The work-based learning student handbook

Description

Contents List of Figures and Tables Notes on Contributors Edited by With contributions from Introduction References Chapter 1: Adapting to Higher Education: Academic Skills Where am I now? What is HE? The changing culture of HE Writing for academic purposes Level descriptors Time management References Chapter 2: Where and How You Will Learn Introduction What is reflection? Reflective practice What should you reflect on? Kolb’s reflective model Gibbs’ reflective cycle Why is reflective practice difficult? Reflective writing Recognition of prior learning Accreditation of Prior Certificated Learning Accreditation of Prior Experiential Learning How is APL facilitated practically? Step 1: Size – establish the academic learning level and credit value Step 2: Time – when did the learning happen? Step 3: Relevance – what was the learning for? Step 4: Evidence – what is appropriate evidence? ‘Scoping’ areas of learning for APEL – the potential Provisional areas of learning Mapping against modules Compiling APEL claims – the process What makes good evidence? References Chapter 3: Planning and Negotiating Your Learning Journey What we can learn from the world of tailoring What to negotiate: some concepts and terms Learning needs analysis and skills audits Negotiating a programme Undergraduate credit structure Postgraduate credit structure Structure of learning agreements Negotiating a module Planning learning in an apprenticeship or other employer-sponsored programme Employer commitment – financial and resource investment Training provider commitment – delivering programmes to meet the apprenticeship standard Tripartite collaboration for successful outcomes References Chapter 4: Making the Most of Your Learning Opportunities at University Starting your learning journey Studying and learning at university Personalised learning Peer-assisted learning Personal academic tutor Approaches to learning and teaching Blended learning The flipped classroom Preparing yourself for the flipped classroom Methods of delivery Preparing for campus-based learning Making the most of support facilities and services at university Library and IT services Academic facilities and learning support Student health and wellbeing The Students’ Union Essential academic skills Active listening Managing your time: creating positive learning habits Overcoming barriers to study Getting organised Time management tools Effective reading Effective reading Critical reading Note taking Citation and referencing Critical thinking Analysing and using feedback to improve as a work-based learner References Chapter 5: Making the Most of Your Learning Opportunities at Work Introduction Your employer’s involvement with your WBL Consider your potential stakeholder group Your dual role: employee and learner Finding opportunities to link your learning to your job Accepting support and guidance (while avoiding being railroaded) Collaborative learning Workplace mentors The role of workplace mentors on apprenticeship programmes The mentoring relationship Mentoring as an intentional process Tripartite reviews for apprentices Three crucial components Motivation References Chapter 6: How Your Work-Based Learning Will Be Assessed Introduction Purposes of WBL assessment The ‘why’ WBL assessment – the ‘what’ Negotiating assessment in work-based learning Linking learning and assessment Level and volume of learning Methods, process and procedures – the ‘how’ Formative/summative assessment and feedback Self-and peer assessment Different types of WBL assessment – the variety (and diversity) Learning contracts Work-based projects Portfolios Reflective diaries, learning journals and critical incident logs Collaborative assignments and group assessments Case studies Reports Presentations Professional discussions Doing the background research, reading and drafting Rules and regulations – the nuts and bolts Handbooks Learning outcomes Assessment brief Assessment criteria Marking criteria Making the most of support opportunities related to assessment End-point assessment Submission arrangements Academic misconduct If things go wrong, do not panic! Marking and moderation External examination Examination boards (modular and progression/award) Fails and appeals References Chapter 7: Developing Yourself and Your Organisation: Connecting the Two Through Growth Mindset, Organisational Learning and Ethics Developing yourself Developing a growth mindset Developing your organisation Identifying organisational developments through SWOT analyses Building-in an organisational learning approach Ethics in work and work-based learning References Chapter 8: Moving from Individual Learning to Organisational Impact: Work-Based and Work-Applied Learning Introduction Work-based learning and organisational impact The work-based project Work-based projects and research Action research Work-based and work-applied learning The structure of a typical work-applied learning (WAL) programme References Chapter 9: Planning Practitioner Projects Introduction What is practitioner research? How can you approach practitioner research? Action-oriented approach to work-based projects (plan, act-observe, reflect) Academic-oriented approach to work-based projects (plan, inquire, reflect-suggest) Evaluation-oriented approach to work-based projects (plan, assess, reflect-suggest) What should you research? Planning your project: clarifying the aim of your project Planning your project: what do we already know? Planning your project: what about methodology and research questions? Planning your project: seeking permissions and cooperation Planning your project: how much data will you need? What about ethics? Writing up your project proposal References Chapter 10: Implementing Practitioner Research Projects Introduction Delivering practitioner research – why is it important? Staged process Knowledge management Communication Creativity Managing the research project and activities Carry out the research and activities in stages Check your proposal and ethics permissions Review literature and professional sources Gathering and analysing data Tools for learning during your project Documenting your learning as you go Creating/generating evidence and artefacts Turning mistakes and failures into learning Dealing with the unexpected Tools for learning after your project Learning journal and recording evidence of practice Critical reflection about your project – what you have learned Team debrief – sharing your knowledge and findings Writing up your project report and presentation Concluding the project cycle Presenting and assessment End point assessments for apprenticeships Creating wider impact and celebrating achievement Celebrating your achievements and future directions References Chapter 11: Technologies to Support Work-Based Learners Introduction Cognitive load and work-based learning Cognitive theory of multimedia learning Video Immersive technologies Robots Collaborative technologies Communication tools Conferencing tools Coordination tools Data analytics References Chapter 12: The Student Becomes the Master Completing the learning circle: from student to master The spectrum of work-related learning How I can help others with their work-related learning? Who would benefit from my experience and assistance? Why your experience is valuable to others Four investments Establishing work-based and work-related learning opportunities Coaching and mentoring Coaching learners Becoming a mentor Keep turning the circle of student to master References Index