Wbl maturity toolkit meeting v1


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Wbl maturity toolkit meeting v1

  1. 1. The Work-based Learning Maturity Toolkit<br />http://tinyurl.com/wbl-toolkit<br />
  2. 2. Welcome<br />Dr Myszka Guzkowska<br />Pro Vice Chancellor<br />University of Westminster<br />
  3. 3. Agenda<br />
  4. 4. Overview of the WBL Maturity Toolkit<br />
  5. 5. Background<br />JISC Lifelong Learning & Workforce Development programme<br />Projects developing and implementing the use of appropriate technologies and processes to enable HE-level learning services that meet the needs of learners in the workplace, and of their employers.<br />Support, Synthesis and Benefits Realisation:<br />Universities of Bradford, Westminster and UWIC.<br />Craven College<br />ELRAH (Edinburgh, Lothians , Fife and Borders Regional Articulation Hub) / Edinburgh Napier University & Edinburgh’s Telford College<br />
  6. 6. The toolkit helps users/institutions to:<br />Assess current performance in work-based learning.<br />Identify a vision for WBL and the “enablers” and “barriers” for reaching it.<br />Recommend future actions <br />Plan their change management.<br />
  7. 7. Why is it needed?<br />Increasing numbers of students are opting to learn in the work-place - WBL is therefore becoming more strategically important.<br />Good practice is slowly emerging but not widespread in e.g.<br />pedagogic models <br />progression<br />use of ICT<br />partnership working <br />how best for institutions to “prepare for work-based learning”<br />Institutions need to assess their performance against what the sector perceives as “mature” - in order to inform policies/plans. <br />
  8. 8. Has this approach been used successfully before?<br />The Higher Education Academy/JISC national e-learning benchmarking programme (2006-2008)<br />“Maturity” toolkits:<br />Pick&Mix<br />eMM<br />ELTI<br />MIT90s<br />
  9. 9. What does the toolkit contain?<br />Criteria and statements of “mature” performance <br />Self-assessment guidelines <br />to support assessing performance against what the sector currently judges as “mature”<br />A recommended methodology for using it.<br />
  10. 10. The recommended process<br />Two key options:<br />Use within an institution<br />(option for an internal CAMEL group)<br />Collaboration with other institutions<br />using a CAMEL group<br />
  11. 11. <ul><li>Decide upon focus (e.g. whole institution or faculty or programme)
  12. 12. Identify and co-opt stakeholders
  13. 13. Identify initiatives to align with (e.g. development of a WBL strategy)
  14. 14. Agree the timescale and project plan, including defined roles (e.g. PM)</li></ul>Planning<br />CAMEL<br />Meeting<br /><ul><li>Meeting/workshop with all stakeholders to explain process and build commitment
  15. 15. Select relevant criteria from the toolkit & customise as appropriate</li></ul>Commitment & Customisation<br />CAMEL<br />Meeting<br /><ul><li>Identify evidence needed to decide on “level of maturity” for each criterion
  16. 16. Identify methods for gathering evidence
  17. 17. Collect evidence
  18. 18. Synthesis evidence and produce a concise/usable report</li></ul>Evidence Collection & synthesis<br /><ul><li>Review evidence report in “levelling” workshop with all stakeholders
  19. 19. Assess your current performance against criteria/level statements
  20. 20. Ensure that all stakeholders agree on:
  21. 21. Vision & “enablers” / “barriers” for reaching this vision
  22. 22. Recommendations for change</li></ul>Levelling Workshop<br />CAMEL<br />Meeting<br /><ul><li>Convene workshop with group who are identified to take forward the changes
  23. 23. Develop action plan – and define measures of success
  24. 24. Identify institutional structures, systems & champions which can take forward the changes</li></ul>Actions Workshop<br />
  25. 25. “Levelling” workshop<br />For each criterion:<br />Collectively, undertake “levelling” <br />assessing performance against criteria/level statements<br />Not developed: <br />No developed plans and little or no consistent practice<br />Some development: <br />Plans in development and little or no consistent practice<br />Emerging practice: <br />Plans in development (or developed) and emerging consistent practice<br />Consistent Practice: <br />Developed plans and consistent practice<br />
  26. 26. What are the areas of focus?<br />Institutional readiness<br />Faculty/school/department readiness<br />Programme design<br />Programme delivery and assessment<br />Partnership engagement<br />The learner experience <br />Effective, usable, accessible technologies<br />
  27. 27. What are the criteria?<br />1. Institutional readiness<br />WBL strategy & plans<br />Organisation, resourcing and support for WBL<br />Innovation management<br />WBL Customer focus<br />External marketing and communications<br />Processes and procedures for staffing WBL programmes<br />Staff development, recognition and reward<br />WBL procedures and processes for programme validation<br />QA for WBL<br />Systems to support WBL<br />Systems and processes to support registration and enrolment<br />Business, commercial and financial approaches <br />Cross institutional communication and collaboration<br />
  28. 28. What are the criteria?<br />2. Faculty/school/department readiness<br />WBL strategy & implementation plan<br />Partnership working<br />Business and commercial approaches<br />Training and support for external staff and employers<br />Evaluation and review of programme and pedagogic research<br />
  29. 29. What are the criteria?<br />3. Programme design<br />Alignment with employer and employee needs<br />Qualifications, pathways and credit<br />Development & planning for validation<br />Alignment with professional standards<br />Curriculum design (structure)<br />Curriculum design (implications)<br />Integration of ICT/e-learning into curriculum design<br />Learning outcomes and progression<br />Commercial/business case<br />Learning materials and resources<br />
  30. 30. What are the criteria?<br />4. Programme delivery and assessment<br />Transition and induction<br />Delivery<br />Assessment and progressive achievement<br />Student training and support<br />Pedagogic research<br />
  31. 31. What are the criteria?<br />5. Partnership engagement<br />Long-term sustainable and strategic partnerships<br />Strategic sector initiatives<br />Business-oriented ways of working<br />Understanding employer and employee needs and readiness<br />Appropriate resourcing for forming partnerships<br />Co-ordinated approach to marketing and communications<br />
  32. 32. What are the criteria?<br />6. The Learner experience<br />Pre-Entry<br />Programme Induction<br />Programme Design, Review and Quality Enhancement<br />Programme Delivery and Support<br />Assessment and Progressive Achievement<br />Transition and Progression<br />
  33. 33. What are the criteria?<br />7. Effective, usable, accessible technologies<br />Systems to support employer engagement<br />Tools to allow evidence collection, learner reflection and related dialogue<br />Assessment and feedback tools<br />Tools to support communication and knowledge-sharing<br />Management and monitoring of work-based learner data<br />Finance systems<br />Exchange of data between systems<br />Access to information, support, training and guidance<br />
  34. 34. Example:<br />
  35. 35. Example:<br />
  36. 36. Example:<br />
  37. 37. Outcomes of using the toolkit<br />An assessment of current performance in work-based learning.<br />A vision for WBL - and barriers and enablers for reaching it.<br />An action plan for change - aligned with institutional structures, systems & initiatives.<br />
  38. 38. Capacity Building <br />Pilots 1 (April – July)<br />UnivBradford <br />Craven College<br />UWIC <br />Univ Westminster <br />ELRAH / Edinburgh Napier University / Edinburgh’s Telford College<br />Dissemination event – 28 June 2011<br />Pilot 2 (invitations open)<br />A sustainable approach:<br />e.g. peer support<br />continuous improvement<br />alignment with other initiatives<br />
  39. 39. http://tinyurl.com/wbl-toolkit<br />http://cloudworks.ac.uk/cloudscape/view/2182<br />
  40. 40. Initial group exercises<br />
  41. 41. Pilots<br />University of Bradford<br />Craven College<br />University of Wales Institute Cardiff (UWIC)<br />University of Westminster<br />Edinburgh Napier University/Edinburgh’s Telford College/ELRAH (Edinburgh, Lothians , Fife and Borders Regional Articulation Hub) <br />
  42. 42. Panel Session – Q&A<br />Panel<br />Andrew Haldane (UWIC)<br />Loretta Newman-Ford (UWIC)<br />Andrew Comrie (ELRAH/Edinburgh Napier)<br />Rob Gale (Craven College)<br />Peter Hartley (University of Bradford)<br />Sibyl Coldham (University of Westminster)<br />Gunter Saunders (University of Westminster)<br />
  43. 43. Lunch<br />
  44. 44. Table/CAMEL Discussions (1)<br />Identify “barriers” and “enablers” for adopting the toolkit in your oganisation<br />
  45. 45. Table/CAMEL Discussions (2)<br />Plans for adopting the toolkit<br />
  46. 46. Plenary<br />Identify individual plans<br />(use the pro-formas)<br />
  47. 47. http://tinyurl.com/wbl-toolkit<br />http://cloudworks.ac.uk/cloudscape/view/2182<br />