Supporting Work Based Learners
Transitioning from training to
facilitating learning
Ann Minton, Work Force Development Fellow
David Young, Professor of Work Based Learning
www.derby.ac.uk/corporate
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
www.derby.ac.uk/corporate
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:
Agree






Disagree
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Analysis of Prioritisation from Partner Tutors
cohort 1
cohort 2
combined
20
15
10
5
Statement
number
0
-5
1
3
5
7
9
11 13 15 17 19 21 23
-10
-15
-20
-25
Points Scored
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Results from Partner Tutors
Cohort 1
Cohort 2
Combined
13
13
13
7
16
15
16
24
16
24
___________
___________
___________
21
9
9
23
9
10 11 22
23
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
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