The document discusses the differences between the terms "learning to work" and "working to learn" in the context of work-based learning placements in colleges. It explores how these types of learning correspond to placement learning from the perspectives of students, employers, and tutors. It also considers the potential differences in expected learning outcomes for further education versus higher education placement students and the overall purpose of placement learning.

1. Learning to Work or Working to Learn? What Colleges want from placement Liz Warr & Lydia Arnold

2. What is ‘Learning’? Learning is transforming information into knowledge. Learning is “doing something with information- such as remembering it, understanding it, applying it in a new situation, analysing and evaluating it”.

3. What is ‘work-based learning’? “ Learning through, at and for, work”. “ Learning which accredits and/or extends the workplace skills of employees”.

4. How does work-based learning correspond to placement learning? Activity 1 Consider the following terms: Learning to work Learning at work Learning through work Learning from work

5. How does work-based learning correspond to placement learning? How important is each : To the student? To the employer? To the tutor?

6. What about academic level? Are we looking for different types of ‘learning’ from FE and HE placement students? Do we differentiate adequately between , for example, National Diploma, Foundation degree and Honours degree students? Do employers know the difference? Do we tell them what we expect from each?

7. Overall purpose of Placement Learning Can we define this in a single sentence ….

8. Purpose of placement learning … ‘ to develop higher level vocational and personal skills in the chosen sector’ ‘ to enhance long-term employability’ ‘ to develop cognitive (intellectual) abilities that are conducive to successful performance in the work-place’, Any more …….. ?

9. Activity 2 You are given 6 groups of learning outcomes taken from work based learning modules. Rank the groups in order of importance for FE and/or HE learners and pin them on the relevant ‘bodies’ on the wall – head (most important) to toe (least important). Think about the individual outcomes and rate their importance to placement learners.

10. Groups A. Enhancing vocational skills B. Understanding the work place C. Developing employability attributes D. Applying theory to practice Extending and reviewing professional skills F. Reflecting on personal capability

11. A. Enhancing vocational skills Outcome Recognition of appropriate competencies Performance of designated tasks to industry standards Understanding the needs of employers and/or professional bodies Gaining relevant industrial qualifications Rate

12. B. Understanding the work place outcome Recognition of workplace aims, and physical, financial and other targets Understanding performance indicators and success factors Awareness of work-related responsibilities e.g. health and safety, legislation Appreciation of external factors e.g. ethics, sustainability Rate

13. C. Developing employability attributes Outcome Developing independence and self-reliance Time management, punctuality and effort Ability to work independently and in a team Showing respect for self and others Rate

14. D. Applying theory to practice Outcome Transfer of learning from theoretical study to new work-based contexts Extension of knowledge, understanding and skills Exploring the relationship between the world of work and the academic discipline Integration and synthesis of knowledge derived from the workplace into subsequent academic study Rate

15. E. Extending and reviewing professional skills Outcome Appreciating the complexity of the work environments Analysing and evaluating the determinants of success Developing technical and managerial awareness (motivation, leadership) Enhancing professional attributes (problem solving, creativity) Rate

16. F. Reflecting on personal capability Outcome Interrogation of knowledge and skills derived from work based activities Evaluation of the learning opportunities provided by work place Reflection on own and others’ performance Planning for future personal, professional and career development Rate

18. Summary The term ‘Learning to work’ is easy to understand, whereas the term ‘Working to learn’ is somewhat more complex. Would ‘learning to learn’ be more appropriate?

19. Learning to learn having an awareness of learning as a process. taking control of the learning process. making the task, individual and context work together for maximum learning. making good learning decisions. Developing a culture of life-long learning.

20. Conclusion As colleges, we want to capture the very powerful learning that undoubtedly takes place on placement for the long term benefit of our students, their future employers and, indeed, for the future of our rural industries

21. Liz Warr is curriculum Development Advisor for REEDNet and works remotely from Essex. [email_address] Lydia Arnold is Work-based learning developer for the Aspire CETL. [email_address] These slides can be downloaded from www.lydiaarnold.net