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Designing responsive and cost-effective curricula f or work-based learners – effective practice in a digital age. Peter Chatterton, Eta De Cicco , Alison Felce , Emma Purnell. Joint Information Systems Committee. Supporting education and research. - PowerPoint PPT Presentation
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Designing responsive and cost-effective curricula for work-based learners –
effective practice in a digital age
Joint Information Systems Committee Supporting education and research
Peter Chatterton, Eta De Cicco, Alison Felce, Emma Purnell
The workshop
Aims
Provide overview of key needs and
demands of employers and
employees
Promote discussion around the enablers
and barriers for designing and
delivering cost-effective and
responsive curricula
Demonstrate what is
happening within other institutions.
Illustrate how technology can help meet the needs of
work-based learners
Key needs and demands of employers
Do we know what employers want… and do they know what they want?
There is no simple answer
Sector differences
Corporate / SME
differences
Differences in employer “maturity”
Differences in employer
“readiness” for WBL
• Partnership working (design, development & delivery)
• Learner support mechanisms• Alignment with CPD, career
progression, NOS & employer strategic goals
• Alignment with working practices & operational contexts
• Understanding of educational needs –v- vocational needs
• Understanding of transition opportunities• Acting as a learning organisation• Understanding of benefits/impact of
education programmes• Understanding of benefits of partnership
working• Ability to align central services (e.g. HR)
with “local” needs.
• Each sectors’ needs are unique and complex.
• Differences in bodies e.g. sector bodies, professional bodies
• Differences in national and regional initiatives.
Differences in employer
motivations
• Workforce skills development• Skills utilisation• Acquiring/retaining staff• Promoting entrepreneurship & innovation• Meeting regulatory demands
Sustainability framework for responsive and cost-effective curricula
Alignment
• Employer strategic goals• CPD programmes & staff career
progression.• Employer appraisal systems. • Legislative/standards compliance e.g. NOS • Working practices & operational contexts• Employee and employee needs• Mobility of qualifications e.g. cross-border
Partnership approaches
• Structures and processes to support partnership working (design and delivery).
• Demand-driven.• Sector approaches.• Breaking down cultural &
communication barriers• Common terminology/language• Measurement of impact & costs-
benefits.
Models of responsive curricula
Delivery
• Learning contracts (3-way) / personalised learning / PDPs
• Flexible, blended approaches.• APL• Adaptability to suit different learning styles• Support for learners e.g. trained work-based
mentors and assessors, e-induction/e-support• Appropriate use of technology tools e.g.
• e-portfolios• web-conferencing• Admin/management/enrolment• Networks/communities of learning• Multimedia • e-assessment/feedback/• e-APEL• Mobile learning/assessment
Design
• Generic educational frameworks that can be customised (e.g. Shell frameworks)
• Agile design (ICT supported).• Key focus on learning outcomes• Flexible qualifications and pathways• More emphasis on “process” curricula,
experiential/self-directed learning, evidence-based assessment.
• Balancing “competence” and “capability” approaches
• Transition e.g. from VQs to degree study• Cost-effective & efficient design/delivery
(minimising loss of working time)
www.tinyurl.com/wbl-toolkit
The publication
Forms part of the successful Effective Practice series.
Explores ways institutions can respond to the opportunities and challenges presented by LL.
One dimension of LL today – learning in the workplace
Variety of technologies being used to support and deliver lifelong learning.
The last column on the far-right of the table summarises the types of technologies used by case studies.
Cogent
Focus of Nexus is to achieve sustainable, employer-centred provision that can deliver more flexible higher education programmes to employees predominantly in the Glouc region.
Nexus has been using two tools to support its work: the Gloucestershire Framework for Personal and Professional Development and the online Co-generative Toolkit (Co-genT).
Gloucestershire Framework
Gloucestershire Framework
Co-generative Toolkit (Co-genT) is an online package of resources to support planning, design, implementation and assessment of curricula in HE.
Nexus used Co-genT to assist in negotiating bespoke programmes and courses.
http://www.pebblepad.co.uk/cogent
Co-genT
Using tools to streamline the curriculum negotiation process with employers supports a shared understanding.
Engaging employers may require changes to internal processes to accommodate work-based learning (precise costing provision; more rapid programme/course design and approval; employer-focused information; flexible delivery).
Key points
Questions?