Using a Work based Learning Curriculum Across Subject Disciplines Institute for Work Based Learning

1
Using a Work based Learning Curriculum Across
Subject DisciplinesInstitute for Work Based
Learning

• Barbara Workman Director,
• Centre for Excellence in Work Based Learning

2
Work Based Learningat Middlesex University

• Work Based Learning has been a Middlesex
  speciality for 15 years
• In 1996 Middlesex was awarded a Queens Prize for
  Excellence and Innovation for pioneering work
  based learning
• In 2003 the UK Quality Assurance Agency described
  work based learning at Middlesex as innovative
  and academically rigorous (www.qaa.ac.uk)
• In 2005 the HEFCE awarded Middlesex University a
  Centre for Excellence in Teaching and Learning
  in Work Based Learning

3
WBL across the University

• CETL aim to enhance, extend and customise Work
  Based Learning across the University
• Across Subject disciplines
• Health and Social sciences
• e.g. Nursing health, Sports sciences,
  Criminology, accreditation
• Doctorate in Professional Studies in Health,
  Environment, Risk
• Business
• BA Recruitment managers, MA management,
  accreditation
• DProf
• Arts and Education
• MA Professional Practice, BA PP case study
• Engineering Information Sciences
• MSc Networking

4
The Individual Work Based Learner

• Mature (typically 35-50)
• Well established at work
• Considerable pre-understanding (formal and
  informal learning)
• WBL places the learner at the interface between
  work and the university to explore work-focused
  issues

5
Bob the Work Based Learner
6
Bobs route to a Masters in WBS (Animal Husbandry)
Work Based
Project(s)
Research and Development
Methodology
Programme Planning
Recognition and Accreditation of Learning
7
Assessment across subject areas

• Criterion referenced rather than norm referenced
• Focused on real time work activities and outputs
• Validity and Reliability consistent
• Quality assurance- in line with standard academic
  processes
• Designed to develop
• Skills of enquiry and interrogation
• Project management skills
• Critique and analysis

8
Use of Level Descriptors

• Identification and appropriate use of sources of
  knowledge and evidence
• Selection and justification of approaches to task
• Ethical understanding
• Analysis and synthesis of information and ideas
• Self appraisal/ reflection upon practice
• Action planning leading to effective and
  appropriate action
• Evaluation of information and ideas
• Application of learning
• Effective use of resources
• Effective communication
• Working and learning autonomously and with others

9
Working and learning autonomously and with others

• Level 1
• Working and learning autonomously and with others
  will be in a familiar context and may contribute
  to effective team working
• Level 2
• Working and learning autonomously and with others
  will often be in a familiar context and may
  influence effective team working
• Level 3
• Working and learning autonomously and with others
  may span a range of contexts and is likely to
  challenge or develop the practices of others
• Level 4
• Working and learning autonomously and with others
  and/or within a team will span a range of
  contexts, often in a leadership role, and is
  likely to impact upon personal and professional
  understanding

10
Application to a graduate level project as a
learning outcome

• Identify, analyse and evaluate your role and, as
  appropriate, the role of others in the project.
  If applicable include taking the lead role in the
  project and demonstrate how you have taken your
  ideas forward.
• Take responsibility for overseeing other
  collaborative aspects of the project work
  clarifying the areas in which you have worked
  particularly with others

11
Developing WBLroutes in the Dance sector
12
Sector Concerns Interests

• Raising the profile of sector qualifications
• Promoting recognition of their vocational awards
  and integration of vocational and higher
  education
• Progression for students
• Future higher level awards Partnerships.

13
Partners

• Trinity College London
• British Ballet Organisation
• ISTD The Imperial Society ISTD of
  Teachers of Dancing

14
Agreed Student Needs

• Degree qualifications
• Studying while pursuing professional work
• Sustainability of careers, both within the
  discipline and for progression into associated
  work.
• Critical (higher level) skills to build upon
  training

15
The adapted WBL Programme

• A review of learning, learning agreement and
  exploration of professional development themes
• Approaches to work based research culminating in
  a research project proposal
• A research project or projects exploring an
  issue or question emerging from the individual
  students own practice.

16
Conclusion WBL Opportunities

• WBL provides a new way of focusing higher
  education level critical thinking on the demands
  of work
• WBL can stimulate HE eg approaches to research
  for work based researchers, recognition of
  learning at work, new curriculum models
• WBL offers the opportunity to develop new types
  of partnership to support the development and
  application of knowledge in the workplace
• WBL has the potential to increase participation
  in HE and widen the funding base

17
The full story

• Work Based Learning
• Journeys to the Core of Higher Education
• (2008)
• Eds Jonathan Garnett, Carol Costley,
• Barbara Workman
• Middlesex University Press

18
Was this interesting?

• Alan Durrant
• a.durrant_at_mdx.ac.uk
• Head of Work Based LearningSchool of Arts
  Education
• Barbara Workman
• b.workman_at_mdx.ac.uk