1. Professional Development for Tutors and Mentors supporting Work-based Learners Frank Lyons Director of Foundation Direct National Teaching Fellow University of Portsmouth T&LS Staff, Victoria University, August 10 2006

2. Aims of workshop To develop understanding of Learning Contract design and use To experience work-based learning To develop strategies for supporting teaching staff who are embedding WBL in their curriculum. But what are your aims?

3. Work-based LearningConventional Learning Content & knowledge Curriculum Outcomes and output Students role Student type Staffing The critical differences:

4. Work-based LearningConventional Learning Content & knowledge Work professional and trans-disciplinary Disciplinary and professional CurriculumEmergent –derived from work Pre-determined Outcomes and output Artefacts, professional and technical practice Theoretical knowledge and practice Students roleNegotiate and managePartial management Student typeEmployed and on Placement Mostly pre-employment StaffingMentors and academic advisors Academics, teachers and placement supervisors The critical differences:

5. Draft your Learning Contract Learning Contracts contain: Aims Learning Outcomes Learning plans (activities, projects, research) Timetable and way points Resource analysis Evidence to prove attainment of Los Criteria for assessing learning Signatures

6. Resources: 3 domains of learning THEORY PRACTICE SELF

7. 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

8. Resources: 3 domains of learning THEORY PRACTICE SELF

9. Theories of Work-based Learning Competency and capability models (J. Stevenson) Competency Assessment (R. Winter) Complexity theory (P. Knight) Wb Learners identities (D Boud) Communities of Practice (E. Wenger & J. Lave) Reflective Practitioner (D. Schon) Mentoring (D.Clutterbuck) And ?

10. Resources: 3 domains of learning THEORY PRACTICE SELF

11. The Dipstick Exercise The company has lost its dipstick. The dipstick is used 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?

12. Assessing work-based learning outcomes Work –based learners: 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 synthesise theory, practice and self understanding Employers want graduates with knowledge; intellect; willingness to learn; self management skills; communication skills team working; interpersonal skills (Lee Harvey 1997)

13. Professionalism according to Winter (1995) What do you think are the key skills that associate professionals need to develop? How do you think professionalism should be manifested by your students when they practice?  Learning which is continuous, critically self- reflective and updating  A recognition that professional judgements are open to question  Preparedness to read, research and learn from others  Ongoing reflection on strengths and weaknesses  Preparedness to be flexible  A commitment to ethics, honesty and openness  A commitment to act in the best interest of clients. Working in pairs

14. The assessment strategy for Professionalism and Professional learner elements on Associate Degrees What assessment artefacts would you recommend? What assessment processes would you recommend: Formative? Developmental? What Assessment criteria would you recommend? When should assessment occur? Try and Agree in your Group

15. Continuous Professional Development for Fd Early Years Tutors TypeActionImpact ConsultancyWork with course designer on WBL and PDP Some WBL assessed units Paper based PD Portfolios Networking (18 months on) Discussion of WBL opportunities and heard of difficulties with PDP and teaching reflection Consciousness reinforcing and raising about limits to Curriculum design TrainingTraining on WebCT from University EDUSome Web CT resources introduced for distant WB Learners NTF funded “Awayday” offered Explored WBL, PDP and teaching reflection using online learning and possibilities of curriculum re-design Discussions with HoD and agreement to pilot change Research and WBL FE tutors mapped WBL potential for achieving LOs Curriculum replanning  realisation of potential of the ‘long thin unit’ CETL funded WBL PDP unit developed and skills in new learning blends learning emerging Online “long thin” Professional Development Unit Development Group Proposals and test site sent to course team for review – recognition of group as a WBL community Refining the content of the PD Unit, JIT aspects and WB blend TrainingOnline learning for course tutors and CETL staffAffordances of online learning for WBL understood  PD review (graphics, E Portfolio dropped) WBL thru dissemination Tutors present and write about the FDDeepening understanding ReviewReflection over dinnerThis workshop

17. Mentor Direct

18. Review Workshop Experience Learning Contract Review Actions for self Action Plan CPD Strategy Evaluate