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Technology for  work-based learning <ul><ul><li>Simon Grant and Peter Rees Jones </li></ul></ul><ul><ul><li>JISC CETIS Con...
Building on present practice and supporting technology <ul><ul><li>Simon Grant </li></ul></ul><ul><ul><li>JISC CETIS Confe...
Central topic <ul><li>Not focusing on e-learning as e-learning </li></ul><ul><ul><li>if the issues for work-based e-learni...
Work as integral part of learning <ul><li>Work is not usually an integral part of e.g. course </li></ul><ul><li>Work as in...
Employer-led skills training <ul><li>Training directly for the job, employer sponsored </li></ul><ul><li>Includes the wide...
Professional development <ul><li>Facilitated and/or set out by professional bodies </li></ul><ul><li>Some professional bod...
Self-motivated learning related to work <ul><li>OU provides a good example  </li></ul><ul><ul><li>often related to work, t...
Learning based on experiences emerging from work <ul><li>Action Learning </li></ul><ul><ul><li>established for decades – s...
On-the-job employability <ul><li>Increasingly, companies making large numbers redundant help them with their re-employabil...
Employer engagement challenge <ul><li>You can only engage employers by meeting their needs </li></ul><ul><ul><li>They have...
Discussion <ul><li>Let's start with a round of introductory contributions </li></ul><ul><ul><li>0 – 5 minutes on this cent...
Discussion summary follows
Technology for work-based learning 1 <ul><li>Distinguish training from higher-level skills </li></ul><ul><ul><li>abstract ...
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Technology for Work-Based Learning, 1

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

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