Models of work-based learning.

Dr. Lesley Moore

Director of work-based learning and Shell Awards.

Examples of features of work-based learning tasks promoting capacity for Lifelong Learning.

• Engages with standards, criteria & problem analysis.• Awareness of context emphasised.• Authentic representations & productions involved.• Transparency of knowledge promoted.• Reflexivity fostered• Active learners constructed.• Risk & confidence considered.• Balance between formative & summative assessment

considered.

Engages with standards & criteria & problem analysis.(Boud & Hawke 2006)

• Gives learners practice in engaging with criteria & standards.

• Contributes to identifying & developing criteria.• Provides practice in discernment to identify critical

aspects of problems & issues & knowledge required to address them.

• Involves finding appropriate assistance to scaffold understanding from existing knowledge base.

Essential educational shifts to support work-based learning

Traditional learning Content driven Information giving Objectives Teacher controlled – The expert Didactic, Rote learning Surface Learning Passive learner

Lifelong learning Learning outcomes Learner locus of control Facilitation of learning Action learning Problem solving Inquiry based Reflection

Deep learning Active learner

Work-Based Learningtripartite

relationship

Learner/driver

Academic facilitator

Manager/Mentor

Models of Work-based Learning

• Literature & skills prescribed

• Reflection on learning

• National standards & assessment frameworks e.g. Competencies

• Literature & skills explored & negotiated

• Descriptors of outcomes e.g. IPD

• Authentic assessments & reflection on learning e.g. Change management projects, leadership & management

Prescribed Negotiated

HYBRID

Hybrid Model of Work-based Learning

Work based learning &• Learning contract• Negotiated /prescribed

assessment• Negotiated /prescribed

learning opportunities• Reflections on learning• Portfolio evidence

Taught /instruction Master classes,

learning sets & online learning objects

Authentic representations & productions involved.

• Involves working collaboratively on tasks with others (not necessarily involving group assessment).

• Tasks directly reflect forms of activity in practice commensurate with level of skills possessed (that is strong relationship between task & authentic work).

• Involves identifying appropriate communities of practice to assist in developing criteria for good work & opportunities for peer feedback.

WBL assessment is:

• Not aligned with a traditional curriculum.

• Not controlled by the teacher.

• Not reliant on teacher knowledge.

• Not just evidence of Can-do

• Not a surface approach to learning

WBL assessment :• Is aligned with the workplace which is dynamic.• Promotes the locus of control of the learner.• Appropriately selected by the learner.• Negotiated between learner, manager and

academic.• Formalised by the learning contract.• Supported by knowledge of self, the

organisation & relevant theory.

Dynamic Learning Contracts & Authentic Assessments.

• “…work-based learning is as a technology through which selves become enterprising, seeking betterment and fulfilment in the work context in ways that can be both personally and organisationally effective. Work-based learning therefore becomes the indicator both of self-management and a culturally sanctioned way in which employees in restructured workplaces can make a ‘project of themselves’ and at the same time add value to the organisation.”

(Garrick & Usher, 2000. p.9).