Collaboration, Calibration & Moderation ~ managing expectations in work-based learning Lisa Ashton HE Programme Manager Ian Hooper Link Co-ordinator

Work-based Learning HEA (2006) Type 1 Investing to improve personal performance in securing work Organisation driven Individual driven Informal Relationship [not employed] Formal Relationship [employed] Type 4 Investing to improve the organisation’s performance and competitiveness Type 2 Investing to bring knowledge and skills into the organisation Type 3 Investing to improve personal and professional performance in existing work/organisation

Managing Expectations v v v v v v v v Facilitator C Facilitator U Learner Employer Aims Tasks Terminology Focus Priority Timescales

Study Environment FEHE BTEC ~ National Diploma National Certificate FD BSc (Hons) University Rodbaston Campus

Sector-based employers  Small businesses  Limited management engagement  Limited task sets  Industrial inertia  Academic suspicion  Feedback reluctance  ‘Characters’  Realism  Responsibility  Vocational nature  Real ‘worth’ Challenges Opportunities

 Collaboration

Context  University  National

WBL Pedagogic Approach HEA (2006) Organisation driven Individual driven Informal Relationship [not employed] Formal Relationship [employed] Process driven curriculum Learner-centred Self-directed learning Experiential Flexible delivery Evidence based assessment

Embedding  Course Development  Course Operation

Embedding  Course Development  Course Operation

Embedding  Course Development  Course Operation

 Calibration

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

Handbook?  Event sequence  Roles  Terminology  Learning agreement  Level descriptors  Assessment  Legislation

‘Translation’ Workshops Tutorials Framework demands articulation aims

Getting the levels right Close supervision ID, record, reflect Predictable, non-routine Personal Role Autonomy, guidelines Document, monitor, reflect Predictable, non-routine Organisation Management Self-directed Plan, review, reflect Familiar, unfamiliar Role and sector analysis L1 L3 Learning Outcomes Activities Assessment L2

Informing the Learning Agreement L1 Skills Appraisal Career Development Plan Personal Marketing Strategy L2 L3

Constructing the Learning Agreement Course outcomes Level Descriptors Vocational interest Activities Evidence Resources

Progression in Assessment  Level Descriptors  Assessment Criteria Preparation Portfolio ~ 20-25% Mid-point Presentation ~ 25-30% Evaluation Report ~ 50%

 Moderation

Timely Intervals  Moderation Preparation Portfolio Presentation Final Report  Double-marking Learning

Strategies v v v v v v v v Facilitator C Facilitator U Learner Employer Handbook Learning Agreement Moderation Communication Portfolio Presentation Report Work activity Report