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Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
Technology for Work-Based Learning, 1
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Technology for Work-Based Learning, 1


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  • 1. Technology for work-based learning
      • Simon Grant and Peter Rees Jones
      • JISC CETIS Conference
      • Aston, 2008-11-25
  • 2. Building on present practice and supporting technology
      • Simon Grant
      • JISC CETIS Conference
      • Aston, 2008-11-25
  • 3. Central topic
    • Not focusing on e-learning as e-learning
      • if the issues for work-based e-learning are just the same as for any other e-learning
    • but rather:
    • technology which supports learning in the workplace, and the relationship between learning and work, including relating the needs of employers and employees
    • start from current examples of work-related learning
      • potential, problems, issues, questions
  • 4. Work as integral part of learning
    • Work is not usually an integral part of e.g. course
    • Work as integral part of learning includes
      • Work experience (part of school curriculum)‏
      • Placement (part of several degrees)‏
      • Year abroad (typically part of language degrees)‏
      • Explicit learning about work (addressed later)‏
    • Technology is uneven
      • Some e-portfolio provision
    • Is any technology support needed or wanted?
    • Do employers want to be involved?
  • 5. Employer-led skills training
    • Training directly for the job, employer sponsored
    • Includes the widely adopted “Train to Gain”
    • Ordinary training courses from
      • commercial providers
      • HEIs/FEIs
      • may be at work, on campus, in training centre
    • Skills frameworks like SFIA may help identify need
    • What kind of systems currently exist to manage skills in the workplace?
  • 6. Professional development
    • Facilitated and/or set out by professional bodies
    • Some professional bodies adopting e-portfolio tools
      • but what (if any) is the relationship to employers?
    • Are professional bodies interested in what matters to non-professional employers, and vice versa?
      • Some cases of integration?
        • health?
        • other recognised professions?
        • what else?
  • 7. Self-motivated learning related to work
    • OU provides a good example
      • often related to work, though also often not
      • also does courses for employers
      • provides distance e-learning and portfolio tools
    • What is the difference between
      • self-motivated work-related learning
      • learning in the workplace including employer priorities?
    • What technology addresses the relationship between employers' interests and employees' interests, in learning education and training?
  • 8. Learning based on experiences emerging from work
    • Action Learning
      • established for decades – see e.g. Wikipedia
    • Action Research
      • may have drawn on Action Learning, though not obviously
    • Inquiry-based learning
      • another variation on the same theme, and there are more
    • All these practices relate work and learning intimately
      • What technology is used to support these practices?
        • or could be used?
  • 9. On-the-job employability
    • Increasingly, companies making large numbers redundant help them with their re-employability
    • Classic employability portfolio case in NL: NedCar
      • wanted to lay off thousands, then possibly take back later
    • However, probably not much learning involved
    • Should this be part of work-based learning model?
  • 10. Employer engagement challenge
    • You can only engage employers by meeting their needs
      • They have some idea on skills gaps, training needs
      • The motive is there, Leitch or no Leitch
    • Professional bodies have an idea on CPD
    • HEIs have an idea on PDP
    • Individuals (learner-employees) have ambitions
    • How do we bring these together?
    • Can any established technology help?
    • What new technology is needed?
  • 11. Discussion
    • Let's start with a round of introductory contributions
      • 0 – 5 minutes on this central topic
      • clarification only at this stage
      • please make notes of questions to raise in discussion
    • Then go into open discussion
    • Hope to gather up round of new ideas
      • how my opinion has changed
      • what I have learned
    • We will try to summarise and feed back centrally
  • 12. Discussion summary follows
  • 13. Technology for work-based learning 1
    • Distinguish training from higher-level skills
      • abstract and conceptual knowledge – are they seen as valid?
    • APEL and other accreditation need streamlining
      • external regulations impose real drag – free up?
    • Evidence may come from surprising places
      • 360 ° feedback important, and more
      • tick / check boxes not enough
      • approaches to assessment and evaluation
        • portfolio; peer; self (but accreditation of these?)‏
    • Get more requirements from industry and learners
      • e.g. could take account of talent management ideas
    • Vast range of employers and workplaces
      • perhaps not one size fits all