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Work based Learning, Online learning and Assessment - Some Ideas

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Any questions during this session – then please raise your hand

Steve Mackenzie June 16th 2009

Learning for work e.g. work placements on a sandwich degree programme (may be referred to as work placed learning)

Learning at work e.g. in house training or personal development programme

Learning through work with formal accreditation

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Dif ferences between WBL and classroom learning (David Gray refers to Raelin (2000) who argues that work based learning is different to classroom learning in a number of important ways): Work based learning is centered around reflection on work practices Work based learning views learning as arising from action and problem

solving within a working environment. Work based learning requires not only the acquisition of knowledge but

the acquisition of meta-competence – learning to learn.

Gray, D (2001) A Brief ing on Work Based Learning LTSN generic centre Learning and Teaching Support Network

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Bearing in mind these differences rather than formal examinations assessment methods could include: Self and peer assessment Assignments and projects Portfolio building Presentations Practical assessment of professional competence in the workplace

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Convenient and flexible for staff and students Easy access to content Student progress can be monitored Learning can be extended and enhanced Support can be extended and enhanced

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Discussions

DiscussionBoards

Reflection

Blogs

Col laboration

Wikis

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Reflection with l inks to

Evidence of work

-E portfolio

Multiple Choice Type Tests

Basic Knowledge

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Online Media

Social Bookmarking

Social Networking

Connections to people and resources

Connections to useful websites and other online resources

Examples include youtube (video), flickr (photos), itunes (podcasts) plus self produced media

Also

Specialist Online interactive multimedia applications

Direct links to websites, documents and media

Blackboard

Available, Supported and Familiar Not dependent on third parties Secure, Safe and Private Relatively ‘Clunky’ Navigation and

Communication

Theoretically CCJ Tutors should be familiar with the blackboard environment and module development will not require too much new learning,

8 Open Web 2.0 -

Communication - much easier using web 2.0 tools (for staff and students)

For pure learning, connecting and communicating and for the personal benefit of a student web 2.0 approaches are popular and enjoyable

Lifelong learning – for students it is much easier to store work outside of a university controlled zone – at the end of their studies they will still have access to their work and media

Third party: DMU cannot control the levels of Security, Privacy or Delivery of service ( not to say that they are necessarily bad )

Data backup – If important - can data be retrieved , is it easy to backup. What happens if a service closes down?

Using Web2 - Tutor Checklist

Student Induction Expectations and Ground Rules Strong explanation why new online ways of learning

(contributing, participating) are beneficial (e.g) Externalizing your thoughts helps to clarify your understanding Regular time to think about what you have learnt Your ideas and thoughts are captured and easily retrieved Learn from others ideas Helping others (reinforces your knowledge) Ask for help and you will get it

Introductory tasks (if 4 modules in a block, maybe work together, so tasks are not repeated)

Facilitation, Encouragement and Leading by example

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Number of students Course length (weeks) Tutor time (facilitation and marking) Peer, Group and Self Assessment Formative, Summative - the right mix Essays, Reports, Assignments

TurnitinFor submissionPlagiarism http://www.bioscience.heacademy.ac.uk/ftp/resources/shortguides/plagiarism.pdf

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Blackboard Blogging Activity Work based Learning module

Wiki – External Problem Based Learning wiki http://assoppbl.wikispaces.com/

Blackboard Discussions and Wiki MA Youth Work Module – Health and Social Research Methods Discussions – more of a learning rather than assessment activity. Each

student to make 3 contributions to a seminar. Usually three seminars, each seminar is 2 weeks long. If you don’t contribute you are not allowed to take the written assignment. (Contributions are usually of high quality)

This year a wiki ‘seminar’ was included instead of one discussion

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Using Technology for Assessment (HEA Website) Using wikis for Summative and Formative Assessment (Marija Cubric)

http://www.reap.ac.uk/reap07/Portals/2/CSL/t2%20-%20great%20designs%20for%20assessment/web%202.0%20pedagogic%20design/Using_wikis_for_summative_and_formative_assessment.pdf

Plagiarism Awareness – Using turnitin for peer assessment (Ledwith & Risquez) http://www.edgehill.ac.uk/solstice/Conference2006/documents/24.pdf

Using wiki technology to support group work in a blended learning environment in higher education (Martina Doolan) http://www.edgehill.ac.uk/solstice/Conference2006/documents/session21.pdf

Facilitators and Barriers to developing learning communities (uses of wikis and blogs for assessment) (HEA Website)

Peer Assessment and Peer Evaluation (The Foundation Coalition) Group, Peer and Self Assessment (HEA Legal Education website) Assessing by MCQ tests (HEA Legal Education website) Join the DMU Distance Learning SIG for further voluntary help and support

– float your idea and get feedback from other DMU colleagues interested in this area.

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