Supporting Work Based Learners Transitioning from training to facilitating learning Ann Minton, Work Force Development Fellow David Young, Professor of Work Based Learning

Overview Rationale for the programme Outline programme development, focus on teaching, learning and assessment approaches employed Review learning activities undertaken Demonstrate the learning portal Outcomes Debate Future developments

Rationale Browne (2010) indicates that: … an increasing number of employers … work with institutions to accredit skills developed in work to count towards a degree programme preparing in-company trainers to facilitate the learning of delegates in a HE context familiarisation with quality assurance requirements developing a UDC adjunct faculty and wider community of WBL practice

Partnerships and Quality Enhancement QAA have identified the following quality assurance considerations related to employer-responsive provision (QAA, Feb 2010, para 38): “the types of partnerships and the corresponding forms of agreements required the setting and maintaining of academic standards the quality of the learning opportunities provided to students the involvement of employers and learners in the design, delivery and assessment of learning“ Haddleton & Minton, 2011

Programme Development Teaching and Learning Activity based Promotion of discussion and sharing of best practice Using tools and techniques that can be applied in their own situation. Technology to support those who can’t attend

Programme Development What do WB tutors need to know? Context of HE and WBL Support mechanisms Learning outcomes, assessment and marking Quality assurance

Programme Overview 30 Credits at Level 6 3 one day sessions covering: –The context and ethos of Work Based Learning in HE –Supporting and Assessing HE Learners –Quality Enhancement and Evaluation Learning Portal for ongoing support and Assessment

Learner Support and Assessment

Learning Activities Undertaken Jigsaw activity Roundabout Podcast development Marking workshop Reflection

Learning Activities Undertaken: WBL Priorities Start with two broad categories: AGREE and DISAGREE. Share out the statement cards provided. Place your own statements in the AGREE or DISAGREE categories. Now AS A GROUP discuss the statements. Reduce the number of statements to 6.

WBL Priorities Next, reduce the number of statements to 6 and arrange these 6 statements in a diamond, like this:  Agree  Agree      Disagree  Disagree

Analysis of Prioritisation from Partner Tutors Points Scored Statement number

Results from Partner Tutors Cohort ___________ Cohort ___________ Combined ___________

What the delegates said

What the delegates said

Outcomes The External View The SWBL External Examiner said: “portfolios ……contained excellent professional discussions and were generally of high quality and extremely valuable to promoting individual and organizational learning.” The Accreditation External said: ‘Feedback to delegates is excellent. I would never have known that this was not written by full time HE Senior Lecturers. The QAA auditors said: “…fostered the development of strong and constructive relationships between itself and its partners, as demonstrated through frequent communication and mutual support, which it considered to be a feature of good practice.”

Further Developments (Virtual) Community of practice of In company tutors Extension to 60 credits/ Level 7 Staff Development Programme for HE Staff on WBL and Employer Engagement