- Swansea Metropolitan University was using the Jisc Dewi Project and WBL Maturity Toolkit to help design an online distance learning version of its logistics and transport courses for the British armed forces stationed abroad.
- The university focused on four areas of the toolkit: institutional readiness, faculty readiness, program design for WBL, and quality of the learner experience.
- Applying the structured approach of the toolkit helped assess the university's preparedness and procedures and significantly assisted in developing their online distance learning and WBL delivery.
E-SLP teaching stakholder event 20 May 2021 by Marcelo MainaEADTU
The document summarizes the work done as part of the E-SLP project to develop guidelines for short learning programmes (SLPs) in Europe. It describes the creation of a Compendium of Good Practices that identifies successful patterns in existing SLPs. It also outlines Design Guidelines for flexible and scalable SLPs, including templates, to help develop new programmes. Both resources are meant to provide guidance on curriculum design, quality assurance, and recognition of SLPs that comply with European standards.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The document provides observations on areas of the Jisc WBL Maturity Toolkit that need further refinement and completion based on contributions from Swansea Metropolitan University to the Dewi project. It finds that the toolkit is inconsistent, incomplete in various criteria, and lacks authoritative evidence to back the guidelines. For the toolkit to be useful, it needs to be complete, consistent in its guidelines across criteria, and have authoritative evidence demonstrating successful prior implementations. The contributions from Swansea Metropolitan identified opportunities to improve the toolkit that could help its development.
Flexible Curricula Viewpoints cards - External engagement and partnershipsbalham
The document discusses good practices for external engagement and partnerships in curriculum design and delivery. It suggests that programmes should engage employers in shaping curriculum to meet employer and learner needs through activities like having employers serve on design teams and as mentors. It also recommends aligning curriculum with employer strategic goals, learner personal needs, and key sector skills as defined by employer bodies. Finally, it states curriculum should be updated to maintain relevance by aligning with changing professional, national and international standards.
The University of Greenwich CATS Pilot Project aimed to develop common procedures, pilot an integrated vocational education prospectus, and provide support to partner colleges. The project met its objectives fully. Additional benefits included strengthened relationships between project partners, deeper working relationships between the university and colleges, and greater awareness among partners of qualifications frameworks. Lessons learned included the importance of clear project structure and management, the value of sharing programs between institutions to promote progression, and allowing sufficient time for planning and marketing of new programs.
This document provides a summary report of a two-day monitoring and evaluation (M&E) training conducted for policy staff at the Ministry of Finance in Afghanistan. The training aimed to build participants' capacity in M&E and equip them with skills to effectively plan and implement M&E of programs, particularly those under the Tokyo Mutual Accountability Framework. A total of 15 staff members from various departments attended the training, which covered terminology, concepts, tools and the importance of M&E. Participants engaged in group work and discussions. Based on an evaluation, the training was successful in enhancing understanding of key M&E topics.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
E-SLP teaching stakholder event 20 May 2021 by Marcelo MainaEADTU
The document summarizes the work done as part of the E-SLP project to develop guidelines for short learning programmes (SLPs) in Europe. It describes the creation of a Compendium of Good Practices that identifies successful patterns in existing SLPs. It also outlines Design Guidelines for flexible and scalable SLPs, including templates, to help develop new programmes. Both resources are meant to provide guidance on curriculum design, quality assurance, and recognition of SLPs that comply with European standards.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The document provides observations on areas of the Jisc WBL Maturity Toolkit that need further refinement and completion based on contributions from Swansea Metropolitan University to the Dewi project. It finds that the toolkit is inconsistent, incomplete in various criteria, and lacks authoritative evidence to back the guidelines. For the toolkit to be useful, it needs to be complete, consistent in its guidelines across criteria, and have authoritative evidence demonstrating successful prior implementations. The contributions from Swansea Metropolitan identified opportunities to improve the toolkit that could help its development.
Flexible Curricula Viewpoints cards - External engagement and partnershipsbalham
The document discusses good practices for external engagement and partnerships in curriculum design and delivery. It suggests that programmes should engage employers in shaping curriculum to meet employer and learner needs through activities like having employers serve on design teams and as mentors. It also recommends aligning curriculum with employer strategic goals, learner personal needs, and key sector skills as defined by employer bodies. Finally, it states curriculum should be updated to maintain relevance by aligning with changing professional, national and international standards.
The University of Greenwich CATS Pilot Project aimed to develop common procedures, pilot an integrated vocational education prospectus, and provide support to partner colleges. The project met its objectives fully. Additional benefits included strengthened relationships between project partners, deeper working relationships between the university and colleges, and greater awareness among partners of qualifications frameworks. Lessons learned included the importance of clear project structure and management, the value of sharing programs between institutions to promote progression, and allowing sufficient time for planning and marketing of new programs.
This document provides a summary report of a two-day monitoring and evaluation (M&E) training conducted for policy staff at the Ministry of Finance in Afghanistan. The training aimed to build participants' capacity in M&E and equip them with skills to effectively plan and implement M&E of programs, particularly those under the Tokyo Mutual Accountability Framework. A total of 15 staff members from various departments attended the training, which covered terminology, concepts, tools and the importance of M&E. Participants engaged in group work and discussions. Based on an evaluation, the training was successful in enhancing understanding of key M&E topics.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
The document outlines Liverpool Hope University's 2014-2016 strategy to enhance student employability. The strategy's key objectives are to establish the university as a leading institution for employability, improve graduates' job outcomes, incorporate employability skills training across academic programs, and increase work experience opportunities for students.
The strategy will be implemented through focusing on curriculum development, employer engagement, internal collaboration, and marketing careers services. Curriculums will integrate employability skills training and work placements. Employer partnerships will provide input into curriculums and graduate profiles. Collaboration between careers services and academic departments will connect students to resources, alumni mentoring, and career fairs.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
This document discusses the planning cycles and relationships between various plans at LATTC, including the Strategic Master Plan, Educational Master Plan, Technology Master Plan, and Facilities Master Plan.
It provides details on the key priorities and focus areas of the Strategic Master Plan, including student success, growth, community and business development, and organizational development. It then explains how the Educational Master Plan, Technology Master Plan, and Facilities Master Plan are developed based on and help achieve the goals of the Strategic Master Plan. Timelines for updates to each plan are also provided.
This document discusses the various planning cycles and how they relate to each other at LATTC. It outlines the Strategic Master Plan, Educational Master Plan, Technology Enhancement Master Plan, and Facilities Master Plan. These plans have different update cycles and link to curriculum development and program review. The Strategic Master Plan establishes priorities that the other plans are designed around, like student success, growth, and community development. New curriculum and program reviews help assess whether these priorities are being met. The planning cycles are meant to be ongoing and ensure the college mission is achieved through continuous assessment, evaluation, and updates across all plans.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
MONITORING & EVALUATION TRAINING WORKSHOP IN OCTOBER 2014.Karegwa
Dear Partners,
Capacity Africa Training Institute is pleased to announce the following Training Programme to be held in October 2014.
MONITORING & EVALUATION - 21st - 24th October 2014.
Workshop Organizers
Capacity Africa is an organization that was founded in 1999 with the objective of building capacity for development professionals to enhance effective delivery of development services in Africa
The organization runs training programmes in Kenya, Somalia, Ethiopia, Uganda, Tanzania, Rwanda, Burundi, Congo and South Sudan training over 4000 development workers in the last ten years.
We have collaborated very closely with Action Aid Kenya, Unicef Kenya Country Office, Undp Kenya, Unifem East Africa, Population Services International, World Health Organization, Ministry of Health, Federation of Women Lawyers-FIDA, Amref, Kisumu and Eldoret City Councils, Danish Deming Group, Pact World, National Council for Population and Development, ,Shell Kenya and Shell International, Path, Techno serve, One Love One World Ends Aids, National Aids Control Council, Center for British Teachers, JRS Sudan, Christian Mission Aid, Sudanese Red Cross, Mercy Corps International, ADRA South Sudan Sector Programme among others.
WORKSHOP 4: MONITORING & EVALUATION- 21st - 24th October 2014.
The document provides information about the Advanced Diploma in Project Management offered by Cranefield College. It discusses the program's focus on applying skills learned to the job, its flexible online and part-time format suitable for working professionals, and the project management skills and techniques students will gain. It outlines the qualification requirements, module structure and availability, learning approach, class attendance, and entrance requirements which include a degree or diploma and relevant work experience. The program aims to deepen students' knowledge of project management theories and practices to advance their careers and positions.
The document summarizes the results of two projects - PROSKILLS and VALO - which aimed to strengthen cooperation between educational institutions and companies in Russia. Key achievements included:
1. Developing and piloting qualification standards for two occupations based on learning outcomes, in cooperation with companies.
2. Training tutors and assessors in competence-based assessment.
3. Introducing Russian VET and company representatives to Finland's competence-based system.
The innovative model of competence assessment and validation was developed and piloted successfully through 10 tests involving 16 candidates. Over 60 stakeholders discussed results and agreed on adopting project practices.
Presentation for wbl event on 28 june 2011 v2balham
The document describes a pilot project using a Work-Based Maturity Toolkit to inform the design, development, and delivery of a Bachelor of Arts in Youth Work between Edinburgh Napier University, Edinburgh's Telford College, and Edinburgh City Council. Key outcomes of applying the toolkit included strengthening partnership roles and responsibilities, offering multiple entry and exit points aligned with qualifications frameworks, integrating recognition of prior learning, and identifying needs for accessible technologies and digital literacy support for students and staff.
This document provides information and guidelines for evaluating multilateral Comenius school partnership applications for quality assessment. It includes criteria for evaluating the quality of the work programme, impact and added value, quality of the partnership, dissemination of results, and an overall comments section. Applications will be rated on a scale from 1 to 8 based on criteria such as relevance, clarity of aims and objectives, appropriateness of activities, integration within institutions, and dissemination plans. Applications scoring less than 50 weighted points will not be selected for funding.
This document provides an introduction and overview of credit-based modular systems. It begins by explaining that credit establishes value and equivalence in learning, allowing learning to be quantified and compared across frameworks that use the same measurement criteria. It discusses the importance of common principles for credit systems and outlines some key benefits, such as flexibility and transparency. The document also clarifies several common terms and concepts related to credit systems, such as modules, levels, credit rating, and qualifications frameworks. It emphasizes that while frameworks may differ, they can still work in parallel as long as a common credit metric is used, as is the case with the Qualifications and Credit Framework (QCF) and the Framework for Higher Education Qualifications (FHEQ) in
Presentation 3
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
Report on the Training of Monitoring and Evaluation staff of IFAD Projects in...FIDAfrique-IFADAfrica
JENOI, GAMBIA. 17th to 21st September 2012. The training was undertaken under contractual agreement between the Central Projects Coordination unit (CPCU), Ministry of Agriculture and the West Africa Rural Foundation. The
training was funded by the following IFAD projects in the Gambia: Livestock and Horticulture
Development Project, Participatory Integrated Watershed Management Project and Rural
Finance Project.
Road-Map for NBA Accreditation of Pharmacy Colleges Brijesh Taksande
This presentation deals with the NBA accreditation of pharmacy colleges and SAR writing.
It also includes a brief description of the outcome-based education system.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
The document outlines a plan to pilot the use of digital signatures for authenticating documents at Swansea Metropolitan University. It will focus on using digital signatures to authenticate online assessments as the university is considering online distance learning courses. The pilot will use Open Office software and a free certification authority to apply signatures to test documents. The signed documents will be shared electronically and evaluated to assess the security and trustworthiness of the electronic signatures. The pilot aims to identify the lowest cost digital signature options and evaluate their potential benefits for authenticating online assessments.
Professor Tony Toole has over 40 years of experience in higher education and currently holds two positions - as Managing Director of an educational consultancy company and as a Project Manager at Swansea Metropolitan University. He has extensive qualifications including a PhD in Medical Physics and MBA. Throughout his career, he has managed over 30 e-learning projects with budgets totaling over £5 million. He is currently managing 3 projects focused on educational technology and data integration.
The document outlines Liverpool Hope University's 2014-2016 strategy to enhance student employability. The strategy's key objectives are to establish the university as a leading institution for employability, improve graduates' job outcomes, incorporate employability skills training across academic programs, and increase work experience opportunities for students.
The strategy will be implemented through focusing on curriculum development, employer engagement, internal collaboration, and marketing careers services. Curriculums will integrate employability skills training and work placements. Employer partnerships will provide input into curriculums and graduate profiles. Collaboration between careers services and academic departments will connect students to resources, alumni mentoring, and career fairs.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
This document discusses the planning cycles and relationships between various plans at LATTC, including the Strategic Master Plan, Educational Master Plan, Technology Master Plan, and Facilities Master Plan.
It provides details on the key priorities and focus areas of the Strategic Master Plan, including student success, growth, community and business development, and organizational development. It then explains how the Educational Master Plan, Technology Master Plan, and Facilities Master Plan are developed based on and help achieve the goals of the Strategic Master Plan. Timelines for updates to each plan are also provided.
This document discusses the various planning cycles and how they relate to each other at LATTC. It outlines the Strategic Master Plan, Educational Master Plan, Technology Enhancement Master Plan, and Facilities Master Plan. These plans have different update cycles and link to curriculum development and program review. The Strategic Master Plan establishes priorities that the other plans are designed around, like student success, growth, and community development. New curriculum and program reviews help assess whether these priorities are being met. The planning cycles are meant to be ongoing and ensure the college mission is achieved through continuous assessment, evaluation, and updates across all plans.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
MONITORING & EVALUATION TRAINING WORKSHOP IN OCTOBER 2014.Karegwa
Dear Partners,
Capacity Africa Training Institute is pleased to announce the following Training Programme to be held in October 2014.
MONITORING & EVALUATION - 21st - 24th October 2014.
Workshop Organizers
Capacity Africa is an organization that was founded in 1999 with the objective of building capacity for development professionals to enhance effective delivery of development services in Africa
The organization runs training programmes in Kenya, Somalia, Ethiopia, Uganda, Tanzania, Rwanda, Burundi, Congo and South Sudan training over 4000 development workers in the last ten years.
We have collaborated very closely with Action Aid Kenya, Unicef Kenya Country Office, Undp Kenya, Unifem East Africa, Population Services International, World Health Organization, Ministry of Health, Federation of Women Lawyers-FIDA, Amref, Kisumu and Eldoret City Councils, Danish Deming Group, Pact World, National Council for Population and Development, ,Shell Kenya and Shell International, Path, Techno serve, One Love One World Ends Aids, National Aids Control Council, Center for British Teachers, JRS Sudan, Christian Mission Aid, Sudanese Red Cross, Mercy Corps International, ADRA South Sudan Sector Programme among others.
WORKSHOP 4: MONITORING & EVALUATION- 21st - 24th October 2014.
The document provides information about the Advanced Diploma in Project Management offered by Cranefield College. It discusses the program's focus on applying skills learned to the job, its flexible online and part-time format suitable for working professionals, and the project management skills and techniques students will gain. It outlines the qualification requirements, module structure and availability, learning approach, class attendance, and entrance requirements which include a degree or diploma and relevant work experience. The program aims to deepen students' knowledge of project management theories and practices to advance their careers and positions.
The document summarizes the results of two projects - PROSKILLS and VALO - which aimed to strengthen cooperation between educational institutions and companies in Russia. Key achievements included:
1. Developing and piloting qualification standards for two occupations based on learning outcomes, in cooperation with companies.
2. Training tutors and assessors in competence-based assessment.
3. Introducing Russian VET and company representatives to Finland's competence-based system.
The innovative model of competence assessment and validation was developed and piloted successfully through 10 tests involving 16 candidates. Over 60 stakeholders discussed results and agreed on adopting project practices.
Presentation for wbl event on 28 june 2011 v2balham
The document describes a pilot project using a Work-Based Maturity Toolkit to inform the design, development, and delivery of a Bachelor of Arts in Youth Work between Edinburgh Napier University, Edinburgh's Telford College, and Edinburgh City Council. Key outcomes of applying the toolkit included strengthening partnership roles and responsibilities, offering multiple entry and exit points aligned with qualifications frameworks, integrating recognition of prior learning, and identifying needs for accessible technologies and digital literacy support for students and staff.
This document provides information and guidelines for evaluating multilateral Comenius school partnership applications for quality assessment. It includes criteria for evaluating the quality of the work programme, impact and added value, quality of the partnership, dissemination of results, and an overall comments section. Applications will be rated on a scale from 1 to 8 based on criteria such as relevance, clarity of aims and objectives, appropriateness of activities, integration within institutions, and dissemination plans. Applications scoring less than 50 weighted points will not be selected for funding.
This document provides an introduction and overview of credit-based modular systems. It begins by explaining that credit establishes value and equivalence in learning, allowing learning to be quantified and compared across frameworks that use the same measurement criteria. It discusses the importance of common principles for credit systems and outlines some key benefits, such as flexibility and transparency. The document also clarifies several common terms and concepts related to credit systems, such as modules, levels, credit rating, and qualifications frameworks. It emphasizes that while frameworks may differ, they can still work in parallel as long as a common credit metric is used, as is the case with the Qualifications and Credit Framework (QCF) and the Framework for Higher Education Qualifications (FHEQ) in
Presentation 3
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
Report on the Training of Monitoring and Evaluation staff of IFAD Projects in...FIDAfrique-IFADAfrica
JENOI, GAMBIA. 17th to 21st September 2012. The training was undertaken under contractual agreement between the Central Projects Coordination unit (CPCU), Ministry of Agriculture and the West Africa Rural Foundation. The
training was funded by the following IFAD projects in the Gambia: Livestock and Horticulture
Development Project, Participatory Integrated Watershed Management Project and Rural
Finance Project.
Road-Map for NBA Accreditation of Pharmacy Colleges Brijesh Taksande
This presentation deals with the NBA accreditation of pharmacy colleges and SAR writing.
It also includes a brief description of the outcome-based education system.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
The document outlines a plan to pilot the use of digital signatures for authenticating documents at Swansea Metropolitan University. It will focus on using digital signatures to authenticate online assessments as the university is considering online distance learning courses. The pilot will use Open Office software and a free certification authority to apply signatures to test documents. The signed documents will be shared electronically and evaluated to assess the security and trustworthiness of the electronic signatures. The pilot aims to identify the lowest cost digital signature options and evaluate their potential benefits for authenticating online assessments.
Professor Tony Toole has over 40 years of experience in higher education and currently holds two positions - as Managing Director of an educational consultancy company and as a Project Manager at Swansea Metropolitan University. He has extensive qualifications including a PhD in Medical Physics and MBA. Throughout his career, he has managed over 30 e-learning projects with budgets totaling over £5 million. He is currently managing 3 projects focused on educational technology and data integration.
The document discusses a project called SWANI that aimed to digitize the administrative system for a Work Based Learning Programme in Wales and implement digital signatures. Currently, the system requires wet signatures on all auditable documents. SWANI is piloting a new digitized system called PotsPan that optimizes workflows and trials digital pen and signature systems. The goals are to implement an efficient digital administrative system for Wales and contribute to the EU's acceptance of electronic signatures.
The document discusses the use of Viable Systems Modelling (VSM) to analyze management systems and identify areas for improvement. It applies the VSM approach to model the student application, enrollment, and registration processes at an educational institution. The models show how each process is currently managed and highlight communications and control issues. Key recommendations include developing a fully online enrollment system that automatically populates core student data across information sub-systems and eliminating manual transcription of application information. In conclusion, the VSM models provide representations of current practice to inform discussions about improving management systems during a period of institutional merger.
The document discusses selecting slides for week 1 of a course. It focuses on choosing introductory slides that welcome students and get them engaged with the topic. Key details about course structure and expectations are also important to include to set students up for success in their first week. Overall, the goal is to start the course on a positive note by outlining what students will learn and gain from the class.
This document discusses using mobile technologies and social networking software to provide education through ubiquitous technologies and online resources. Modules would be available at different degree levels without requiring content creation or a virtual learning environment. Students could conduct a global search to discover resources and learn through discovery with web 2.0 service based delivery and eTutors.
The document provides a project plan for the Ratatat project, which aims to enable students to remotely access and complete practical laboratory exercises for an MSc in Non-Destructive Testing through online technologies. The plan outlines developing remote desktop access to NDT equipment, an online learning environment with communication tools, and evaluating the system through four practical exercises. The project aims to demonstrate effective remote practical skills development and provide a model for other specialist areas.
Professor Tony Toole presented an overview of management modeling tools for designing educational management systems. The presentation discussed enterprise architecture, viable systems modeling, and soft systems modeling approaches. It also provided a case study example of using soft systems modeling to define the root problem and conceptual solution for a student attendance monitoring system. The key tools discussed were enterprise architecture layers, viable systems' recursive structure and control/communication capacity, and soft systems modeling's root definition, conceptual model, and design of a realistic system.
The document summarizes a pilot test of the Work Based Learning Maturity Toolkit at UWIC to assess its usefulness and identify areas for improvement. Key findings from the pilot included:
- WBL at UWIC is currently fragmented with no overarching policy.
- The toolkit helped identify a need to formalize WBL activities and develop an institutional WBL strategy and procedures to guide staff.
- Stakeholders found the toolkit accurately represented WBL maturity but that it was not suitable for large groups and could be made more user-friendly.
Recommendations for improving the toolkit focused on making it more interactive and usable by converting it to an online format with reflection questions, an action planning section
This document provides guidance on using the Viewpoints for Flexible Curricula toolkit to support programme teams in enhancing practice with flexible curricula. The toolkit is based on the University of Ulster's Viewpoints framework and comprises cards on drivers and needs for flexible curricula and cards on practice points within four dimensions of flexibility. The guidance outlines running workshops using the cards to reflect on drivers/needs and enhance practice, and developing an action plan. Experience shows Viewpoints workshops can create local change and seed wider change through collaborative reflection and planning.
The Work-based Learning Maturity Toolkit helps institutions assess their current performance in work-based learning, identify a vision for the future, and recommend actions. The toolkit provides criteria and levels of maturity to evaluate performance in areas like institutional readiness, program design, and technology use. Institutions can then identify best practices for organizing work-based learning and enhancing teaching, assessment, and the student experience through continued development.
Presentation of Rob Lowney & Suzanne Stone for EDEN's European Online and Distance Learning Week on 'Practical and pedagogical ways to assess your students online' - Wednesday, November 4, 2020, 12:00-13:30 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-5/
University of the Highlands and Islands, Business and Leisure, JISC Maturity ...Rob Macpherson
The document summarizes the University of the Highlands and Islands' use of the JISC Work-based Learning Maturity Toolkit to assess its readiness for work-based and placement learning. Specifically:
- The toolkit was used to support the university's commitment to embedding experiential learning opportunities across its business and leisure programs.
- It helped identify enablers and barriers, assess current activities, and develop recommendations to improve policies, resources, and structures for work-based learning.
- Key outputs included revised curriculum maps and frameworks highlighting existing work-based opportunities, new student and employer support documents, and new module team members for a placement suite.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
Creating a UDL Ecosystem Within an Accredited Professional Development Progra...LauraCostelloe1
This paper will explore the steps taken to create a Universal Design for Learning (UDL) ecosystem by embedding the principles and practices of Universal Design for Learning (CAST, 2018) in a fully online, flexible and practice-based accredited programme for those who teach in Higher Education, namely the Level 9 Graduate Certificate in Academic Practice (30 credits) at Mary Immaculate College, Limerick. The paper will share the design features of the programme (including a focus on mentoring and the establishment of peer learning groups) as well as the pedagogical design and use of the Virtual Learning Environment in order to offer a highly flexible, experiential and contextualised learning experience for Higher Education teachers which includes individualised learning pathways grounded in academic practice. It will highlight the innovative design and mapping process undertaken to ensure that learners had an individualised UDL learning experience which allowed them to immerse themselves in the process with a view to designing a similar learning experience for their learners. By creating this immersive UDL learning experience, learners were supported to become expert learners. Viewed through the UDL lens, expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed.
The unique design focuses on building capacity and competencies for, professional development of, the GCAP students and the wider learning communities. The programme promotes the three key UDL principles of multiple means of engagement, representation and action and expression, in order to model to Higher Education teachers how to embed UDL into their own modules and programmes.
This document introduces the Competency-Based Education (CBE) Playbook, which provides a framework to help institutions plan, design, and implement CBE programs. The Playbook outlines seven key workstreams for developing a CBE program: strategy and integration, organization, program development, student success, technology, management, and enrollment/marketing. Each workstream contains important functional areas, decisions, and activities. The Playbook is intended to help institutions comprehensively plan CBE programs, engage stakeholders, promote scaling, and foster leadership for change.
This two-day training course on April 4-5, 2013 will cover Output-Based Aid (OBA) concepts and considerations for designing and implementing OBA projects. The interactive course will use real case studies and exercises led by subject matter experts. Upon completing the course, participants will be able to gauge OBA suitability, design OBA projects, integrate OBA into public-private partnerships, understand results-based financing approaches, and access World Bank experts on OBA. Enrollment closes on March 27th.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010, with teachers committing around 30 hours over the semester. Project PALM is open to those within TAFE Queensland Regional but also allows involvement through networks and shared resources.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
The CATS Pilot Project aimed to improve progression rates for part-time college learners and provide credit transfer opportunities between part-time professional courses. It developed a unified regional higher vocational education prospectus across colleges in southeast London and northwest Kent detailing credit transfer agreements and information about course fees and loans. The project piloted a "Building on Competence" course to help learners reflect on past experiences and qualifications to gain higher education credits. The prospectus and pilot programs helped provide clearer pathways for working learners to progress in their education.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
Open Polytechnic financial advisor training combines the best of distance learning and technological innovation to deliver high quality education outcomes
The document discusses health and safety (H&S) training in the workplace. It outlines that H&S training is designed to give employees insight into UK legislation and the responsibilities of both employers and employees. The training emphasizes H&S tools to reduce incidents and raise awareness of workplace dangers. Delivering effective H&S training requires involvement from the entire workforce and covers topics like safety equipment, fire procedures, accident reporting, and more. Resources needed are minimal, primarily requiring classroom space and training materials. The success of H&S training relies on cooperation between employers, employees, and training providers.
Kaizen is a systematic approach to eliminating waste in the workplace in order to increase efficiency and profitability. It involves identifying the seven main types of waste through intensive training of employees. A key part of successful Kaizen implementation is short, intensive Kaizen events that involve teams of employees solving problems, rather than individual incremental projects. Managerial support and participation is also critical for employees to take the Kaizen approach seriously. Proper planning and resources, including training classroom space and releasing employees for training, are required to deliver an effective Kaizen program.
5S is a systematic approach to organizing and standardizing a workplace to improve efficiency. It involves sorting, setting in order, shining, standardizing, and sustaining these practices. Implementing a 5S program requires training employees in its methods so they can work together to identify effective processes and eliminate waste. By deploying 5S, a company can gain control over its workspace and maximize productivity, which can improve profitability and attract further investment. While it requires an initial investment of employee time for training, 5S can be adapted to many workplace environments and industries.
This document discusses the 5S methodology for organizing and improving efficiency in the workplace. 5S involves sorting, setting in order, shining, standardizing, and sustaining these practices. The 5S approach helps eliminate waste, improve space utilization and productivity. When implemented properly with support from management and employees, 5S can generate cost savings and profits that benefit both the business and its workers. Effective delivery of 5S training requires engaging employees and tailoring the approach to their specific work environment.
This document provides an extensive summary of the qualifications and experience of Dr. Tony Toole. It outlines his current employment as Managing Director of an educational consulting company and Project Manager for a university. It then details his university education, professional affiliations, employment history managing educational technology projects, publications, and personal interests. Overall, it presents Dr. Toole as a highly experienced educational consultant specializing in technology enhanced learning with a long history of managing projects in this area.
This document provides links to information about vehicle manufacturer supply chain management from major automakers like Ford, Toyota, Renault-Nissan, and Volkswagen. It also discusses lean supply chain management and issues like seeking a resilient model that balances just-in-time delivery with unpredictable demand. Finally, it outlines key supply chain issues such as viewing the supply chain as a portfolio of capabilities and the importance of local sourcing for advantages in logistics, communications and collaboration.
This document provides links to information about vehicle manufacturer supply chain management, including links about supply chain strategies for major OEMs like Ford, Toyota, Renault-Nissan, BMW, Fiat Chrysler, Volkswagen, GM, and Daimler. It also includes links about general topics in lean and resilient supply chain management and creating a smarter automotive supply chain.
Jisc fe and skills project (csg briefing paper 1)Tony Toole
The document summarizes the initial planning meeting for Coleg Sir Gâr's involvement in the Jisc Auto Share and Learn project. Key details include:
1) Formal approval was given to the proposed regional project plan and budget by the Principal/CEO of Coleg Sir Gâr.
2) Immediate next steps discussed were to finalize the regional plan with the lead partner, establish the project team, and invite at least six supply chain companies to participate.
3) All project documentation will be made available online at an external website for communication and resource sharing.
Jisc fe and skills development and resource programme proposalTony Toole
This project aims to create an online support system called "Auto Share and Learn" for automotive supply chain companies. It will be developed in partnership with Jaguar Land Rover and involve piloting the system with supply chain companies in the West Midlands and South Wales. The system is intended to facilitate skills development through online resources, expertise sharing, and collaboration. It will go through several phases including development, piloting, engaging further educational institutions, and evaluating the model for sustainability and transferability to other sectors. The overall goals are to increase engagement in learning and contribute to skills development goals within the automotive industry and supply chain companies.
The survey outcomes and report from the University of Wales Trinity Saint David provides the following information:
- 184 staff and 360 students responded to a survey about technology enhanced learning usage across the university and its partner colleges.
- The survey included questions about usage of the learning management system Moodle, online communication tools, availability of teaching materials, and use of open educational resources.
- The quantitative responses showed variation in Moodle usage between being central to teaching delivery for some to only being used for small parts of teaching. Qualitative comments provided additional context around usage.
- Common formats used for making teaching materials available included Word, PDF, and PowerPoint files, though some staff expressed wanting more training on resources and formats.
The document presents the outcomes of a survey on current technology enhanced learning practices at Coleg Sir Gâr. The survey involved both staff and students and was conducted online. 75 staff responded to the survey. Questions asked about use of the institutional learning management system Moodle as well as other online resources like social media. The purpose was to establish a baseline of technology use to inform planning. Similar surveys were conducted at other campuses to deliver a comprehensive picture across the institution.
This document summarizes the results of an online survey conducted by the University of Wales Trinity Saint David to assess current technology enhanced learning practices across its campuses. Over 64 staff and 200 students responded. The survey asked about use of the institutional online learning system Moodle as well as other online tools. It found that Moodle is widely used by both staff and students, though to varying degrees. Staff reported using Moodle for course materials, communication, and assessment. The purpose was to establish a baseline understanding of technology use to inform future technology enhanced learning planning and initiatives across the university. Similar surveys were also conducted at other university campuses and partner colleges to develop a comprehensive picture.
The document presents the results of a survey on technology enhanced learning practices at Swansea University. The survey received responses from 45 staff and 150 students and asked about their use of the university's learning management system, Moodle, as well other online resources and devices. The purpose was to understand current technology use and inform planning. Similar surveys were also conducted at other university campuses and colleges to develop a comprehensive picture of technology usage across the institution.
This document summarizes an ICT literacy and training program in the Piedmont region of Italy. The program aimed to promote ICT use among small businesses, local governments, and citizens. It provided 1,500 users with online and blended learning courses in computer literacy and professional skills relevant to local industries. Courses were delivered via distance learning in two districts and a blended model of online and lab-based learning in the third district to ensure access. The program analyzed training needs and evaluated user satisfaction. It helped spread digital skills and culture across the region.
This document presents a guide to good practices in e-learning based on 13 case studies from European regions. It discusses the benefits of e-learning including its potential to enrich education, provide flexibility and accessibility, and its role in addressing skills needs. The case studies illustrate emerging benefits and future possibilities to guide policymakers. They are structured to emphasize lessons learned and innovations. Key benefits highlighted include e-learning becoming a major part of education delivery, facilitating discovery and blended learning, addressing skills needs of SMEs and rural populations, and the role of regional collaboration. The guide is divided into sections on e-learning applications for all citizens, schools/universities, SMEs, the unemployed, and specialists.
This document discusses trends in social media, personal technologies, and their impact on technology enhanced learning (TEL). It finds that social media usage is growing rapidly, led by Facebook, LinkedIn, Instagram and Twitter. Younger users experiment frequently with new apps and platforms. Mobile access to social media is also rising quickly, led by smartphones, tablets, and personal cloud services. Within education, academics are increasingly using social media like YouTube, blogs and wikis to support teaching. Looking ahead, the document predicts that social media and personal technologies will profoundly transform educational delivery, with learning environments constructed online using freely available tools.
1. The document discusses MOOCs (massive open online courses), describing what they are, where they came from, current initiatives, and their potential educational value.
2. It notes that while MOOCs aim to harness online social learning, there is no evidence they have achieved defined learning outcomes yet. MOOCs started as self-organized learning but may become more structured over time as established in educational systems.
3. Prominent MOOC providers like edX, Coursera, and FutureLearn are discussed. While MOOCs have potential to increase access to education, questions remain around pedagogy, sustainability, and accreditation.
This white paper analyzes the rise of Massive Open Online Courses (MOOCs) and their implications for higher education. It finds that while MOOCs expand access to education on a large scale, they also face challenges regarding sustainability, pedagogy, completion rates and assessment. MOOCs could disrupt existing higher education models through new business models that leverage online learning. However, widespread adoption of MOOCs may be limited by a reliance on educated, tech-savvy early adopters. The paper concludes that higher education institutions should establish autonomous business units to explore online innovations and their potential impacts.
The document summarizes an information kit on open educational resources (OERs). It discusses the history and development of the OER movement, from early initiatives like MIT's OpenCourseWare to the growth of open content repositories and search applications. While OERs provide efficiency and cost benefits, barriers to adoption include cultural issues around ownership and value of academic work. The document also critiques common conceptions of OERs, arguing they overlook learning from experienced practitioners and recontextualize the roles of teachers and learners. It concludes the OER scenario will challenge traditional institutional resource models as learning shifts with increased internet access and learner autonomy.
Jisc advance rsc wales sip application uploadTony Toole
1) Professor Tony Toole of Swansea Metropolitan University is applying for a SIP placement with Jisc Advance to review outcomes of recent technology enhanced learning initiatives and align them with the merged university's plans.
2) The objectives are to review Jisc Advance programs, map outcomes to the university's activities, create a staff development plan using Jisc resources, and disseminate results.
3) The benefits would be increased institutional capacity for technology enhanced learning and more skilled staff through dissemination of innovative programs.
1. Delivering WBL Improvements- DEWI
Case study: Swansea Metropolitan
Contact Name: Professor Tony Toole
Email: anthony.toole@smu.ac.uk/tony.toole@e-college.ac
Phone: 07964894790
Institution: Swansea Metropolitan, University of Wales Trinity Saint David
Address: Mount Pleasant Campus, Swansea, SA1 6ED
Identified need/issue/opportunity:
The name of the Jisc Dewi Project initiative at Swansea Metropolitan was:
The Development of Online Distance Learning courses in Logistics and Transport using the
JISC WBL Maturity Toolkit.
Swansea Metropolitan delivers logistics and transport courses, validated by the Chartered
Institute of Logistics and Transport (CILT) in the UK, to the British armed forces stationed
abroad, particularly in Germany. A major issue for the delivery of the CILT courses is the
need for periodic work based training delivery in the bases across Europe. To date this has
involved tutors travelling to provide face-to-face on site support; clearly an expensive
option.
The university is now considering the design of an online distance learning version of the
courses that would be able to provide that tutor support remotely. It was hence proposed
that the WBL Maturity Toolkit be used to assist in the planning of that online distance
learning version of the programme. This would include preparation for validation, quality
assurance, delivery and work-based assessment.
Swansea Metropolitan University currently has only limited experience of online distance
learning delivery, but sees it as an important part of its future delivery mix, particularly for
work-based learning. The Dewi project was seen as an opportunity to use the JISC WBL
Maturity Toolkit to assist in that process, and also to judge the value of the toolkit for similar
developments in the future.
Aims/objectives:
The broad aim of the project at Swansea Metropolitan was to use the JISC WBL Maturity
Toolkit in the design of an online distance learning version of the CILT Logistics and
Transport courses for delivery to British armed forces overseas.
The objectives were to:
Plan and develop the online distance learning delivery of Logistics and Transport
courses in collaboration with CILT(UK) and with geographically dispersed clients,
particularly the armed forces;
Use the WBL Maturity Toolkit to ensure institutional and faculty preparedness for
new and innovative methods of delivery to work based learners;
Assist in the formal quality assurance and validation of online distance learning as a
new delivery mode for the courses;
Evaluate the WBL Maturity Toolkit as a design tool and to use the project to assist in
developing and improving the toolkit effectiveness for the user community.
Description/approach - including area(s) of the toolkit used:
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2. The Swansea Metropolitan project focussed on four specific areas of the WBL Maturity
Toolkit:
1. Institutional Readiness. The criteria considered being: 1-1 WBL strategy and plans, 1-8
WBL procedures and processes for programme validation, 1-9 QA for WBL and 1-12
Business, commercial and financial approaches
2. Faculty Readiness. The criteria considered being: 2-1 WBL strategy and implementation
plan and 2-4 Training and support for external staff and employers
3. Programme Design for WBL. The criteria considered being: 3-3 Development and planning
for validation, 3-4 Alignment with professional standards, 3-8 IT Support and 3-11 Learning
materials and resources
6. Quality Enhancement of the Learner Experience. The criteria considered being: 6-3
Programme Design, Review and Quality Enhancement and 6-4 Programme Delivery and
Support
In each area of focus and for each criterion the main statement, self assessment guidelines,
evidence to look for and (where included) further information and examples were examined.
In each case a summary was made of the area of focus in the context of the proposed
Swansea Metropolitan WBL development. The summary was then followed by an
assessment of the WBL Toolkit added value for the design process and concluded with
proposed potential enhancements for the toolkit identified by completing the evaluation
exercise.
Anticipated outcomes:
It was anticipated that the structured approach of applying the WBL Maturity considerations
to an assessment of faculty and institutional preparedness and procedures would
significantly assist the university in its planned development of online distance learning
supported WBL delivery.
It was also expected that the particular context of the application would potentially enhance
the practicalities of the WBL Maturity Toolkit itself in the way it deals with and advises on
different types of WBL initiatives.
Evidence of actual outcomes:
All of the outcomes of the work carried out by Swansea Metropolitan as part of the Dewi
project are available on the project website at: http://swanseametwbl.pbworks.com.
The outcomes for the different WBL Maturity Toolkit focus areas are reported on separate
pages on the website:
1. Institutional Readiness
2. Faculty/School/Department Readiness
3. Programme Design for WBL
6. Quality of the Learner Experience
The following excerpt from the evaluation of Institutional Readiness gives a flavour of the
evaluative approach and an example of the outcomes:
1-1 WBL strategy and plans
The term 'work based learning' does not appear anywhere in the Swansea Metropolitan
strategic plan. That does not mean, however, that it does not support WBL or that WBL is
not an important part of its portfolio. There are close relationships between all vocational
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3. programme areas and the industry sectors they support. Involvement of employers and
professional bodies in programme planning and design is common and work placement and
sandwich components are part of a number of industry specific courses. As detailed in 1-12
below, a significant part of the work based learning provision is commercially based rather
than part of normal degree delivery.
WBL Toolkit added value: The toolkit provides a useful checklist against which WBL strategy
and plans can be mapped and guided. This may be very useful in the development of a new
strategic plan for the merged institution. An explicit articulation of WBL policy is likely to
guide developments in a more direct way. The reason it is not there already may be because
the integration of academic learning with the development of workplace skills and
experience has always been part of the Swansea Met institutional vocational culture.
WBL Toolkit proposed enhancements: The WBL Toolkit gives the impression that WBL is
viewed as something separate to other learning formats. In practice, of course, WBL is
integrated with the other learning formats that combine in the overall programme. It might
be questioned whether a 'specific WBL strategic plan' is desirable rather than just promoting
WBL in the institutional strategy as an key component of applied, work focussed training.
1-8 WBL processes and procedures for programme validation
It would be reasonable to say that the existing procedures and processes for programme
approval and validation at Swansea Met already accommodate the particular needs of
courses with a WBL component. The involvement of employers and the professions is
certainly encouraged by what has always been a vocationally orientated institution.
WBL Toolkit added value: The WBL Toolkit would provide a useful focus for future validation
planning. Although the culture of the institution accommodates WBL as an important
component of courses that benefit from it, the articulation of that approach is likely to
ensure that the opportunities for, and benefits of, WBL are not missed in new course design
and approval.
WBL Toolkit proposed enhancements: The guidelines here seem to promote 'fast tracking',
'shell frameworks' and other features as being essential, rather than just options if
appropriate. It may be helpful if they were presented as such and that the 'further info and
examples' addition to this particular criterion (not a feature of most other criteria) included
as part of an appendix of useful resources.
1-9 QA for WBL
The QA processes for WBL clearly need to include an assessment of the quality of the
learning process in the workplace, and the way it integrates with the underpinning
knowledge delivered by the institution. In the case of the CILT Logistics programme, it
involves no on-campus attendance at all. Hence the QA assessment must consider both the
WBL and the distance learning provision as an integrated delivery process.
WBL Toolkit added value: All of the guideline statements are valid and helpful for the
planning process (but see the comment below).
WBL Toolkit proposed enhancements: As noted in other comments, the QA processes and
processes supporting WBL planning, development and implementation are covered more
than once in the WBL Toolkit. The distinction between the contexts of each QA criterion
needs to be made clear (or a separate area of the toolkit be created dealing with all aspects
of QA). Also, the main statement for the criterion is expressed as a question rather than as a
statement and this may need to be revised.
1-12 Business, commercial and financial approaches
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4. The CILT Programme at Swansea Metropolitan is managed as a commercially funded
programme through the Commercial Services Department at the University. Staff from the
Faculty of Applied Design and Engineering are contracted to deliver the courses. A full
business case and costing is attached to the programme.
WBL Toolkit added value: There are no self assessment guidelines or evidence suggestions
given in the current version of the WBL Toolkit. An assessment of added value for this
criterion is therefore not possible at present. Some possible toolkit guidelines and evidence
are presented below.
WBL Toolkit proposed enhancements: Self assessment guidelines could include:
A viable business model is in place for the WBL programme based on full economic
costing
The resourcing model includes workplace provision and mentoring
Approval and validation includes employer commitment to WBL support
requirements
Provision for APEL based on evidence of workplace competence mapped to learning
objectives
Evidence to look for could include:
Employer contractual agreement to fund the delivery
Documented evidence of WBL target delivery
Audit/accounts confirmation of meeting financial targets/viability
Barriers to success:
As far as the Swansea Metropolitan contribution to the Dewi project is concerned, there
were no particular barriers encountered that prevented a very useful assessment of the WBL
Maturity Toolkit. It will be seen in the next section of this case study, however, that there
are some significant areas for improvement in the toolkit itself and it is hoped that the
outcomes of the project will assist in the development of the resource.
Comments on the Work-Based Learning Maturity Toolkit/how the Tool could be improved:
Overall, the WBL Maturity Toolkit was found to be a useful and valuable resource for
institutions developing their work based learning capacity and experience. At the end of the
day it is basically a lengthy checklist, based on established practice, against which
institutions can judge their preparedness.
As indicated in the excerpt of the evaluation above, however, the project carried out by
Swansea Metropolitan identified the fact that there were two aspects of the toolkit that
needed significant attention before the toolkit itself could be regarded as a ‘mature’
resource. The first was completeness and the other was consistency.
It is clear that there are a number of areas of the toolkit where the ‘self assessment
guidelines’ and ‘evidence to look for’ sections are either incomplete or totally empty. This is
important for institutions looking for guidance in specific areas of WBL design and delivery.
Related to the same issue is consistency. There are some focus areas where the guidelines
and evidence advice contains more than a dozen recommendations for action. In others
there are just one or two. It is not clear from the toolkit guidelines whether this is indicative
of greater importance and complexity in some areas compared with others or whether some
focus areas have received greater attention in the toolkit development and are hence more
complete and detailed.
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5. Either way, for the WBL Maturity Toolkit to be accepted and used as an authoritative source
of information, advice and practical guidance, the completeness and consistency issues need
to be addressed.
Reflection/impact, including lessons learnt:
The toolkit is most useful as a checklist against which
work based learning courses can be mapped and their
completeness judged. To some extent it can be seen to
be a two way process as new programmes bring
Lessons learnt - the process of
different contexts, priorities and methods to WBL
using the toolkit
design and can inform and refine the toolkit itself. The
toolkit will be most useful if seen as a design tool
owned, managed and continuously improved by the
whole WBL community of practice.
The CILT Logistics and Transport programme being used
as a case study in the use of the JISC WBL Toolkit has
two very specific characteristics that have provided
valuable information about WBL design. The first is that
the programme is designed and validated by the
industry lead body rather than the institution that
Lessons learnt - relating to the
delivers it. The second is that the online distance
Swansea Met project and WBL
learning delivery method is completely new to the
programme and the institution. This points to the need
for the WBL Maturity Toolkit to be a dynamic resource
that actively supports and promotes innovation in WBL,
particularly through the exploitation of emerging
technologies.
Given the innovative nature of the delivery method, the
toolkit has the potential to be central to the 'checks and
balances' process that must accompany the course
development and approval process. There is likely to be
Impact of the project
uncertainty and some scepticism about online distance
learning and the inclusion of a systematic evaluation
process will bring reassurance that all quality issues are
being addressed.
How will the project be taken further e.g. become sustained and embedded?
As with any resource relating to innovation and development, the WBL Maturity Toolkit will
quickly become irrelevant and will atrophy if it does not:
Maintain a dynamic presence that is clearly being maintained and continuously
improved by an active user community;
Represent a key authoritative resource, the value of which is repeatedly endorsed by
leaders in work based learning, particularly employers and the professions;
Provides more than just a checklist of good practice. It should allow users to drill
down to any level of detail and evidence about that good practice, and provide
access to live advice and guidance in the community of practice.
For sustainability and embedding the WBL Maturity Toolkit needs a business model made
viable and maintained by the community of practice because of its clear added value.
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