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CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
CCJ Tutors - Distance learning training with a work based twist
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CCJ Tutors - Distance learning training with a work based twist

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  • 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.
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    • 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
    • 6. 6 Discussions Discussion Boards Reflection with links to Evidence of work E-portfolio Reflection Collaboration Blogs Wikis Basic Knowledge Multiple Choice Type Tests
    • 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.

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