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Thinking about work-based learning Hemmo Smit On learning and work
work-based learning
Characteristics of WBL <ul><li>1. Learners are employees of a company </li></ul><ul><li>2. Program derives from the needs ...
What are learners learning in WBL? <ul><li>Skills/knowledge for their present job </li></ul><ul><li>New knowledge, beyond ...
What happens when learners are involved in WBL? <ul><li>People learn by being in ‘a knowledge-based work based environment...
Why work-based learning? <ul><li>“… there have been the beginnings of a shift of interest from the relatively well-ordered...
The changing workplace <ul><li>Fluid teams </li></ul><ul><li>Organisational decision in cross-functional meetings </li></u...
Now, 10 years later… <ul><li>What changes in the workplace have you seen in the last decade that make work-based learning ...
Thinking about WBL <ul><li>Workplace learning is commonly described as being: </li></ul><ul><li>informal (or ‘non formal’)...
Rethinking WBL <ul><li>In WBL as with educational institutions there are: </li></ul><ul><li>intentions for work practice <...
Looking ahead <ul><li>What would be necessary to make/keep work-based learning effective in the future? </li></ul>
Sources <ul><li>Billett, S. (1999).  Critiquing workplace learning discourses: participation and continuity at work . Down...
Guidelines for the development of WBL <ul><li>A reflective learning review </li></ul><ul><li>A learning interview </li></u...
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On learning and work

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Thinking about work-based learning

by Hemmo Smit

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On learning and work

  1. 1. Thinking about work-based learning Hemmo Smit On learning and work
  2. 2. work-based learning
  3. 3. Characteristics of WBL <ul><li>1. Learners are employees of a company </li></ul><ul><li>2. Program derives from the needs of the workplace and the learner </li></ul><ul><li>3. Starting point based on recognition of current competencies and identification of learning wishes </li></ul><ul><li>4. Learning projects in the workplace. </li></ul><ul><li>5. Assessment of learning outcomes with respect to a framework of standards and levels </li></ul><ul><li>(Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications . Working paper.) </li></ul>
  4. 4. What are learners learning in WBL? <ul><li>Skills/knowledge for their present job </li></ul><ul><li>New knowledge, beyond the goals/requirements of the workplace </li></ul><ul><li>How to deal with unknown situations (new problems) </li></ul><ul><li>How to keep learning </li></ul><ul><li>(Bout & Solomon, 2007) </li></ul>
  5. 5. What happens when learners are involved in WBL? <ul><li>People learn by being in ‘a knowledge-based work based environment’. </li></ul><ul><li>(Chisholm et al., 2009). </li></ul><ul><li>Learning and work are coincident, but </li></ul><ul><li>learning ≠ work </li></ul><ul><li>Workplace must be formalised and structured for learning </li></ul>
  6. 6. Why work-based learning? <ul><li>“… there have been the beginnings of a shift of interest from the relatively well-ordered traditional disciplines towards the unruly domain of professional practice and transdisciplinary knowledge, where increasingly work and workplaces are becoming key sites of and sources for the academic curriculum.” </li></ul><ul><li>(Bout & Solomon, 2007) </li></ul>
  7. 7. The changing workplace <ul><li>Fluid teams </li></ul><ul><li>Organisational decision in cross-functional meetings </li></ul><ul><li>Responsibility for quality control </li></ul><ul><li>Flexibility </li></ul><ul><li>Performance management agreements </li></ul><ul><li>Increased communication </li></ul><ul><li>(McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace . Conference paper. </li></ul>
  8. 8. Now, 10 years later… <ul><li>What changes in the workplace have you seen in the last decade that make work-based learning necessary? </li></ul>
  9. 9. Thinking about WBL <ul><li>Workplace learning is commonly described as being: </li></ul><ul><li>informal (or ‘non formal’) </li></ul><ul><li>unstructured </li></ul><ul><li>incidental </li></ul>
  10. 10. Rethinking WBL <ul><li>In WBL as with educational institutions there are: </li></ul><ul><li>intentions for work practice </li></ul><ul><li>structural goal-directed activities </li></ul><ul><li>interactions and judgements about performance </li></ul><ul><li>(Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work .) </li></ul>
  11. 11. Looking ahead <ul><li>What would be necessary to make/keep work-based learning effective in the future? </li></ul>
  12. 12. Sources <ul><li>Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work . Downloaded from http://www.icvet.tafensw.edu.au/resources/workbased_learning.htm#publications , 27 October 2009. </li></ul><ul><li>Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications . Working paper. </li></ul><ul><li>Chisholm, C.U., Harris, M.S.G., Northwood, D.O. & Johrendt, J.L. (2009). Characterisation of work-based learning by consideration of the theories of experiential learning. European Journal of Education, 44(3), part I : 319-337. </li></ul><ul><li>McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace . Paper prepared for the first International Conference on Researching Learning and Work, Leeds University, September 1999. </li></ul><ul><li>Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I : 399-410. </li></ul>
  13. 13. Guidelines for the development of WBL <ul><li>A reflective learning review </li></ul><ul><li>A learning interview </li></ul><ul><li>flexible accreditation of prior (experiential) learning </li></ul><ul><li>clearly defined learning outcomes </li></ul><ul><li>a learning agreement between stakeholders </li></ul><ul><li>Support from the organisation/company </li></ul><ul><li>assessment </li></ul><ul><li>officially recognised awards </li></ul><ul><li>(Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I : 399-410.) </li></ul>

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