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Workplace Learning and the Brave New World Some suggestions for providing students with a rewarding workplace experience.

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Presentation on theme: "Workplace Learning and the Brave New World Some suggestions for providing students with a rewarding workplace experience."— Presentation transcript:

1 Workplace Learning and the Brave New World Some suggestions for providing students with a rewarding workplace experience

2 History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

3 Suggestions  Preparation  Support  Assessment design  Assignment Feedback  Provider involvement Structure History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

4  Provide students with a clear, comprehensible rationale for undertaking the placement – and its relationship to the History course.  Specify any learning outcomes in plain English, not validationese.  Ensure placement providers understand what they can expect of the students, what the students can expect of providers– and what both groups can expect of the module tutor(s).  Brief students fully and collectively, orally and in writing.  Risk assessments Preparation History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

5  Hold regular face to face meetings with individual students or groups.  Use a variety of channels of communication to keep in touch with students. For example:   Phone  Skype  Social networking sites  Bulletin boards  Online forums Support History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

6 Assessment design Reflection on Personal Developmen t Reflection on Personal Developmen t Reflection on Learning Reflection on Practice Reflection on Practice Reflection on History Learning about learning Learning about learning Subject knowledge and skills Practical work skills/produ cts Practical work skills/produ cts What is being assessed History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

7  Audio- and/or video- recording of workplace practices, with analytical commentary  Briefing papers  Blogs or wikis  Critical incident exercises  Digital stories/diaries Assessment design  Orals and interviews  Patchwork text  Portfolios  Presentations  Reports  Workplace products Consider different assessment methods. History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

8  Make exemplars from previous years’ assignments available.  If assessing reflection, refer students to material on reflection and reflective writing.  Encourage peer review. Assignment support History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

9  Feedback sheets  Electronic feedback  Podcasts  SAE  In class (groups)  Traditional 1:1 tutorials  Include provider’s report Assignment Feedback History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

10  Providers as markers  Invite to graduation ceremonies/provider workshops  Send copies of students’ reports to providers Provider involvement History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton

11 To encourage ‘students to stop being students’. (Steve Caunce, UCLAN) To make students think that the module is ‘less about work and more about History’. (Amanda Richardson, University of Chichester) The ultimate aim of a History placement? History Subject Centre 3 June 2011Richard Hawkins & Harvey Woolf, University of Wolverhampton


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