The development of an online distance learning diploma in logistics using the wbl maturity toolkit

The Development of an Online Distance Learning Diploma in Logistics using the WBL Maturity Toolkit

Summary:

This planning document identifies the areas of the WBL Maturity Toolkit that will be used to develop the new online distance learning version of the CILT(UK) Diploma in Logistics and Transport at Swansea Metropolitan University.

Each of the relevant areas, taken from the current version of the Toolkit, is detailed below. It will be noted that of the 12 criteria in the 4 areas of focus chosen, 4 of the criteria specifications in the Toolkit are incomplete. It is anticipated, therefore, that the exercise will not only assist in the development of the new course, it will also contribute to the development and completeness of the WBL Maturity Toolkit itself.

WBL Maturity Toolkit Areas of Focus:

1 Institutional readiness

1-1 WBL strategy and plans

1-8 WBL procedures and processes for programme validation

1-9 QA for WBL

1-12 Business, commercial and financial approaches

Area of focus 1 Institutional readinessCriterion 1-1 WBL strategy and plans

Main statement

A WBL strategy/business plan is in place which aligns with the institutions overall strategy/business plan and linked strategies and which provides for local customisation of faculty/school/department WBL implementation plans and is driven by a senior management team which regularly monitors and evaluates the strategy/plans at local and institutional levels.

Self assessment guidelines

WBL is identified in the institution’s strategic and business plans as a key priority for development.

The WBL strategy is aligned with other related strategies e.g. distance learning, e-learning, ICT, teaching & learning, library and information services.

The WBL strategy is regularly reviewed and updated by a senior managemen team. An institutional WBL business plan is in place and provides a framework within which

faculty/school/department plans are developed and monitored. The strategy is coherent and allows customisation to local needs. The strategy is made public. The strategy has performance measures and is monitored at institutional and local levels.

Evidence to look for

Existence of a specific WBL strategic plan. The WBL strategy is embedded in the institution’s strategy. WBL embedded in other related strategy documents (e.g. e-learning, ICT, teaching and

learning, library and information services) The institutional WBL strategy guides local customisations at Faculty/School and

programme level. Performance monitoring and evaluation is undertaken and documented. The involvement of employers in WBL programme design is integral to the process. A Professional Practice Accreditation “shell framework” provides a basis for the award of

credit for work-based projects, reflective accounts and research directly personal and organisational improvement goals.

Processes for developing cohort/ individual WB learning action plans are in place and are well understood.

The development of WB learning action plans is a rigorous process, worthy of academic credit, which consolidates underpinning knowledge and expertise establishing a clear

baseline for further personal development. APEL policies, strategies and practices reflect the need for WB learning action plans to be

grounded in existing learning and experience which may sometimes merit the award of credit.

Programme approval & validation processes for assessing and accrediting learning (including learning not provided by the organisation) focus on providing a fast-track and lean process.

Criterion 1-8 WBL procedures and processes for programme validation Main statement

Procedures and processes for programme approval and validation accommodate the particular needs and requirements of WBL programmes.


There is a programme approval & validation process for assessing and accrediting learning (including learning not provided by the organisation) which focuses on providing a fast-track and lean process.

Processes provide flexibility for taking on part-time academic staff within a suitable timeframe.

Processes to support negotiated programmes with employers.


A Professional Practice Accreditation “shell framework” provides a basis for the development/derivation of bespoke/personalised awards that can be fast-tracked for approval while maintaining the essential rigour

Validation and accreditation processes reflect the needs of WBL courses. Validation procedures allow for short courses and smaller modules Timing of validation allows for validation of WBL courses at any time of the year Dedicated staff responsible for WBL validation centrally ad/or in faculties Assessment procedures are timed to allow learning to be accredited at times appropriate

for WBL and there is provision for AP(E)L Job descriptions for part-time staff working in WBL have been agreed. (See Criteria 3 Programme Design)

Further info and examples

University of Bradford Professional Studies awards framework and shell frameworks at Derby, Plymouth

Criterion 1-9 QA for WBL Main statement

Are there (Sufficient/necessary) Quality Assurance procedures are in place for WBL?


Employers (& partner providers) fully understand the implications of academic quality and standards.

The HE institution has full oversight of all assessment decisions and has a direct relationship with any assessor.

Mechanisms are in place to profile and scope tutors, assessors and external examiners to meet specific WBL methods and contexts and to ensure comparability of standards.

Separate external examiners are engaged to focus on skills/competencies and on subject matter.

The workplace is fit-for-purpose as a place of learning. Procedures are in place for learner assessments and peer assessments. Tutors, assessors and mentors have the relevant competencies at the appropriate level. Procedures are in place for employers as mentors and assessors (& other third parties

such as partner providers).


Employers are included in programme design and validation processes There is a process for gathering feedback from Employers and mentors. External examiners have relevant background and knowledge of WBL There are sufficient support mechanisms in place for WBL e.g. mentoring, peer support. There is a timley process to feedback quality issues to employers involved in WBL courses.

Criterion 1-12 Business, commercial and financial approaches

Main statement

A business model and costing policy is in place which encompasses the provision of other WBL services such as the development of bespoke programmes and APEL and recognises the different resourcing model deployed when learning takes place on employer’s premises with WB mentor support.

Self assessment guidelines Evidence to look for

2. Faculty/school/department readiness

2-1 WBL strategy and implementation plan

2-4 Training and support for external staff and employers

Area of focus 2 Faculty/school/department readiness Criterion 2-1 WBL strategy and implementation plan

Main statementA WBL strategy and implementation plan (incorporating measures of success) is in place which is regularly monitored and evaluated.


Criterion 2-4 Training and support for external staff and employers Main statement Appropriate training and support for all external staff and employer staff is provided.


Appropriate training and support for mentors and assessors is provided. Appropriate training and induction for part-time staff is provided e.g. external

examiners. Appropriate ICT training and support is provided (e.g. to use e-portfolio systems).


3. Programme design for WBL

3-3 Development and planning for validation

3-4 Alignment with professional standards

3-8 IT Support

3-11 Learning materials and resources

Area of focus 3 Programme designCriterion 3-3 Development and planning for validation

Main statementValidation procedures meet the needs of all stakeholders with sufficient contingency/flexibility to respond to change.


Process and procedure for planning and gaining validation within the institution. Legislative and regulatory compliance issues are identified and planned for in advanced

e.g. IPR/ copyright etc. There is flexibility to negotiate, modify and design bespoke learning programmes/

modules and award titles without going through a full validation process. Contingencies are in place to account for interruptions to learner progress e.g. for

learners who cease employment or the employer becomes bankrupt.

Approval and validation committees have flexible arrangements for meeting and are be able to meet at short notice


Named staff to support employers and institution staff through validation process Processes are in place to enable validation within an appropriate timeframe

Criterion 3-4 Alignment with professional standards Main statement Validation procedures take account of professional standards.


Qualifications are aligned with National Occupational Standards. Where appropriate, qualifications and outcomes are integrated with professional

awards. “Sector” learning outcomes are incorporated, where appropriate, as well as those for

individual employers Evidence to look for

Clear understanding of various accreditation / standards frameworks with clear links to how institutions own provision fits

Criterion 3-8 Integration of ICT/e-learning into curriculum design.

Main statement

ICT and e-learning tools/applications are integrated into curriculum design and the curriculum design processes to aid cost-effective and efficient learning, working, communications, knowledge-sharing and assessment and which meet employer/employee needs.


E-Learning/blended learning strategies are fully integrated into the curriculum design process e.g. E-Portfolios, e-PDPs and e-assessments.

ICT systems and policies ensure access and compliance with usability, accessibility and effectiveness standards for all learners.

Providers and employers collaborate to ensure mobility of learner e-portfolios.


Learners and employers can access learning systems from outside the institution and access if provided in time for course start date (which may be before the fees are paid and full registration is complete)

Course design allows for flexible use fo e-learning to support WBL.

Criterion 3-10 Learning materials and resources

Main statement Learning materials and resources are fit-for-purpose and adhere to institutional guidelines in respect of design, usability, accessibility and access by employers.


6. Quality of the learner experience

6-3 Programme Design, Review and Quality Enhancement

6-4 Programme Delivery and Support

Area of focus 6 The learner experienceCriterion 6-3 Programme Design, Review and Quality Enhancement

Main statement

Work-based learning Programmes are designed to meet employer and industry needs. Institutions have mechanisms in place to enable employers, industry bodies and employees who have participated in the programme to contribute to the design, ongoing review and quality assurance and enhancement of the programme.

Self assessment

Mechanisms are in place to enable Programme Teams to have meaningful dialogues with employers, any relevant professional bodies and sector skills councils and employees

guidelines

accessing work-based programmes to ensure WBL programmes continue to meet needs, relevant occupational standards and facilitate workforce development and career progression.

Mechanisms are in place to enable employers and industry representatives to input to programme approval, validation and programme review and quality assurance processes.

Institutional Programme review processes offer flexibility to enable programme teams to request amendments to programme structures, content and assessments methods to satisfy employer needs.

Employers use company appraisal/professional development systems to capture views about programmes and feedback comments to programme teams.

The Programme Design enables the attainment of learning outcomes to be personalised to individual employees/employer needs.

The Programme Design enables learning outcomes to be achieved through activities that are based on the context of an individual’s work or workplace

The Programme Design is based on blended and flexible approaches that focus on process-driven curriculum, self-directed learning, experiential learning and evidence-based assessment.

The Programme Design enables learners flexibility to determine progression pathways that meet individual or employer need.

The Programme Design offers a range of exit Qualifications and professional awards informed by relevant occupational standards, employer needs, professional bodies and career progression.

The Programme Design and any associated exit qualifications offers cross-border mobility with consistency/portability of outputs and standards/learning outcomes, irrespective of geography.

Programme monitoring and quality assurance processes are designed to engage and actively seek feedback from work-based learners.

Institutional learner satisfaction tools are designed to actively seek feedback from work-based learners and their employers.


Examples of Industry/Education Forums that provide an effective vehicle for ongoing dialogue between employers, work-based learners, professional bodies and programme teams.

Examples of Institutional quality assurance and enhancement policies, strategies and procedures that insist on employer/ professional body input to Programme Design, Programme Approval and Validation and review.

Examples of where dialogue with employers/ WB Learners and/or professional bodies have resulted in changes to programme designs, structures, delivery models and assessment methods.

Examples of Programme Designs that have been influenced by employer/professional body needs.

Examples of Programme Designs that offer work-based learners flexibility and choice relating to satisfying learning outcomes, progression, exit qualifications relating to their work and/or, professional development needs.

Feedback from work-based learners and/or employers to satisfaction surveys.

Main statementWork-based learning Programmes are delivered and supported in cost and time efficient ways that minimises loss of time and maximises efficiencies in cost and time both for the employer, provider and the individual work based learner.


Effective use of technologies is made to deliver and support work-based programmes to maximise cost and time efficiencies for employers, individuals and providers.

Delivery makes full use of progression routes, recognition/accreditation of individuals prior learning/qualifications to offer credit and exemptions to accelerate progress through programme pathways.

Delivery enables the attainment of learning outcomes to be personalised to individual employees/employer needs.

Delivery enables learning outcome assessments to be achieved through activities that are based on the context of an individual’s work or workplace

Delivery is based on blended and flexible approaches that focus on process-driven curriculum, self-directed learning, experiential learning and evidence-based assessment.

Delivery offers learners choice, control and flexibility to determine individual progression pathways that meet individual or employer need.

Delivery and support encourages ongoing review of progress against Personal Development Plans and negotiated refinement of plans, learning milestones and timescales with tutors and assessors in accordance with learner progress, preferences and needs.

Delivery and support offers learners flexibility of when, where and how to engage with their learning

Delivery and support provides both face-to-face and online opportunities for learners isolated in small to medium companies to form peer groups with other work-based learners.

Work-based Learners are supported by both an academic/tutor and work-based mentor/assessor.

Support roles and responsibilities are clear to the Learner from the outset of the programme.

Support structures and resources are accessible to Learners outside traditional academic term times. Online support networks are provided, where appropriate, for learners and other stakeholders such as mentors and assessors.

ICT Helplines and support is provided both during and outwith academic term times.


Examples of activities/decisions that have achieved costs and time efficiencies in programme delivery and support through the introduction of ICT.

Examples from your WBL Programme that illustrate accelerated progression as a result of accreditation/recognition of prior learning

Examples from your WBL Programme that are designed to give module exemption for pre-determined expertise and/or previously attained qualifications.

Examples of activities that have enhanced support using WB mentors/assessors Examples that illustrate effective use of PDP to inform learner choices and negotiations Sample work from WB learners that illustrate the assessment of learning outcomes

situated in the context of an individual’s work environment and/or role in a company.