Learning on the Workplace Frank Lyons Director of Foundation Direct University of Portsmouth...
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Transcript of Learning on the Workplace Frank Lyons Director of Foundation Direct University of Portsmouth...
Learning on the Workplace
Frank Lyons Director of Foundation Direct University of Portsmouth
Victoria University, Melbourne August 8 2006
Work-based and Placement Learning
Forms of Work-based Learning
Learning Contracts
Supporting work-based learning
Barriers to Mutual Engagement
Developing Mutual Benefits
Best Companies for WBL and Placements
Portsmouth’s engagement strategies
Mentor support
Work-based (and Placement) Learning
• Explicit, planned and appropriately articulated learning
• Appropriate assessment artefacts
• Building on existing achievements and knowledge base
• Multidisciplinary and complex learning\
• Responsibilities for learning is shared and understood by stakeholders
• Staff development
A planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study (QAA. 2001)
Forms of Work-based Learning
Learning in work placements and at own place of work:• Organisational learning: taking orders, following
discipline, time keeping. • Skills training (including shadowing)• Projects• Working with a Mentor
Learning for work: • Simulations• Live Briefs• Conferences• Action Learning Sets
Assessing WBL and Learning Contracts
Hants and Sussex Aviation(part of the BBA Group)
Corrosion Chemistry
Materials Manufacture
Pratt and Whitney Training
Report onHolisticlearning
Assessment of theory, learning
and professional practice and
self.
Learning Contract
Negotiations with
company and university
Learning Management
Module
QAA
A
A
A
The Dipstick Exercise
The company has lost its dipstick. The dipstick isused to measure the oil in the storage tank which is buried in a location outside the factory. The fuel is used for office and workshop heating, the companies drying rooms and for emergency power generation. This is your work-based project.
What will you do?What are the learning outcomes?
Foundation Direct
Centre of Excellence in Teaching & Learning
Professional Skills: WBL & Mentor management
Benchmark Progress Review
Critical ThinkingProfessional Ethics
WBL Project
End Review
Mentor
FD Professional Development Unit
Work practice
University Units
Curriculum planning and legislation
LOutcome: Ability to know and put into practice in a designed curriculum the relevant aspects of legislation, regulations and guidance relating to early years curriculum provision that meets the needs of individual children.
Assessing WBL in Early Years Care and Education
Computer Gremlins: Learning on WebCT
This stupid computer, I'm just no good,
I'd use it more, if only I could.
But no matter how hard I try,
Those computer gremlins make me cry.
My degree course I have started,
and those computer gremlins have not parted.
Helga and Joy encourage and say,
"It's easy to use you will be ok".
So off I go “Lookup” loaded,
all that computer jargon now un-coded.
Can I do it? Yes I can,
With help from tutors and the computer man.
I log on day after day,
the computer gremlins slowly decay.
To my surprise I'm having fun,
those computer gremlins off they run.
So here I am I.T. success,
hurdles to jump still, I guess.
Can I do it? Yes I can,
with help from tutors and the computer man.
DONNA WALL FdA Early Years 2005
Barriers to Mutual Benefit • Misunderstanding: needs, goals, and possibilities• Time • The bottom line• Lack of Leadership• Cultural differences: knowledge and standards• Quality misalignment• Financial year vs. Academic calendars• Commercial confidence vs. educational openness
Companies want skilled workers rather than qualified workers
Developing Mutual Benefit • Research the company• Communicate benefits• Negotiate what can be achieved• Network • Cultural Understanding• Commitment
New Communities of Practice occur when all parties reposition themselves
Best WBL & placement companiesHigh degree of exposure to customer, managers, colleagues, owners & professionals
Learning potential of the task: complexity, variety and control
High degree of technological change
Matrix management V Hierarchical work division of labour and deskilling
Time and space for analysis interaction
Technical skills valued V taken for granted
Cross disciplinary working and communication
Workplace mobility and expanding job designs
Formative appraisal and/or Mentoring systems (Skule and Raichbom 2001 Unwin and Fuller, 2003)
Purple DoorPurple DoorIndustry linksIndustry links
Vocational historyVocational historyR&D projectsR&D projects
AlumniAlumni
Industry boardsBreakfast briefings
Governors
Prizes
Celebratory meetings
Sponsorships
Websites:
Mentor direct Placements Office
Curriculum
Work-based projects
PD Unit
Professional BodiesChambers of CommerceMarket ResearchIndustry
Engagement:Placements
WBL degrees
Placement & WBL: Company Benefits
• Placements as a temporary workforce and source of recruits
• WBL involves training own staff• Placement and WBL Curricula for company needs:
- brings in new ideas- problem solving and projects
• Credentials carry value for customers• Learning companies attract staff• Retain staff
Engagement leads to cost-effective benefits for Learning Companies
Foundation degree mentoring: an introduction
So what is reflective practice? As a professional you will already be doing this, although you may not be aware of it!
Reflection is a process of reviewing an experience of practice in order to describe, analyse and evaluate and so inform learning about practice.
Click on the boxes in the diagram on the right to see examples.
Reflective practice
Purple DoorPurple DoorIndustry linksIndustry links
Vocational historyVocational historyR&D projectsR&D projects
AlumniAlumni
Industry boardsBreakfast briefings
Governors
Prizes
Celebratory meetings
Sponsorships
Websites:
Mentor direct Placements Office
Curriculum
Work-based projects
PD Unit
Professional BodiesChambers of CommerceMarket ResearchIndustry
Engagement:Placements
WBL degrees
Advantages of E Portfolios
• Can’t be left in a train or bus
• Can be linked to online help and guidance
• Easier for some to reveal problems online
• Structures within can support reflection
We will encourage every institution to offer a personalised online learning space to store coursework, course resources, results and achievements. DfES E Learning Strategy 2005
Problems with E Portfolios
• What is it: record of achievements; competency checklists, action/career planner; scrapbook, part of PDP; personalised learning links + narrative?
• IT skills and resources of users• Who owns, what happens when student
leaves• Ownership, rights to view• How to assess?
Within 5 years all awarding bodies should be set up to accept and assess e-portfolios QCA 2004
Family of Transcripts
Award Transcript
Competency Transcript
Narrative Transcriptgrown from PDP activity
E-portfolio /student created records and evidence of and reflections on learning, experiences and achievements, and personal knowledge assets.
Simplified Award
Transcript foremployers
EmployersHelps students represent and communicate their capability and competencies
SUMMATIVETRANSCRIPTS
FORMATIVETRANSCRIPTS‘ALL TYPES’
Family of Transcripts SCEPTrE Working Paper (Jackson 2005).
WBL at Different Levels
• HE Level 1: Toward an Equal Opportunities Policy for University of Portsmouth
• HE Level 2 “Multicultural welcomes” with Rose Lodge nursery
• HE Level 3 Licence to service and repair aero engines with Hants & Sussex Aviation
• HE Masters Level Biometric Identity project with Citibank and Motion Touch)
Learning at Work: Learning for Profit
Precepts for Work-based Learning
Work-based Learning is as unique to the workplace and workrole
1. Learning is planned
2. Learning opportunities are appropriate
3. Good communications with placement providers
4. Student briefings, guidance and support
5. Staff development
6. Formal complaints, monitoring and evaluation