December 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

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 Marble by Be Gardiner (1997) Work-based learners plan to shape, beyond semesters, Angels in concrete. Professor David Young, Derby University Constructivist WIL Complex multidisciplinary Developed in context Situated & conditional - theoretical & practical - developed by workers Learners 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 Levels Level 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 Learning Outcomes 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 papers University - thesis, dissertations & reflective reports The Public - websites, public information documents “knowing how to” and “knowing that”

Summative Assessment: WBL Project Reports Company’s role in assessment - appraisal of employee’s role in project - business relevance and market value University’ 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 employer New learning Prerequisite knowledge & skills Formally expressed learning outcomes Manageable in the time available Appropriate level and volume Results in an agreed assessment artefact Appropriate 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