Shell Modules


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Slides from the Aspire Teaching & Learning Forum 15/09/09.
Lydia Arnold & Liz Warr session on Work Based Learning and Shell Modules.

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Shell Modules

  1. 1. Shell Modules <br />Lydia Arnold & Liz Warr<br />
  2. 2. What (on earth) is a (*******) shell module and why (on earth) would I want one? <br />
  3. 3. Framework for undertaking a learning journey in ANY context<br />Context free<br />Layered content<br />Content related to core elements (e.g. investigative skills, data handling, theory)<br />Traditional content<br />Learners (and teachers) apply the modules <br />What …. <br />
  4. 4. Select and justify an area of practice for development. <br />Plan an action for improvement in your area of practice.<br />Implement and report your action inquiry. <br />Plan further developments to practice.<br />1. Process driven shells<br />
  5. 5. Select and justify an area of practice for development. <br />Explore current [health and safety/business/environmental/technical] challenges and legislation for your industry.<br />Identify and justify a specific [health and safety/business/environmental/technical] challenge to address in your workplace. <br />2. Themed shells<br />
  6. 6. Plan an action for improvement in your area of practice. <br />Plan an action for [health and safety/business/environmental/technical] improvement in your area of practice.<br />
  7. 7. Why? philosophically …<br />Work based learners and employers are best placed to make learning decisions about their learning needs. <br />Knowledge is out there.<br />
  8. 8. Ready validated off the shelf modules for WBL<br />Learner led study modules which can be locally negotiated to meet the needs of learners and employers without the need for validation. <br />‘Heaps’ of skills in negotiating, investigating, applying knowledge, decision making, developing autonomy and problem solving. <br />Practically …<br />
  9. 9. Health and Safety in the work-place<br />Quality Assurance in the work-place <br />Markets and marketing <br />Entrepreneurship <br />Project management <br />Change management <br />Developing communication and team-working <br />Current global issues<br />Sustainable practice <br />Work-place competence development <br />Rural networks <br />Themes …. <br />
  10. 10. Leadership in the workplace<br />The internet and the work-place <br />Work-place relationships and the product journey <br />Investigating sector legislation <br />Action research <br />Economic issues and the work-place(contemporary economic issues)<br />Climate change and the work-place<br />Social issues and the work-place (contemporary social issues)<br />Political issues and the work-place (contemporary political issues)<br />Technological issues and the work-place (contemporary technological issues)<br />International approaches to practice<br />
  11. 11. Explain their role within the context of their work place and their sector.<br />Describe the organisation of their workplace and analyse their working relationships. <br />Compile the knowledge, skills, key competencies and professional requirements required for their work role.<br />Discuss contemporary issues and debates relating to practice. <br />Establish a learning journal for use in practice. <br />Example learning Outcomes : Analysing the work setting <br />
  12. 12. Discuss a range of current environmental issues relevant to practice.<br />Exemplify current initiatives that seek to address relevant environmental issues. <br />Evaluate aspects of their own practice in the context of environmental sustainability.<br />Propose and justify a development in workplace practice to address a current environmental issue. <br />Introducing contemporary environmental issues <br />
  13. 13. Evaluate their knowledge, skills and competencies against standards required for practice. <br />Analyse different ways in which they learn. <br />Apply a model of reflection to a learning experience. <br />Describe ways in which learning occurs in their workplace. <br />Produce or update a professional development plan. <br />Learning for work<br />
  14. 14. Interpret some mini-modules<br />½ Process<br />½ Themed<br />What would you fill this module with?<br />Think of your own students or areas of business<br />Think of existing training courses<br />Think of individual students<br />What are the benefits and difficulties with this? <br />Now what …<br />
  15. 15. 3 in to 1 will go …..<br />Genericise ( &lt;- made up word  )<br />‘Their work place’ <br />Acid test your learning outcomes [butcher, baker & candlestick maker]<br />Rise above the detail <br />Develop a shell module <br />
  16. 16. HEA (2008) Impact of work-based<br />learning as cited by learners AND <br />employers <br />Confidence at work<br />Clearer organisational direction<br />Confidence outside of work<br />Development of standards, policies and contracts<br />Higher aspirations and motivation<br />Improvements in quality <br />Raised personal status<br />Increased innovation<br />More self aware learning to think and challenge assumptions <br />
  17. 17. Improved performance of employees who require less direct support<br />A greater awareness of particular issues <br />Positive attitudinal and behavioural change in line with the values of the organisation (capability expanding)<br />Developed new and enhanced existing skills<br />External recognition and prestige<br />More likely to take stock of performance<br />Wider perspective of workplace issues<br />Better understanding of the workplace organisation<br />
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