1. Technology for work-based learning Simon Grant and Peter Rees Jones JISC CETIS Conference Aston, 2008-11-25

2. Building on present practice and supporting technology Simon Grant JISC CETIS Conference Aston, 2008-11-25

3. Central topic Not focusing on e-learning as e-learning  if the issues for work-based e-learning are just the same as for any other e-learning but rather: technology which supports learning in the workplace, and the relationship between learning and work, including relating the needs of employers and employees start from current examples of work-related learning  potential, problems, issues, questions

4. Work as integral part of learning Work is not usually an integral part of e.g. course Work as integral part of learning includes  Work experience (part of school curriculum)‏  Placement (part of several degrees)‏  Year abroad (typically part of language degrees)‏  Explicit learning about work (addressed later)‏ Technology is uneven  Some e-portfolio provision Is any technology support needed or wanted? Do employers want to be involved?

5. Employer-led skills training Training directly for the job, employer sponsored Includes the widely adopted “Train to Gain”  http://www.traintogain.gov.uk/ http://www.traintogain.gov.uk/ Ordinary training courses from  commercial providers  HEIs/FEIs  may be at work, on campus, in training centre Skills frameworks like SFIA may help identify need What kind of systems currently exist to manage skills in the workplace?

6. Professional development Facilitated and/or set out by professional bodies Some professional bodies adopting e-portfolio tools  but what (if any) is the relationship to employers? Are professional bodies interested in what matters to non-professional employers, and vice versa?  Some cases of integration?  health?  other recognised professions?  what else?

7. Self-motivated learning related to work OU provides a good example  often related to work, though also often not  also does courses for employers  provides distance e-learning and portfolio tools What is the difference between  self-motivated work-related learning  learning in the workplace including employer priorities? What technology addresses the relationship between employers' interests and employees' interests, in learning education and training?

8. Learning based on experiences emerging from work Action Learning  established for decades – see e.g. WikipediaWikipedia Action Research  may have drawn on Action Learning, though not obviously Inquiry-based learning  another variation on the same theme, and there are more All these practices relate work and learning intimately  What technology is used to support these practices?  or could be used?

9. On-the-job employability Increasingly, companies making large numbers redundant help them with their re-employability Classic employability portfolio case in NL: NedCar  wanted to lay off thousands, then possibly take back later However, probably not much learning involved Should this be part of work-based learning model?

10. Employer engagement challenge You can only engage employers by meeting their needs  They have some idea on skills gaps, training needs  The motive is there, Leitch or no Leitch Professional bodies have an idea on CPD HEIs have an idea on PDP Individuals (learner-employees) have ambitions How do we bring these together? Can any established technology help? What new technology is needed?

11. Discussion Let's start with a round of introductory contributions  0 – 5 minutes on this central topic  clarification only at this stage  please make notes of questions to raise in discussion Then go into open discussion Hope to gather up round of new ideas  how my opinion has changed  what I have learned We will try to summarise and feed back centrally

12. Discussion summary follows

13. 13 Technology for work-based learning 1 Distinguish training from higher-level skills  abstract and conceptual knowledge – are they seen as valid? APEL and other accreditation need streamlining  external regulations impose real drag – free up? Evidence may come from surprising places  360° feedback important, and more  tick / check boxes not enough  approaches to assessment and evaluation  portfolio; peer; self (but accreditation of these?)‏ Get more requirements from industry and learners  e.g. could take account of talent management ideas Vast range of employers and workplaces  perhaps not one size fits all