december 4 2009 work knowledge work integrated and work-based learning frank lyons director of...
TRANSCRIPT
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