Shell Modules

Lydia Arnold & Liz Warr

What (on earth) is a (*******) shell module and why (on earth) would I want one?

Framework for undertaking a learning journey in ANY context

Context free◦ Layered content◦ Content related to core elements (e.g.

investigative skills, data handling, theory)◦ Traditional content

Learners (and teachers) apply the modules

What ….

Select and justify an area of practice for development.

Plan an action for improvement in your area of practice.

Implement and report your action inquiry.

Plan further developments to practice.

1. Process driven shells

Select and justify an area of practice for development.

Explore current [health and safety/business/environmental/technical] challenges and legislation for your industry.

Identify and justify a specific [health and safety/business/environmental/technical] challenge to address in your workplace.

2. Themed shells

Plan an action for improvement in your area of practice.

Plan an action for [health and safety/business/environmental/technical] improvement in your area of practice.

Work based learners and employers are best placed to make learning decisions about their learning needs.

Knowledge is out there.

Why? philosophically …

Ready validated off the shelf modules for WBL

Learner led study modules which can be locally negotiated to meet the needs of learners and employers without the need for validation.

‘Heaps’ of skills in negotiating, investigating, applying knowledge, decision making, developing autonomy and problem solving.

Practically …

Health and Safety in the work-place Quality Assurance in the work-place Markets and marketing Entrepreneurship Project management Change management Developing communication and team-working Current global issues Sustainable practice Work-place competence development Rural networks

Themes ….

Leadership in the workplace The internet and the work-place Work-place relationships and the product journey Investigating sector legislation Action research Economic issues and the work-place(contemporary

economic issues) Climate change and the work-place Social issues and the work-place (contemporary social

issues) Political issues and the work-place (contemporary

political issues) Technological issues and the work-place

(contemporary technological issues) International approaches to practice

Explain their role within the context of their work place and their sector.

Describe the organisation of their workplace and analyse their working relationships.

Compile the knowledge, skills, key competencies and professional requirements required for their work role.

Discuss contemporary issues and debates relating to practice.

Establish a learning journal for use in practice.

Example learning Outcomes : Analysing the work setting

Discuss a range of current environmental issues relevant to practice.

Exemplify current initiatives that seek to address

relevant environmental issues.

Evaluate aspects of their own practice in the context of environmental sustainability.

Propose and justify a development in workplace practice to address a current environmental issue.

Introducing contemporary environmental issues

Evaluate their knowledge, skills and competencies against standards required for practice.

Analyse different ways in which they learn. Apply a model of reflection to a learning

experience.

Describe ways in which learning occurs in their workplace.

Produce or update a professional development plan.

Learning for work

Interpret some mini-modules◦ ½ Process◦ ½ Themed

◦ What would you fill this module with? Think of your own students or areas of business Think of existing training courses Think of individual students

◦ What are the benefits and difficulties with this?

Now what …

3 in to 1 will go …..

Genericise ( <- made up word ) ‘Their work place’ Acid test your learning outcomes [butcher,

baker & candlestick maker] Rise above the detail

Develop a shell module

HEA (2008) Impact of work-basedlearning as cited by learners AND employers Confidence at work

Clearer organisational direction

Confidence outside of work

Development of standards, policies and contracts

Higher aspirations and motivation Improvements in quality

Raised personal status

Increased innovation

More self aware learning to think and challenge assumptions

Improved performance of employees who require less direct support

A greater awareness of particular issues

Positive attitudinal and behavioural change in line with the values of the organisation (capability expanding)

Developed new and enhanced existing skills

External recognition and prestige

More likely to take stock of performance

Wider perspective of workplace issues

Better understanding of the workplace organisation