Transcript Work-Based Learning in the Undergraduate Programme

Work-based
Learning
A Presentation to
FLUID
The Danish Association of Flexible
Learning
September 10th 2003
“Getting Your Degree to Work”
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How the University of East London is
enhancing student employability by
accrediting work-related learning in the
undergraduate programme
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Mary Karpel
[email protected]
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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
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
Existing part time paid work
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“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.”
Use of role play to create an
interactive road safety assembly
Voluntary work
Voluntary work leading to
employment
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"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."
Enterprise
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"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-ofschool club, after
purchasing the business
with two of her
colleagues.
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
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What students say
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"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."
What employers say
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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
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‘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.’
Preparation for Work-based Learning
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http://www.uel.ac.uk/wbl/index.htm
Student Guide to preparing for workbased learning
Drop-in service in the “skills zone”
Telephone and face to face advice and
guidance
Guide contains a welcome and
details the following:
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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.
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.
Aims of Work-based Learning
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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.
Learning Outcomes
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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
Teaching and Learning Methods
Timetabled workshops
 Individual tutorial support
face to face
electronic
 Mentor advice
 Independent learning
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Assessment
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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)