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CCJ Tutors - Distance learning training with a work based twist
1. Any questions during this session
– then please raise your hand
1
Work based Learning, Online learning and Assessment - Some Ideas
Steve Mackenzie June 16th 2009 1
2. 2
Learning for work e.g. work placements on a
sandwich degree programme (may be referred
to as work placed learning)
Learning at work e.g. in house training or
personal development programme
Learning through work with formal
accreditation
3. 3
Dif ferences between WBL and
classroom learning (David Gray refers to Raelin
(2000) who argues that work based learning is different to
classroom learning in a number of important ways):
Work based learning is centered around reflection on work practices
Work based learning views learning as arising from action and problem
solving within a working environment.
Work based learning requires not only the acquisition of knowledge but
the acquisition of meta-competence – learning to learn.
Gray, D (2001) A Briefing on Work Based Learning LTSN generic
centre Learning and Teaching Support Network
4. 4
Bearing in mind these differences rather than formal
examinations assessment methods could include:
Self and peer assessment
Assignments and projects
Portfolio building
Presentations
Practical assessment of professional competence in the workplace
5. 5
Convenient and flexible for staff and students
Easy access to content
Student progress can be monitored
Learning can be extended and enhanced
Support can be extended and enhanced
7. 7
Social Networking
Also
Connections to people and resources
Specialist Online
interactive multimedia
applications
Social Bookmarking
Direct links to websites,
documents and media
Connections to useful websites and other online
resources
Online Media
Examples include youtube (video), flickr (photos), itunes
(podcasts) plus self produced media
8. 8
Blackboard
Available, Supported and Familiar
Not dependent on third parties
Secure, Safe and Private
Relatively ‘Clunky’ Navigation and
Communication
Theoretically CCJ Tutors should be
familiar with the blackboard
environment and module development
will not require too much new learning,
Open Web 2.0 Using Web2 - Tutor Checklist
-
Communication - much easier using web
2.0 tools (for staff and students)
For pure learning, connecting and
communicating and for the personal
benefit of a student web 2.0 approaches
are popular and enjoyable
Lifelong learning – for students it is much
easier to store work outside of a
university controlled zone – at the end of
their studies they will still have access to
their work and media
Third party: DMU cannot control the levels
of Security, Privacy or Delivery of service (
not to say that they are necessarily bad )
Data backup – If important - can data be
retrieved , is it easy to backup. What
happens if a service closes down?
9. 9
Student Induction
Expectations and Ground Rules
Strong explanation why new online ways of learning
(contributing, participating) are beneficial (e.g)
Externalizing your thoughts helps to clarify your understanding
Regular time to think about what you have learnt
Your ideas and thoughts are captured and easily retrieved
Learn from others ideas
Helping others (reinforces your knowledge)
Ask for help and you will get it
Introductory tasks (if 4 modules in a block, maybe
work together, so tasks are not repeated)
Facilitation, Encouragement and Leading by example
10. 10
Number of students
Course length (weeks)
Tutor time (facilitation and marking)
Peer, Group and Self Assessment
Formative, Summative - the right mix
Essays, Reports, Assignments
Turnitin
For submission
Plagiarism http://www.bioscience.heacademy.ac.uk/ftp/resources/shortguides/plagiarism.pdf
11. 11
Blackboard Blogging Activity
Work based Learning module
Wiki – External Problem Based Learning wiki
http://assoppbl.wikispaces.com/
Blackboard Discussions and Wiki
MA Youth Work Module – Health and Social Research Methods
Discussions – more of a learning rather than assessment activity. Each
student to make 3 contributions to a seminar. Usually three seminars, each
seminar is 2 weeks long. If you don’t contribute you are not allowed to take
the written assignment. (Contributions are usually of high quality)
This year a wiki ‘seminar’ was included instead of one discussion
12. 12
Using Technology for Assessment (HEA Website)
Using wikis for Summative and Formative Assessment (Marija Cubric)
http://www.reap.ac.uk/reap07/Portals/2/CSL/t2%20-%20great%20designs%20for%20assessment/web%202.0%20pedagogic
%20design/Using_wikis_for_summative_and_formative_assessment.pdf
Plagiarism Awareness – Using turnitin for peer assessment (Ledwith &
Risquez) http://www.edgehill.ac.uk/solstice/Conference2006/documents/24.pdf
Using wiki technology to support group work in a blended learning
environment in higher education (Martina Doolan)
http://www.edgehill.ac.uk/solstice/Conference2006/documents/session21.pdf
Facilitators and Barriers to developing learning communities (uses of wikis
and blogs for assessment) (HEA Website)
Peer Assessment and Peer Evaluation (The Foundation Coalition)
Group, Peer and Self Assessment (HEA Legal Education website)
Assessing by MCQ tests (HEA Legal Education website)
Join the DMU Distance Learning SIG for further voluntary help and support
– float your idea and get feedback from other DMU colleagues interested in
this area.
Editor's Notes
Understanding 1 (even though it as a long history at higher education level) and understanding 2 are not usually assessed or accredited. For higher education (in consultation with employer organizations and the employee) the newer understanding 3 brings with it the role of providing academic rigor by way of i) defining appropriate learning outcomes, ii) effective teaching and learning strategies and iii) valid and reliable assessment.
If these three elements are met then the work based learner will more likely be in a position to reap the satisfying rewards of self fulfillment and self development which will be important in motivating them during the period of a course. For work based learning to be of value to an employer organization, then at the end of the learning process, amongst other things they may like to see that the learner has i) acquired specific skills ii) demonstrated general problem solving skills iii) demonstrated ability to be creative in generating ideas, in addition to iv) a mechanism to identify what level of skills and ability an individual has achieved. With the advent of e-learning in general and web 2.0 technology in particular, Higher education is in a position to take advantage of the ease of use and flexibility of 21st century learning tools to i) improve communication between all three parties ii) provide opportunities for learners to present and externalize their knowledge iii) engender a dialogic framework that can easily elicit feedback from tutors, employers and the wider world and iv) foster the development of a learners own personal learning environment and personal knowledge management skills to enhance their development as a lifelong learner.
This last point may have additional resonance with employer organizations that have a mindset of a learning organization, as they will be looking to go beyond isolated programmes of learning and look to embed systems which encourage learning and will benefit the whole organization as an ongoing way of being. This sort of organization will ideally have structures in place that encourage individual participation, create opportunities for interaction and create mechanisms to share ideas so that a culture of learning from each other ensues.