Supporting Mentors and Resource
Transformation
Michael Farquharson, Justin Luker and Richard Jones
The Project
Supporting Mentors and Resource Transformation
The SMaRT project‘s remit was to
investigate, develop and imple...
Generality
Links With Other JISC Projects
SURF WBL-WAY –
Individualised Support for
Work-Based Foundation
Staffordshire Un...
An Engaging, Customised and Flexible Framework
Challenges
How can we develop systems to
engender stakeholder ship in work-...
Changes in the
mentors role,
organisational
changes and
consistence
mentor skills set
e.g. mentor
movement
PlacesEquality
...
The Jouney
Route chart
Identified Work-
based Mentors
on FD
programmes
Fact Finding
Bench Marking:
sound evidence
Applied ...
The Jouney Continues
Direction
Extract
commonalities and
emerging themes
Naive users
engaged
Organic system
with focus on
...
How can we develop systems to engender
engagement in work-based educational
scenarios?
What do we need to achieve with 'wo...
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Smart Oxford Presentation

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Smart Oxford Presentation @ FoA 20th Oct 2010

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  • Workbased Learning is a phenomenally varied area. The SMART research found within the project confirms some of the controversy that surrounds our understanding of mentorship within learning pathway. By identifying core elements of workbased programmes, the development of the system could provide the necessary support and developmental opportunities at the same time.
  • Similarities with other projects were important
    Work-based Mentors are not always trained and therefore do not follow a structured recognisable path. Students on the same programme could experience different levels of support, based on mentor understanding and lack of educational programme knowledge.
  • Assemblies: Development of systems
     
    1. How can we develop systems to engender stakeholder ship in workbased educational scenarios?
    NB/ What are the key elements required for engagement
    2. It is not about changing workbased processes, to fit into educational systems (Please discuss)
    NB/ How to match the educational processes with the workbased environment.
    3.With such flexibility and increasingly fluid communities how can we provide the framework for formally assessed education via technology?
    NB/ What is the technological design required for work patterns


    How can we get systems to work for and with the developing needs of the work based programmes?

    How can we assess someone doing something we haven’t done?

    What did we want to achieve using this technology.
  • Point 4 note: Applied to something we knew! To establish validity
  • Point 6: Naive users engaged, perceived value, transparent technology
  • How do we develop systems/procedures which meet education standards but work for the needs of 'work based programmes'.
    Consider context problems that are embedded within the workplace: volatility of business structure, flexibility of workforce etc. and the requirements of education institutions: appropriateness and levelness of work, assessment variability etc.

    Address the kernel question of what do we need to achieve with 'work placed learning' using technology rather than what can we use all his technology for.


    Thirdly, through the different contexts of supporting mentors e.g. foundation degree students: student mentors for fd transition (Hellonet) and work based mentors (SMART). explore the different mentor support models including any general extractions (attributes) which span across all/most mentor support models. 
  • Smart Oxford Presentation

    1. 1. Supporting Mentors and Resource Transformation Michael Farquharson, Justin Luker and Richard Jones
    2. 2. The Project Supporting Mentors and Resource Transformation The SMaRT project‘s remit was to investigate, develop and implement processes and tools to help support the mentorship role within work based learning environments. The project used data and information identified by those working within a work based setting. Areas of technology were investigated and considered in the planning and development of the resource.
    3. 3. Generality Links With Other JISC Projects SURF WBL-WAY – Individualised Support for Work-Based Foundation Staffordshire University HELLO and HE Net - Social networking and community building: support for learners using online tools Leicester Coll & De’Montford Uni 3 Interactive Work Based Learning Environments Westminster University Similarities with other projects were important Work-based Mentors are not always trained and therefore do not follow a structured recognisable path. Students on the same programme could experience different levels of support, based on mentor understanding and lack of educational programme knowledge. 2 1
    4. 4. An Engaging, Customised and Flexible Framework Challenges How can we develop systems to engender stakeholder ship in work- based educational scenarios? Engagement It is not about changing work-based processes, to fit into educational systems Customisation 3 With such flexibility and increasingly fluid communities how can we provide the framework for formally assessed education via technology? . Flexible Framework •Seeks to standardise the core identified elements of mentorship •Maintaining unique elements of mentoring context •No compromise on learning styles and learning opportunities: •Individual •sector perspectives •The system performs two distinct roles: •educational development of the mentor •support for the mentor whilst they support the student. 2 1
    5. 5. Changes in the mentors role, organisational changes and consistence mentor skills set e.g. mentor movement PlacesEquality A simple affordable development architecture capable of providing the flexibility in development required.: 3D, interactive, extensive library of functions, smooth graphics etc…. Technology Levels of engagement varies from one programme to another, changes to the Foundation Degree programme availability. 321 Some examples of concerns to address Issues
    6. 6. The Jouney Route chart Identified Work- based Mentors on FD programmes Fact Finding Bench Marking: sound evidence Applied to establish validity Conformation of our ideas
    7. 7. The Jouney Continues Direction Extract commonalities and emerging themes Naive users engaged Organic system with focus on generic sections
    8. 8. How can we develop systems to engender engagement in work-based educational scenarios? What do we need to achieve with 'work placed learning' using technology? With such flexibility and increasingly fluid communities how can we provide the framework for formally assessed education? Group Topics Discussion Discussion Topic One Discussion Topic Three Discussion Topic Two

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