Collaboration, Calibration & Moderation~ managing expectations in work-based

learning

Lisa AshtonHE Programme Manager

Ian HooperLink Co-ordinator

Work-based Learning

HEA (2006)

Type 1Investing to

improve personal

performance in securing work

Organisation driven

Individual driven

InformalRelationship

[not employed]

FormalRelationship[employed]

Type 4Investing to improve the

organisation’s performance

and competitivenes

s

Type 2Investing to

bring knowledge and skills into the organisation

Type 3Investing to

improve personal and professional

performance in existing

work/organisation

Managing Expectations

vv

v

vv

vvv

Facilitator C

Facilitator U

Learner Employer

Aims Tasks Terminology Focus Priority Timescales

Study Environment

FEFE HEHE

BTEC ~National Diploma

National Certificate

FDBSc (Hons)

University

Rodbaston Campus

Sector-based employers Small businesses Limited management

engagement Limited task sets Industrial inertia Academic suspicion Feedback reluctance ‘Characters’

Realism Responsibility Vocational nature Real ‘worth’

Chal

leng

es

Oppo

rtuni

ties

Collaboration

Context University National

WBL Pedagogic Approach

HEA (2006)Organisation driven

Individual driven

InformalRelationship

[not employed]

FormalRelationship[employed]

Process driven curriculum

Learner-centredSelf-directed learning

ExperientialFlexible deliveryEvidence based

assessment

Embedding

Course Development

Course Operation

Embedding

Course Development

Course Operation

Embedding

Course Development

Course Operation

Calibration

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

Handbook? Event sequence

Roles

Terminology

Learning agreement

Level descriptors

Assessment

Legislation

‘Translation’

WorkshopsTutorialsFramework

demands articulation

aims

Getting the levels right

Close supervisionID, record, reflectPredictable, non-routinePersonal Role

Autonomy, guidelinesDocument, monitor, reflectPredictable, non-routineOrganisation Management

Self-directedPlan, review, reflectFamiliar, unfamiliarRole and sector analysis

L1

L3Learning OutcomesActivities

Assessment

L2

Informing the Learning Agreement

L1

Skills Appraisal

Career Development Plan

Personal Marketing Strategy

L2 L3

Constructing the Learning Agreement

Course outcomes

Level Descriptors

Vocational interest

Activities

Evidence

Resources

Progression in Assessment

Level Descriptors

Assessment Criteria

Preparation Portfolio~ 20-25%

Mid-point Presentation~ 25-30%

Evaluation Report~ 50%

Moderation

Timely Intervals

Moderation

Preparation Portfolio

Presentation

Final Report

Double-marking

Learning

Learning

Strategies

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v

vv

vvv

Facilitator C

Facilitator U

Learner Employer

Handbook

LearningAgreement

ModerationCommunication

PortfolioPresentation

ReportWork activity

Report