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Enhancing situated learning: apprenticeship in learning departments Jeroen Onstenk ) INAP, Beijing, May 2011.

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Presentation on theme: "Enhancing situated learning: apprenticeship in learning departments Jeroen Onstenk ) INAP, Beijing, May 2011."— Presentation transcript:

1 Enhancing situated learning: apprenticeship in learning departments Jeroen Onstenk ( ) INAP, Beijing, May 2011

2 New forms of work place learning New apprenticeships Simulations Work learning period (traineeship) Adult apprenticeships (care, technical sector) Learning departments (nursing; care; administration) In school learning company (catering; restaurant; administration) Out of school learning company

3 Learning department Work placement involving a group of 6-8 apprentices, often of different courses, within a single department of an organization Apprentices run the department They engage in collaborative learning, involving both subject knowledge and work process knowledge The regional vocational college and the labour organisation are together responsible for quality, content and guidance of work place learning. On the learning department students are coached by a teacher from school, by a workplace coach and by each other (often students come from several levels, and from higher education).

4 Objectives ROC Leiden Growing percentage in practice learning (40%) Improvement quality in practice learning Taking care of students (protection) Quality learning environment Strengthening connection school – practice learning Arranging work learning companies Networking companies Organization and planning Financial Development specific work learning companies

5 Design considerations Protecting weaker student/apprentices (learning and behavioral problems) to “harsh practice” in real companies Shortage of apprenticeships places: looking for new kinds of authentic work learning places Efficiency: dealing with scarce means (i.e. guidance time) Integration theory and practice: connecting practice experiences to necessary knowledge basis Steering: programming “learning units” (core tasks, scripts, critical work situations) in practice-theory blocs Tailoring: company specific apprenticeships New learning objectives (competences): school and comp[any working together; learning skills

6 Designing learning opportunities Job/Task characteristics Completeness/Complexity Innovation, 'events‘ Problem solving Planning; Discretion space; Social Work Environment Colleagues; Supervisors; Clients Feedback, explications Information Environment I nformation, database Job & Learning aids Material clues Teacher, Class,

7 Guidance in the workplace Learn to learn (active; experiential) learning by dialogue, inquiry and discovery Connecting learning in school and in the workplace Coaching and mentoring modeling; scaffolding; fading connectivity embedded reflection focus on choices and dilemma's Sequencing; Learning assignments Developmental orientation personal development plans developing codified, situated and tacit knowledge

8 The role of the school Selection, matching and Preparation Motivation and orientation on company, department and activities Connection to school learning Teaching and Guidance Teaching at the workplace Formative assessment Elaboration, connection and integration Learning trajectories Career development Shared responsibility school and company Agreement on personal development plan Regular contact teacher and workplace Networking

9 Analysis Place Sequens Co-makership Design learning environment Workplace as learning environment Guidance school; company Integration in course curriculum

10 Focal Points Alignment and connection Guidance by the school Content working & learning Guidance at the job Connecting levels: secondary and higher vocational education

11 Comakership Involvement companies large but variable: –Nursing learning departments: win-win situation –Acceptance content steering (“learning blocks”): in principle yes, in practice difficult –Scheduling problems (block versus part time weeks) –Guidance models (exchange, cooperation) –Assessment: methods; quality Involvement national centres: regional and national support ; control and regulation In school learning companies: sometimes no real companies involved

12 Cooperation in practice Teachers in companies: guidance in learning departments; theory lessons on location; coupling teachers to student and company Guidance in practice: trainer; work guidance, role model Collective support individual student learning plans (PLP; PWP) Monitoring assignments (progress student) Assessment: division of labor; responsibility; reporting (still embryonic)

13 Learning processes Authentic context + reflection = good learning process Role models: learning by imitating combined with reflection Cooperation in working and learning to stimulate students to learn Learning by guiding younger students as a powerful learning tool Authentic context motivates Leraning more in a learning department (than simnple working No systematic attention for leraning development novice to competent performer No systematic assessment on effect criteria (output measures)

14 Cooperation (internal, external) Alignment work activities (didactic, organisational, pedagogical with colleagues Good communication and cooperation Ability and willingness tio discuss sucecs and problems in one’s way of working Responsibility for what we do and how we do Accepting criticism Contribute to learning and development of the school (and the broader community)

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