DEGREE APPRENTICESHIPS

AT THE UNIVERSITY OF KENT

e-Learning Forum

Peter Embleton-Smith, UELT

Welcome and

introduction

Why Degree Apprenticeships?

Who else offers them?

What HDAs

are available?

What do we offer?

What do they look like?

Academic point of view

Dr Carolyn Barker

End

Converting F2F to DL

Getting started with HDAs

Dr Scott Wildman

Why Degree Apprenticeships?

• Government introduced Levy – 0.5% on pay bills of > £3m

• Businesses can use this to upskill existing staff or train new members of staff

• Kent has a dedicated centre – Centre for Higher and Degree Apprenticeships

(CHDA)

Who else offers them?

What Degree Apprenticeships are nationally available?

• Agriculture, environmental and animal care

• Business and administration

• Care services

• Catering and hospitality

• Construction

• Creative and design

• Digital

• Education and childcare

• Engineering and manufacturing

• Hair and beauty

• Health and science

• Legal, finance and accounting

• Protective services

• Sales, marketing and procurement

• Transport and logistics

Visit: www.instituteforapprenticeships.org

Higher Level

Apprenticeship

Level 5

3 years

Degree Level

Apprenticeship

Level 6

5 years

Degree Level

Apprenticeship

Level 6

4 years

Master’s Level

Apprenticeship

Level 7

2 years

What do we currently offer?

Apprenticeships in development in Kent

Name Related Programme Duration Level

Police Constable Degree in Professional Policing Practice 3 years 6

Professional Economist BSc (Hons) in Economics 4 years 6

Clinical Trials Specialist BSc (Hons) in Clinical Trials 4 years 6

Social Worker BA (Hons) in Social Work 4-5 years 6

Advanced Clinical Practitioner MSc in Professional Practice 3 years 7

Data Scientist Integrated BSc (Hons) in Data Science 3.5 years 6

Construction Quantity Surveyor BSc in Quantity Surveying in collaboration with East Kent

Colleges’ Group

4 years 6

Junior Management Consultant Certificate in collaboration with East Kent Colleges’ Group 2 years 4

Commercial Procurement & Supply Certificate in collaboration with East Kent Colleges’ Group 2 years 4

What do they look like?

Delivered using Moodle

Broken into colour coded

sections

Different methods for content

delivery are used

Comprised of around 10 weeks

(minimum 8hrs per week

study time)

What do they look like?

Closer look at the Modules

Academic point of view

Dr Carolyn Barker

Being an apprenticeship academic

Dr Carolyn Barker

cmb47@kent.ac.uk

Lecturer (T&S) and joint programme lead in Applied Chemical Sciences

Centre for Higher and Degree Apprenticeships (CHDA)

Workplace Degree

4 Apprenticeships

• Technician Scientist - Applied Biosciences

• Technician Scientist - Applied Chemical Sciences

• Laboratory Scientist - Applied Biosciences

• Laboratory Scientist - Applied Chemical Sciences

4 Degrees• FdSc in Applied Bioscience

• FdSc in Chemical Sciences

• BSc (Hons) in Applied Bioscience

• BSc (Hons) in Applied Chemical Sciences

FdSc: 3 years PT, 240 credits, level 5BSc: 4.5 years PT, 360 credits, Level 6

Applied Biosciences Applied Chemical Sciences

Cell Biology Organic Chemistry

Biochemistry* Physical Chemistry

Microbiology* General and Inorganic Chemistry

Applied Chemistry Basic Analytical Chemistry

Basic summer school* Basic summer school*

Business Improvement* Business Improvement*

Human physiology and disease Introduction to Polymer Chemistry

Metabolism and enzymology Biochemistry*

Advanced summer school* Microbiology*

GxP* Advanced summer school*

Company based project* GxP*

Pharmacology* Company based project*

Infection and immunity* Pharmacology*

Applied Microbiology Separation Science

Applied Microbiology Spectroscopic methods

Introduction to nanomaterials

Introduction to drug synthesis

Research Methods* Research methods*

Drug discovery and development* Drug discovery and development*

Nanomedicine* Nanomedicine*

Advanced therapeutic agents* Advanced therapeutic agents*

Biopharma and gene therapy Computational Chemistry

Clinical pharmacology Analytical Chemistry

Adv. immunology & microbiology Company based research project*

Company based research project*

• 15 credits each (150 hours)• 1 day a week study time• Live all year• 3 exam rounds

• Convenor of 8 modules• 6 e-learning• 2 summer schools

FdSc

BSc

34 modules

Developing a modulePlanning: Learning objectives, level and time

Content: Non plagiarised, accurate and modern

Writing: Plain English, readable online, logical and engaging narrative

Visual: Explanatory, eye-catching visuals and video

Interactive: Activities (maths), forum topics and MCQ’s

Stretch: Further reading and critical thinking

Testing: MCQ’s, assignments and work-based learning

‘The passion of creation’Pasternak. 19th century

• Answering questions (online/email/phone)

• Contributing to forums discussions

• Supplementary material (written/Skype)

• Marking assignments

• Exams x3 (setting/marking/mocks)

• Revising module content

Convening modules

My involvement

• Employer visits

• Apprenticeship events

• Ofsted

• Accreditation RSC

• Senior Tutor

• Staff-student liaison

• Training

70% 20% 10%

Development Convening

How does it compare to a ‘normal’ academic?

Pros• More creative

• Engaged learners

• Flexible working

• Employer interaction

• Dedicated to apprentices

• Benefits of teaching clear

Cons• Takes time to develop rapport with learners

• No immediate feedback

• Exams x3

• No downtime

• Errors magnified

ChemistPharma Industry

Research ServicesUniKent

Lecturer UniKent

Apprenticeship Lecturer CHDA

Critical skills to be an apprenticeship lecturer

1. Written English

2. Customer focus

3. Fundamental and applied science

4. Up to date subject knowledge

Useful skills

5. Insight into the pharma industry: Time pressures, egos

6. Understanding of the academic world

7. Events organisation

Final thoughts

• Learning technologist is *invaluable*

• Written English and communication skills essential (recruitment)

• High quality content & service: apprentice, employer, Ofsted, University

Converting existing material to distance learning

Synchronous Asynchronous

Participation at

the same time

Could be taught

through webinars

Discussing with

peers and

academics through

live chat

Participation at the

different times

More flexible

Could be taught

through written

content or pre-

recorded video/audio

Discussing with peers

and academics

through forums

Types of Distance Learning course

Converting existing material to distance learning

Method of delivery

Group work

Forums

ChatWikis

Hangouts Google Docs

Padlet

Padlet

Assessment

Moodle Assessment

• Good for Formative and Summative

• Either with feedback from module leader or

with a model answer

Moodle Quizzes

• Can be MCQs, T/F, Drag and drop, missing

word…

• Good for fast, formative feedback

Reduce, refine, reuse

Strip back the content to vital

information. Make sure it is

factually explicit.

After learning has taken place,

assess how well it went and

adjust the course accordingly.

Reuse much of the same

material, a large advantage

of distance learning.

No mistakes.