Athrofa Cymru ar gyfer Dysgu Seiledig ar Waith Wales Institute for Work-based Learning Astudiaeth...

Athrofa Cymru ar gyfer Dysgu Seiledig ar Waith Wales Institute for Work-based Learning

Astudiaeth Achos Dwyieithog o GymruA Bilingual Case Study from Wales

Yr Athro/Professor Liz WilsonPennaeth/Head

Dr Elsie C ReynoldsUwch Ddarlithydd/Senior Lecturer

Mai / May 2009

Lawns ACDSaW Mai 2014Launch of WIWBL May 2014

Y Fframwaith Arfer ProffesiynolThe Professional Practice Framework

• Fframwaith ddwyieithog i achredu dysgu seiliedig ar waith ar lefel addysg uwch (lefelau 4 – 7)

• Gellir cronni dysgu i ennill cymhwyster mewn Arfer Proffesiynol neu fodylau unigol

• Estynnwyd i gynnwys Doethuriaeth Broffesiynol (DProf)

• Ymchwil cymhwysol ac ymgynghoriaeth

• Achredu rhaglenni mewnol i’r cyflogwyr

• Achredu dysgu blaenorol trwy brofiad ar gyfer gweithwyr (APEL)

• Bilingual framework for accrediting higher level work-based learning (levels 4-7)

• Can accumulate learning to gain a qualification in Professional Practice or stand alone modules

• Extended to include a Professional Doctorate (DProf)

• Applied research and consultancy• Accreditation of in-house

programmes for employers• Accreditation of prior experiential

learning (APEL) for employees

Achredu Dysgu BlaenorolAccreditation of Prior Experiential Learning

• Mae APEL yn ganolog i ehangu mynediad

• Gellir ennill hyd at ddwy ran o dair o gymhwyster drwy APEL

• Prosiect LATERAL – proses gyda sicrwydd ansawdd

• Pwysigrwydd Prosiect Dysgu Seiliedig ar Waith

• Ditectif Arolygydd Rhiannon Kirk, Heddlu Gwent

• APEL is central to widening access

• Up to two-thirds of a qualification can be gained through APEL

• LATERAL Project – quality assured process

• Importance of the Work-based Learning Project

• Detective Superintendent Rhiannon Kirk – Gwent Police

Cefnogi cefndiroedd amrywiol dysgwyr Supporting diverse learner backgrounds

• Modwl RAL yn generig• Tystiolaeth o fewn y 5

mlynedd ddiwethaf• Ystod eang o feysydd

galwedigaethol a phroffesiynol

• Rhian Nelson – Therapydd Galwedigaethol yng Nghartrefi Gofal Fieldbay

• RAL module is generic• Evidence within the last

five years• Wide range of

vocational and professional areas

• Rhian Nelson - Occupational Therapist at Fieldbay Care Homes

Cydweithio gyda Murco ar APELCollaboration with Murco on APEL

APEL for Oil Refinery Process OperatorsAPEL i Weithredwyr Prosesau Purfa Olew

Gwobr Cymdeithas Dysgu Gydol Oes y Prifysgolion(UALL) 2011

Derbyn y wobr yngNgholeg Clare, Caergrawnt

University Association of Lifelong Learning Award (UALL) 2011.

Accepting the prize at Clare College, Cambridge

‘Recognising learning at, through and for work makes new demands of higher education concepts, practices and structures. Work based learning requires educational practitioners to question not only their practice but also their underpinning epistemological beliefs.’

Dr Margaret House , Foreword to Garnett, J., Costley, C. and Workman, B. (Eds.) Work Based Learning in Higher Education, Middlesex University Press 2009

LATERAL

Liberating Aptitudes by Technology Enhanced Recognition and Accreditation of Learning 

LATERAL Rhyddhau Gallu drwy Gydnabod ac Achredu Dysgu a Gyfoethogir gan Dechnoleg

Aims•To develop, pilot and implement a bilingual technology enhanced learning environment to support the learner in achieving accreditation for experiential learning. •To create implementation mechanisms which have a uniform application across sectors/individuals/spatial plan areas/CQFW levels•Use ICT for employer engagement and virtual learning environments

Nodau•Datblygu, treialu a gweithredu amgylchedd dysgu dwyieithog a gyfoethogir gan dechnoleg i gefnogi’r dysgwr i gyflawni achrediad o ddysgu drwy brofiad.•Creu mecanweithiau gweithredu a chanddynt ddefnydd unffurf ar draws sectorau/unigolion /ardaloedd cynllun gofodol/lefelau FfCChC•Defnyddio TGCh i gysylltu’r cyflogwr ac ar gyfer amgylcheddau dysgu rhithwir

APEL

THE ISSUES

Quality AssuranceCodes of PracticeRelevanceLearners’ Needs

ADB

Y MATERION

Sicrwydd AnsawddCôd YmarferPerthnaseddAnghenion dysgwyr

OUR PROVISION

•Initial Considerations•Challenges for Learners•ICT•Ideology•Theories•Structure and Content

EIN DARPARIAETH

•Ystyriaethau cychwynnol•Heriadau i’r Dysgwyr•GTCh•Ideoleg•Damcaniaethau•Strwythur a Chynnwys

Introduction1. Curriculum Vitae and

Job Description 2. Reflection3. Learning Styles4. Understanding Levels,

Credit and Areas of Learning

5. Building and Reviewing the Portfolio

6. Justifying the Evidence7. The Reflective Essay

Cyflwyniad1. Curriculum Vitae a

Disgrifiad Swydd2. Adfyfyrio3. Dulliau Dysgu4. Deall Lefelau Credyd a

Meysydd Dysgu5. Adeiladu ac Adolygu’r

Portffolio6. Cyfiawnhau’r

Dystiolaeth 7. Y Traethawd Adfyfyriol

Key words and conceptsActivities - for personal development Essential activitiesTheoriesInformationBibliography

Geiriau a chysniadau allweddolGweithgareddau datblygiad personolGweithgareddau hanfodolDamcaniaethauGwybodaethLlyfryddiaeth

Key concepts

Level 6Level 6

Cysyniadau allweddolCysyniadau allweddol

Lefel 7Lefel 7

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ASESIAD – Portffolio

Bydd y portffolio’n cynnwys:

•CV anodedig yn disgrifio gweithgareddau’r dysgwr yn y gwaith;•disgrifiad swydd anodedig;•portffolio o brofiadau dysgu a ategir gan dystiolaeth.

ASSESSMENT – Portfolio

The portfolio will consist of:

•an annotated CV describing the learner’s work based activities;•an annotated job description;•a portfolio of learning experience supported by evidence.

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Traethawd adfyfyriol Er enghraifft ar lefel 7 - 4000 o eiriau neu gyfwerth (100%) Traethawd adfyfyriol yn seiliedig ar y portffolio, yn dadansoddi, syntheseiddio ac yn gwerthuso eu profiadau dysgu’u hunain yn feirniadol, gan ddynodi strategaethau i gynyddu effaith y dysgu hwn ar eu harfer eu hunain ac arfer pobl eraill yn y gweithle.

Reflective essay For example at level 7 - 4000 words or equivalent (100%) Reflective essay based upon the portfolio, analysing, synthesising and critically evaluating their own learning experiences, and identifying strategies for increasing the impact of this learning on their own practice and that of others in the workplace.  

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Traethawd adfyfyriol Er enghraifft ar lefel 5 - 3000 o eiriau neu gyfwerth (100%) Traethawd adfyfyriol yn seiliedig ar y portffolio, yn gwerthuso eu profiadau dysgu’u hunain, gan adnabod cyfleoedd i gynyddu effaith y dysgu hwn ar eu harfer eu hunain.

Reflective essay For example at level 5 - 3000 words or equivalent (100%) Reflective essay based upon the portfolio, analysing and evaluating their own learning experiences, and identifying opportunities for increasing the impact of this learning on their own practice. 

LESSONS LEARNT

•Induction Day•Learners’ Expectations•Clarity of Communication and terminology•Action Planning•ICT

Successes

GWERSI A DDYSGWYD

•Diwrnod Anwytho•Disgwyliadau Dysgwyr•Eglurder Cyfathrebu a therminoleg•Cynlluniau Gweithredu•GTCh

Llwyddiannau

Gweithrediad yn PCYDDSImplementation at UWTSD

• Penderfyniad mynediad rhaglen yw Adnabod Dysgu a Dystysgrifwyd

• Bwrdd RPEL ar gyfer 40 credyd neu ddim mwy nag un rhan o dair o ddyfarniad llai

• Recognition of Prior Certificated Learning is programme admissions decision

• RPEL Board for 40 credits or no more than one third of a smaller award

• Gwarentir safonau pob ADB arall drwy’r modwl AAD

• Rôl ACDSaW• Arbenigwyr pwnc mewn

Ysgolion eraill• Mecanwaith prisio• Triniaeth gyfartal yn

angenrheidiol

• All other APEL is quality assured through RAL module

• Role of WIWBL• Subject specialists in

other Schools• Costing/pricing

mechanism • Equal treatment is

essential

Y Dyfodol i ADBThe Future for RPL

• Gosod ar draws pob Ysgol, Cyfadran a’r partneriaid AB

• Cais i’r Bartneriaeth Ddysgu Ranbarthol am Ganolfan Rhagoriaeth ranbarthol

• Cyfranogi mewn trafodaethau ar ddatblygiadau traws-Cymru

• Embed across all Schools and Faculties and FE partners

• Bid to Regional Learning Partnership for regional Centre of Excellence

• Participate in discussions on Pan-Wales developments