1. Embedding The Work Based Learning Maturity Toolkit in Wales
Loretta Newman-Ford - Academic Development Specialist, Cardiff
Metropolitan University
Andrew Haldane - Project Manager, Cardiff Metropolitan University
Professor Tony Toole - Director, e-College.ac Ltd; Visiting Professor

2. What is it? A toolkit designed to help education providers:
Assess current performance/‘maturity’ in work-based learning.
Identify areas for development/enhancement in WBL and the “enablers” and “barriers” for achieving objectives.
Recommend future actions
Plan their change management.

3. Where did it come from?
JISC-funded "benefits realisation" project involving:
ELRAH / Edinburgh Napier / Telford College
University of Bradford
Cardiff Metropolitan University (UWIC)
University of Westminster
Craven College
- facilitated by Prof Peter Chatterton of Daedalus e-World
Embedded research and outcomes/outputs of the JISC lifelong learning/workforce development programme

4. Why is it needed?
Future Directions themes – ‘Learning in Work’, ‘Learning for Work’
Welsh Government ‘For our Future: A 21st Century Higher Education Plan for Wales’ (2009)
Greater demand from learners: strategically important
To develop good practice and consistency in WBL

5. Wiki: http://tinyurl.com/wbl-toolkit
What does it look like?
Wiki:

6. What are the Toolkit’s areas of focus?
Institutional readiness
Faculty/school/department readiness
Programme design for WBL
Programme delivery and assessment for WBL
Effective partnerships
Quality of the learner experience
Effective, usable, accessible technologies

7. Discussion points
Is there a need for the Work Based Learning Maturity Toolkit within your own institution?
For what purpose could you use the Toolkit?
What areas of the Toolkit are you interested in and why?

8. Delivering Work Based Learning Improvements (DEWI) Project
Collaborative JISC-funded project involving 5 Welsh HEIs, led by Cardiff Met (Swansea Met, Glamorgan, TSD, Glyndŵr)
Sister project to ‘Embedding in Scotland’ (project links facilitated by Prof Peter Chatterton)
Aims:
Pilot the Work Based Learning (WBL) Maturity Toolkit in a variety of ways
Evaluate the Toolkit’s usefulness, completeness, usability.
Use outcomes to enhance/update the resource.
Encourage further education providers to utilise the Toolkit in the design/delivery/assessment of WBL.

9. DEWI pilot implementations
Glyndŵr University: used the Toolkit at an institutional level to make judgements about current WBL provision and recommendations about how it could be strengthened. Results we re used to inform a university employability strategy, and institution-wide review of the curriculum.
The University of Glamorgan: used the Toolkit to build staff confidence/ competence to effectively embed the Learning Through Employment framework.
The University of Wales, Trinity Saint David: focused on the learner experience to ensure that students enrolled on Elevate programmes receive an optimum learning experience and quality support.
Cardiff Metropolitan University: explored possible approaches to the development of ‘learning in work’ and ‘learning for work’ opportunities.
Swansea Metropolitan University: assessed the preparedness of the institution, faculty and programme for delivery of a new online distance learning course.
Wiki:

10. Cardiff Metropolitan University
Learning in Work ; Application of toolkit in context of undergraduate work placement provision linking to Graduate Attribute development
"Future Fit; preparing graduates for the world of work" (CBI, 2009)
Employability (78%)
Positive attitude (72%)
Work Experience (54%)
Degree Subject (41%)
Degree Classification (28%)
University Attended (8%)

11. Graduate attributes and Work Experience

12. Cardiff Metropolitan University
Learning through Work ; Application of toolkit in context of current practice and possible future opportunities
Initial Scan using all criteria
Institutional & School readiness
Curriculum Design
Professional Practice Framework /CWBL
School of Management focus at present
Essentially a shell framework
Scope for wider adoption

13. The Development of Online Distance Learning courses in Logistics and Transport using the JISC WBL Maturity Toolkit
Professor Tony Toole
Commercial Services, Mount Pleasant
Swansea SA1 6ED

14. Courses validated by the Chartered Institute of Logistics and Transport
Delivered to British Armed Forces stationed abroad
Plan for Online Distance Learning delivery in the workplace
Use of the Jisc WBL Maturity Toolkit to evaluate Institutional readiness
Assist in the quality assurance and validation of online learning
Use the Dewi project to evaluate the WBL Maturity Toolkit itself

15. Project Outcomes 1. Institutional Readiness
2. Faculty/School/Department Readiness
3. Programme Design for WBL
6. Quality of the Learner Experience

17. Lessons learned - the process of using the toolkit
The toolkit is most useful as a checklist against which work based learning courses can be mapped and their completeness judged. To some extent it can be seen to be a two way process as new programmes bring different contexts, priorities and methods to WBL design and can inform and refine the toolkit itself. The toolkit will be most effective if seen as a design tool owned, managed and continuously improved by the whole WBL community of practice.

18. Comments, questions, discussion
Professor Tony Toole
Comments, questions, discussion

19. Summary of DEWI project findings
Benefits of the Toolkit:
Useful developmental resource
Comprehensive checklist for mapping/assessing performance
Helps establish a shared understanding of the principles of good practice in WBL.
Supports the development of appropriate organisational and business approaches toward WBL.
Can enhance learning, teaching and assessment in WBL.
Helps to improve the learner experience (e.g. TSD).
Limitations of the Toolkit:
Size and complexity of the Toolkit can be ‘daunting’
Some sections ‘incomplete’
Limited usefulness as a simple checklist/‘tick-box’ exercise
Toolkit should serve as a catalyst for reflective analysis and/or discussion around WBL provision.

20. Provide Pre-entry support to WB Learners
Good practice in guiding and supporting work-based learners should:
Provide Pre-entry support to WB Learners
What needs to be done to ensure that WB learners have all the information they need to make informed choices and decisions when applying and preparing for WBL programmes of study?
Jisc

21. Provide Pre-entry Support to WB Learners
Putting it into practice Technology options
Prepare promotional materials setting out programme content, delivery details and expectations and commitments for WBL.
provide information showing progression routes to and from the WBL programme.
Provide opportunities for applicants to discuss their CPD/Learning needs with their employers (e.g. through Company Professional Development/Appraisal schemes).
Provide pre-entry support services to enable WBL applicants to discuss the programme and their needs at the application stage.
Provide resources and support to enable WBL to assess their academic skills and prepare for study.
Provide a dedicated contact point/helpline with guaranteed response time
Online programme information.
Social Networking area for programme (e.g. Facebook Site, Google+, LinkedIn, Twitter).
Dedicated online support area for WBL students that supports academic skills development.
Dedicated online synchronous workshops/webinars.
Based on the Viewpoints model:

22. Provide Induction for WB Learners
Good practice in guiding and supporting work-based learners should:
Provide Induction for WB Learners
What needs to be done to ensure that WB learners are given a tailored induction to their programme?
Jisc

23. Provide Induction for WB Learners
Putting it into practice Technology options
Arrange a tailored induction for WBL that offers flexibility and opportunity to participate online from remote locations if required.
Consult Learners in advance to gain insight of the areas they wish covered during induction.
Ensure WB Learners have all the information and support they need to participate in online induction (where used).
Include induction activities that build confidence and relationships with other WB learners on the programme.
Involve input from key learning support staff including library/learning rerource teams, learning technologists/IT support staff, WB mentors etc.
Design induction to provide orientation that is both social and academic.
Virtual Classroom technologies to run online induction sessions.
Realtime Communication Tools (e.g. SKYPE), Google Hangout) to enable peer support/mentor support.
Institutional VLE to provide access to resources, course information, online discussion tools etc.
.……………………………………………………….
………………………………………………………..
Based on the Viewpoints model:

24. Provide ongoing support for WB Learners
Good practice in guiding and supporting work-based learners should:
Provide ongoing support for WB Learners
What needs to be done to ensure that WB learners have on-going support both from the academic institution and in the workplace to progress in their studies?
Jisc

25. Provide ongoing support for WB Learners
Putting it into practice Technology options
Prepare guidelines setting out the range of on-course support arrangements in place for WB Learners.
Inform WB learners of the range of work-based support available and how to make contact (e.g. work-based mentors and line managers).
Ensure IT support is in place during normal academic times and outside of academic times.
______________________________
Podcasts setting out the range of on- going support available and how to access it.
Podcasts introducing WB mentors and course tutors.
Online bulletin boards that can be used to post messages to key people providing support to WB learners.
to send messages to tutors/work- based mentors.
Social networking systems (e.g. Facebook. Twitter feed) for peer support
………………………………………………………..
Based on the Viewpoints model:

26. Provide Transition and Progression Support for WB Learners
Good practice in guiding and supporting work-based learners should:
Provide Transition and Progression Support for WB Learners
What needs to be done to ensure that WB learners receive transition and progression support between modules and at the end of the programme?
Jisc

27. Provide Transition and progression support for WB Learners
Putting it into practice Technology options
Provide opportunities for line managers/WB mentors and Tutors to discuss next steps with WB learners at the end of modules.
Provide programme structures and signposting to highlight elements of the programme that are core and choice.
Provide module inductions.
Provide information about credit and level to inform credit accumulation towards named qualifications.
Provide opportunities to discuss next steps on completion of the programme with line managers and tutors.
Online programme/ module information accessible via programme VLE pages.
Social Networking Tools (e.g. SKYPE, Google+) for one-to-one discussions with tutors/mentors/line managers.
Dedicated online synchronous workshops/webinars/ virtual classrooms on next steps or for module induction sessions.
Based on the Viewpoints model:

28. Put WB Support Arrangements in Place
Good practice in guiding and supporting work-based learners should:
Put WB Support Arrangements in Place
What needs to be done to ensure effective work-based support arrangements are in place and communicated to work-based learners?
Jisc

29. Put Work-based Support Arrangements in Place
Putting it into practice Technology options
Work with employers to agree who will provide mentor support to WBL students in the workplace.
Provide training for work-based mentors.
Set-up mechanisms to share information and communicate with work-based mentors.
Invite mentors to attend programme induction events.
Social Networking Tools (e.g. SKYPE, Google+) for one-to-one discussions between mentors and tutors.
Use of VLE or other data sharing tools (e.g. Google+) to share key information, documents and resources
Based on the Viewpoints model:

30. Discussion points
Are any of the DEWI pilot implementations applicable within your own organisation?
What other ways could the Toolkit be used? For what purpose?
What specific criteria in the Toolkit would you use to achieve your objectives?
What could be the benefits/outcomes/outputs of using the WBL Maturity Toolkit in your institution?
Would you be interested in using the Viewpoints approach to the Toolkit?