Work Based Learning
Cloud created by:
16 November 2009
Mobile Work-Based Learning & Context - Cristoph Pimmer
To create and encourage mobile learning opportunities across work contexts, a number of cognitive, didactical, organisational, socio cultural, technological, legal and usability related issues has to be addressed. Consequently, the central question to be addressed should focus on how changing contexts can (positively) impact on the process of learning (drawing on Kukulska-Hulme et al., in press according to the respective situation.
Implementing a socio- cultural ecology for learning at work – ideas and issues - Graham Attwell
- Can developmental competences be acquired in the absence of formal and institutional learning?
- How can developmental competences based on informal learning be recognised?
- How can we develop intrinsic motivation for work based learning and competence development?
- How can we recognise development zones for reflection and learning?
- Is it possible to appropriate social and business processes and applications for learning?
- Is there a continued role for educational technologies if learning materials are user generated and technologies and applications are appropriated?
- What are the socio – technical competence sand literacies required to facilities learners to appropriate technologies?
What is Work Based Learning?
Work-based learning is your chance to discover things you can't learn in a classroom. Get inside information about the career you're interested in, or simply get a taste of what it's really like on the job.
Why Choose Work-Based Learning?
- Benefits to Students. Work-based learning can help students improve academically. It helps them learn how the things they learn in the classroom are connected to the real world. It's also a great way to explore career options.
- Benefits to Schools. Work-based learning can improve student motivation, attendance, and graduation rates. It can also improve the school's relationship with the community.
- Benefits to Employers. Work-based learning helps employers reduce their recruitment and training costs. It also helps them hire better-prepared employees who understand workplace expectations.
Work-based learning qualifications
- BTEC Apprenticeships are work-based learning programmes that have been developed with employers to equip learners with the skills that businesses look for.
- BTEC Firsts allow level 2 learners to develop their knowledge and understanding by applying their learning and skills in a work-related context. BTEC Specialist and Professional qualifications give learners the knowledge and skills they need to progress in the workplace.
- Edexcel Functional Skills are qualifications in English, maths and ICT that equip learners with the basic practical skills required in everyday life, education and the workplace.
- WorkSkills are BTEC qualifications that can be slotted in and around other courses to accredit skills already being taught and further boost students’ CVs.
Prior to commencement of the placement,
students undertake a university-based Induction Programmes such as University of Chester which are designed to increase their awareness of the sorts of skills and abilities employers are increasingly looking for in their employees. Topics covered include organisation theory, project management, communication and teamwork.
Students are encouraged to plan what they wish to learn through the placement (based on their job description), to manage their own learning, and to reflect on their learning after the placement.
At the end of the placement, students complete assessments that explore their understanding of the organisation and the environment in which it operates, as well as demonstrating their learning in the placement.
Students choose the type of placement they wish to undertake which often relates to their area of academic study or future career direction.
- Pre-placement, students undertake a University-based compulsory Induction Programme that explores the skills employers are looking for in their employees and gives the student detailed advice on how to complete the assessment.
- Students are encouraged to plan what they wish to learn through the placement (based on their job description), to manage their own learning, and to reflect on their learning after the placement.
- The Learning Agreement drafted by the student with the support from a tutor, sets out the learning and development areas the student wishes to focus on. We ask that placement supervisors discuss the Learning Agreement with the student at the start of the placement to ensure that their goals are realistic.
- Tutors who have actual work experiance or they have already worked as support representatives in customer services department for major UK brands like vodafone, sky, virgin media & BT are available to offer advice and guidance throughout the placement.
11:38 on 27 February 2016