On learning and work

PLATO Leiden University

PLA

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Thinking about work-based learning

Hemmo Smit

On learning and work


PLA

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work-based learning


PLA

TO Characteristics of WBL

1. Learners are employees of a company

2. Program derives from the needs of the workplace and the learner

3. Starting point based on recognition of current competencies and identification of learning wishes

4. Learning projects in the workplace.

5. Assessment of learning outcomes with respect to a framework of standards and levels

(Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications. Working paper.)


PLA

TO What are learners

learning in WBL?

Skills/knowledge for their present job

New knowledge, beyond the goals/requirements of the workplace

How to deal with unknown situations (new problems)

How to keep learning

(Bout & Solomon, 2007)


PLA

TO What happens when learners

are involved in WBL?

People learn by being in ‘a knowledge-based work based environment’.

(Chisholm et al., 2009).

Learning and work are coincident, butlearning ≠ work

Workplace must be formalised and structured for learning


PLA

TO Why work-based

learning?• “…there have been the beginnings of

a shift of interest from the relatively well-ordered traditional disciplines towards the unruly domain of professional practice and transdisciplinary knowledge, where increasingly work and workplaces are becoming key sites of and sources for the academic curriculum.”

(Bout & Solomon, 2007)


PLA

TO The changing

workplace• Fluid teams• Organisational decision in cross-

functional meetings• Responsibility for quality control• Flexibility• Performance management

agreements• Increased communication

(McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace. Conference paper.


PLA

TO Now, 10 years

later…What changes in the

workplace have you seen in the last decade that make work-based learning necessary?


PLA

TO Thinking about WBL

Workplace learning is commonly described as being:

• informal (or ‘non formal’)• unstructured• incidental


PLA

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Rethinking WBL

In WBL as with educational institutions there are:

• intentions for work practice• structural goal-directed activities• interactions and judgements about

performance

(Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work.)


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Looking ahead

What would be necessary to make/keep work-based learning effective in the future?


PLA

TO Sources

• Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work. Downloaded from http://www.icvet.tafensw.edu.au/resources/workbased_learning.htm#publications, 27 October 2009.

• Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications. Working paper.

• Chisholm, C.U., Harris, M.S.G., Northwood, D.O. & Johrendt, J.L. (2009). Characterisation of work-based learning by consideration of the theories of experiential learning. European Journal of Education, 44(3), part I: 319-337.

• McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace. Paper prepared for the first International Conference on Researching Learning and Work, Leeds University, September 1999.

• Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I: 399-410.


PLA

TO Guidelines for the development

of WBL

1. A reflective learning review2. A learning interview3. flexible accreditation of prior (experiential)

learning4. clearly defined learning outcomes5. a learning agreement between

stakeholders6. Support from the organisation/company7. assessment8. officially recognised awards

(Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I: 399-410.)