based
• Promotion of discussion and sharing of best practice
• Using tools and techniques that can be applied in their own situation.
• Technology to support those who can’t attend
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Programme Development What do WB tutors need to know?
• Context of HE and WBL
• Support mechanisms
• Learning outcomes, assessment and marking
• Quality assurance
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Programme Overview
• 30 Credits at Level 6
• 3 one day sessions covering:
– The context and ethos of Work Based Learning in HE
– Supporting and Assessing HE Learners
– Quality Enhancement and Evaluation
• Learning Portal for ongoing support and Assessment
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Learner Support and Assessment
http://www.innovationforlearning.com/udc-iss2/menu.asp
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Learning Activities Undertaken
• Jigsaw activity• Roundabout• Podcast
development• Marking
workshop• Reflection
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Learning Activities Undertaken: WBL Priorities
• Start with two broad categories:• AGREE and DISAGREE.• Share out the statement cards provided.• Place your own statements in the AGREE or
DISAGREE categories.• Now AS A GROUP discuss the statements. • Reduce the number of statements to 6.
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WBL Priorities
Next, reduce the number of statements to 6 and arrange these 6 statements in a diamond, like this:
AgreeAgree
DisagreeDisagree
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Analysis of Prioritisation from Partner Tutors
-25
-20
-15
-10
-5
0
5
10
15
20
1 3 5 7 9 11 13 15 17 19 21 23
cohort 1
cohort 2
combined
Points Scored
Statement number
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Results from Partner Tutors
Cohort 1
13
7 16
___________
21 23
9
Cohort 2
13
15 16 24
___________
9 10 11 22
23
Combined
13
16 24
___________
9 21
23
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What the delegates said
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What the delegates said
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Outcomes The External View
The SWBL External Examiner said: “portfolios ……contained excellent professional discussions and were
generally of high quality and extremely valuable to promoting individual and organizational learning.”
The Accreditation External said:‘Feedback to delegates is excellent. I would never have known that this was not
written by full time HE Senior Lecturers.
The QAA auditors said:“…fostered the development of strong and constructive relationships between
itself and its partners, as demonstrated through frequent communication and mutual support, which it considered to be a feature of good practice .”
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Further Developments
• (Virtual) Community of practice of In company tutors• Extension to 60 credits/ Level 7• Staff Development Programme for HE Staff on WBL and
Employer Engagement