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Work-based Learning A Presentation to FLUID The Danish Association of Flexible Learning September 10 th 2003.

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Presentation on theme: "Work-based Learning A Presentation to FLUID The Danish Association of Flexible Learning September 10 th 2003."— Presentation transcript:

1 Work-based Learning A Presentation to FLUID The Danish Association of Flexible Learning September 10 th 2003

2 “Getting Your Degree to Work” How the University of East London is enhancing student employability by accrediting work-related learning in the undergraduate programme Mary Karpel

3 Aims of Presentation By the end of this session I hope you will have an understanding of the following: The rationale and outline of the project which funds the WBL; What students learn - case studies; The student support and guidance needed to prepare for work-based learning; The teaching, learning and assessment methods used. Student support materials


5 Work-based learning The opportunity for students to: Earn and Learn – make use of current paid work and earn academic credit towards their degree; or Learn to Earn – Undertake voluntary work relevant to future career plans and earn academic credit towards their degree

6 Existing part time paid work “For the first time, I have been able to integrate my studies into my work experience and personal life. I feel differently about myself now. More confident.”

7 Use of role play to create an interactive road safety assembly


9 Voluntary work

10 Voluntary work leading to employment "I joined the NDC team on a voluntary placement and was delighted to be offered a full time job at the end of it - I feel like I've come a long way in a very short time."

11 Enterprise "I liked it so much I bought the company..." - 19 year old Laura Davies, studying Early Childhood Studies at the University of East London now jointly owns the 'Schools Out' out-of- school club, after purchasing the business with two of her colleagues.

12 Further Examples of WBL Trainee Psychotherapist A critical examination of Carl Roger's approach to depression Foster Carer Considered the causes of ADHD in childhood Millennium Volunteer Participated in and developed a dramatic performance.Bank Clerk Learning about why the computer training room is seldom used by staff Helper at the Discover Centre Learning about the 'story bubble', a community education initiative Citizens Advice Bureau Worker Analysed ICT training in the work force

13 What students say "WBL became 'my baby' - it allowed me ownership of my own learning." "Before doing WBL I could not see how transferable my skills were or how to apply academic knowledge to a work situation." "Having taken part as a volunteer, I am still actively working with the organisation." "I really want to thank the WBL team for providing an interesting and relevant unit which I really enjoyed." "WBL has definitely increased my confidence."

14 What employers say The student was ‘flexible’, ‘encouraging’, ‘always happy to help out’, ‘diligent’ and ‘made my job easy’. None of this would be evident from their degree yet it needs to be evidenced in a CV. Work-based Learning would be a perfect vehicle for this WBL provides an experiential element to the degree pathway, it is different to a placement and assists with the development of a graduate identity

15 ‘ I fully support the concept of this type of learning. Teresa…has become much more involved in the culture and workings of the department and organisation in which she works, since her attendance at the course. If this or similar attitudes to employment can be created by the provision of such a learning environment, then I would wholeheartedly support the continuance of the course Teresa is currently attending.’

16 Preparation for Work-based Learning Student Guide to preparing for work- based learning Drop-in service in the “skills zone” Telephone and face to face advice and guidance

17 Guide contains a welcome and details the following: Why WBL? What types of work might be undertaken? Need to have work in place prior to commencing the unit. Details of teaching, learning and assessment of unit at all levels. Two documents to be completed.

18 Preparation The work must:  Be for a minimum 60 hours over the semester;  Provide opportunities for students to exercise a reasonable range of personal/and or key skills; and  Have the consent of the employer and provide someone willing to act as a mentor.

19 Aims of Work-based Learning To enable students to have learning from work accredited. To assist students to make the best use of opportunities in their work place and enhance their employability. To assist students to make connections between themselves, their workplace and their academic study. To provide students with theories relevant to learning in the workplace. To assist students to manage their own learning and reflect upon their skills development. To provide the opportunity to consider carer enhancement and personal development.

20 Learning Outcomes By the end of the unit students will be able to: Formulate a learning agreement; Analyse a work related situation or theme; Recognise theories of learning relevant to the workplace; Audit their own skills and consider specific skill development within the workplace; Reflect upon experience and practice and record learning in the workplace; Report on learning achieved; and Assess own performance in discussion with mentor and tutor

21 Teaching and Learning Methods Timetabled workshops Individual tutorial support face to face electronic Mentor advice Independent learning

22 Assessment Learning Agreement (levels 1,2,3) Learning Log (levels 1,2,3) Presentation (level 2) Report (level 1 and 2: 3,000 – 3,500 words) (level 3: 6,000 – 7,000 words)

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