Innovation and Workbased Learning New Style B.A. (Ord) in Social Care Practice DIT Pilot Project (in-service) Ann McWilliams Social Care Education and.
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Innovation and Workbased Learning New Style B.A. (Ord) in Social Care Practice DIT Pilot Project (in-service) Ann McWilliams Social Care Education and Training Project
Objective of presentation To inform re- changes of pilot project in DIT
Context of change Era of change in HE worldwide- questioning of ‘experts’/ knowledge – need for innovation Social Care Education and Training Project in DIT funded by ERHA ERHA- concern re no. of unqualified staff/ cost of releasing staff NQAI- National Qualification Authority Ireland – no undergrad dip Dept of Education and Science- exit 2yrs DIT – modularisation and semesterisation following Barrett Report
Process of change ERHA request / partnership with DIT, training depts. etc Course Review / research re other options by project team Recommendations to DIT staff/ ERHA Regular discussions with ERHA Development and design of new style course by DIT staff Information meetings for residential managers in 3 area boards/ other agencies Validation of course Delivery of new course for coming year Sept 2004 Review and evaluation of year 1
Changes Validated by DIT Changes only apply to new 1 st years Current students unaffected – they will continue 2 days per week and will graduate with B.A. (Ord) Await information from DOHC re future recognition of degree and equivalence with diploma
Previous course structure – 1200 hours per year (60 ECTs) x 3 years lecture hours self- directed learning - for every lecture hour students should do 2 hours self-directed study workbased learning – no credits
Old New Diploma in Social care Practice 3 years 2 days per week 30 weeks approx Have to complete a yr No credit for work based learning 6 week placement Degree (Ord) in Social Care Practice 3 years 1 day per week (8 hours) 14 weeks x 2 semesters Modular – credits accumulate Credit for wbl – clear wbl learning outcomes 6 week placement 3 day induction in Sept Exit point Yr 2 – advanced cert.
New Course structure 1200 hours per year (60 ECTs) x 3 years Lecture hours (240 hours per year) means a reduction of 60 – 120 hours per year depending on year Self- directed learning Workbased learning recognised and credited Assessment process will be similar but assignments will be more workbased (Projects, portfolio, learning logs, presentations etc)
Course design influenced by: Relevant adult learning theorists (Knowles, Kolb, Brookfield) Self-directed learners (subject handouts, web CT) Teacher as guide and facilitator Recognition of wealth of life and work experience High level of motivation of most adult learners Clear course alignment ( aim, outcomes, content, assessment) Many examples of successful wbl programmes worldwide
What is Work based Learning? WBL links the worlds of work and college so as to improve learning outcomes for students. Facilitates the integration of theory and practice and creates opportunities for students to demonstrate their competence in the application of the knowledge they have gained in college to the workplace. The success of a practice based course is dependent on a highly motivated student and the quality of practice learning in the workplace. As practice learning is a key feature of the B.A. (Ord.) in Social Care Practice (in service) course it is vital that there is a partnership agreement between employers, students and the DIT. A commitment from employers is required to provide the optimal learning experience for the student in the workplace. Includes a variety of learning experiences in order for the student to develop the necessary knowledge, skills, value base and competencies for qualification as a social care worker.
Practice Teaching and Learning Handbook for students and P/T What is Workplace Experience and Learning? Professional Practice and Learning Outcomes for each year of course Requirements of the Professional Practice Programme Different roles and responsibilities for Practice Teachers, tutors and student Supports to support practice teachers
Procedures in Handbook Tripartite placement meetings Supervision agreement Learning Contract Supervision records Student’s learning needs statement Report form Information re course
Supervision agreement Frequency of supervision sessions of each session and agreement about any interruptions Location of each session Who will record supervision session Where the record will be held Purposes for which supervision record may be used Purposes for which supervision may not be used Storage / confidentiality - Who will have access to the records?
Supervision Record Student’s agenda practice teacher’s agenda review of the student’s work/ performance through reports discussions, observations etc. Plans for future action Positive feedback and areas for improvement Identification on development needs Identification of future learning goals Reflection by worker on role, work and professional development
Workbased learning Change of term and role from supervisor to practice teacher practice teacher should be a qualified social care worker or equivalent Small honorarium payable on fulfillment of role Complete 3 day practice teacher course in DIT or have already completed supervisor’s course Successful participants will be awarded a DIT CPD Cert for practice teaching and learning on successful completion of course
Role of practice teacher Formal learning contract (including supervision contract) must be agreed College Supervision must occur for a minimum of 1 hour per fortnight for academic year (x14) Must work on shift together 1 shift per fortnight Tri-partite meetings x 2 per year minimum Complete end of year report on student learning Read case notes, records, learning log etc Attend annual meeting with P/Ts in DIT
Supports to practice teachers Information/ handbook Training for practice teachers Annual Practice Teachers Meeting Visits of Tutors to Placements Projects which link Theory to Practice
Practice Teachers Course Overview of course syllabus for the BA in Social Care Role of the practice teacher Planning for work based learning / student placements Learning styles and practice teaching The role of supervision in practice teaching and learning Tripartite meetings and the role of the college tutor Assessment of practice learning Report writing Perspectives of practice teachers and students Course review and evaluation
Student Induction course 3 days Induction to course, college and staff Induction to facilities (counselling, careers) Introduction to library skills Academic writing Study skills Computer skills Use of WebCT
Role of tutor Pivotal position between the college programme and the professional practice of the workplace. Through visits to the workplace, practice teachers meetings and placement reports he/she will endeavour to assess the student’s progress Tutors will be responsible for teaching key elements of the course. If not teaching they will have a level of familiarity with the course content being undertaken by their tutorial group The tutor will know all the lecturers involved in teaching their tutorial group and so will be in a position to explore any issues arising for students with the appropriate lecturer. He/she will assist students, by discussion, projects and essays, to integrate the different elements of the college programme both across the various theoretical courses and the learning objectives of the professional practice in the workplace
Role of tutor (contd) The tutor is responsible for regular individual and/or group tutorial work. The tutor discusses the learning outcomes with students and practice teachers through tripartite meetings. He/she will also keep the practice teacher informed of any new developments in the college programme The tutor is informed of the procedures for responding to difficulties that may arise and has a responsibility for availing of all college expertise in the resolution of these. The tutor must keep the chair of the course committee and the head of dept. informed of any difficulties which he/she cannot resolve alone
Challenges Coping with change/ lack of certainty for students, P/T, staff and agencies Challenge of academic expertise to facilitator of learning Challenges to students and supports required? Practice teacher more accountable Maintenance of partnerships with a number of organisations Maintenance of standards and quality Recognition of validity / equivalence of wbl Introduction of APEL?
Pilot Project Pilot for one year Internal DIT Evaluation External Evaluation Outcomes for discussion with students, staff, ERHA and other organisations