Work Based Learning

Cloud created by:

Graham Attwell
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?

Extra content

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

  • 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

  • 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.

Functional Skills

  • 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.

BTEC WorkSkills

  • 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.

Support

  • 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.

keith rothwood
11:38 on 27 February 2016

Embedded Content

Contribute

Graham Attwell
10:13am 30 November 2009


Live blogging - Christoph providing introduction to work based learning.

Looking at backround theory - double loop learning, communities of practice, reflective practitioner, activity theory / systems.

Communities practice has ignored issue of power and distinction between formal and informal learning (noting difficulty of distinguihing betwen two). Importance of organisational aspects of work based learning - tension between agency and structure

Norbert counterposing socio cultural theory to activity systems theory.

Group discussion on use of mobiles for work based learning outcomes later :)

Graham Attwell
5:57pm 30 November 2009


Notes from groupwork session

Defining agency in relation to work based learning

How much value your work and what kind of job you do effects willingness to learn

How is mobile media used for meaning making in wbl – depends what occupation – eg bike courier

People with no technologies often more important (eg managers with secretaries - but identity dependent on what kind of job you had.

Conversation about up and deskilling – and balance – eorformance support associated with deskilling

Learning materials – mash up -

Learning and play and work based learning – how cab play lead to employment (or social capital)

notion of user generated content – In different work based contexts – no way to user generate work patterns analysing activities – computationally interesting but social and work life issues

Discussion over problem solving

Privacy issues big – what contexts can be shared and what permissions

Group 3

What are we going to lose – global phone booth and acceptable behaviour

Mobile phones used mainly for voice (????what about text)......mobiles as tools for appropriation for work practices – is this leading to 24/7 working..social ambiguity / fuzzyness. Issues and balance between dependency and intruding. Do not want tracking systems. Hard time separating todays work from tomorrows work. Interrupt driven society. Knowledge emulation society.

Need synergetic balance between on-line and off-line society

Looked at structures. Important to understand structural changes currently happening in world of work – increased importance of SMEs and challenges of different sectors in relation to learning.

We know too little about nature of work practices in different contexts – may been ethnographic studies in order to start think about role of mobile devices.
Issue re habitus of learning is it knowledge management or learning.

Can you separate structures from cultural practice?

Context sensitivity important.

Intervention around mobile devices which does not support current practices will not succeed.

Not convinced that productivity paradigm driving introduction mobile device – more possibly a communication paradigm – this has implications for introduction for learning.

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