Joint Programme Meeting - Poster Session by JISC infoNet

Joint Programme Meeting Flexible Learning Poster Event Aston Lakeside Centre, Birmingham Thursday 27th May 2010

YouTube Channel: http://www.youtube.com/jiscxprog

Supporting Professional Development for Engagement The project “Supporting Training, CPD and Staff Exchange for BCE Practitioners” is funded under JISC’s Business & Community Engagement programme and delivered by JISC Advance.

Background  A 2007 A JISC-funded user needs study of the Business and Community Engagement community identified "a desire for an integrated and accessible package of training opportunities”.  It recommended that JISC co-ordinate training opportunities in order to provide an integrated training programme.  This project will enable a more strategic approach to the BCE training support JISC Advance services provide and national staff development strategies to be better supported.

Aims  Determine support and enhancement needs of existing BCE training provision and BCE practitioners  Design, in conjunction with stakeholders, a “training support package”  Pilot, deliver and evaluate the training package in collaboration with partner organisations

 The focus will be on supporting existing training provision rather than trying to 're-invent the wheel'. This is being achieved by working closely with key stakeholders.

Outputs  An online skills self-evaluation based on the AURIL (Association for University Research and Industry Links) CPD Framework  A collection of training resources Mapped to the AURIL framework so that practitioners can easily identify development opportunities that match their self-diagnosed training needs  A set of workshops At which relevant training can be sampled with materials subsequently made available online  A set of resources and case studies Exploring effective methods of CPD and training, including a series of videos exploring staff exchange

Key Issues  “BCE Practitioners” include a wide range of roles – how do we best support these?  Support is fragmented, nationally and institutionally – how do we join this up?  JISC has now defined four ‘dimensions’ of BCE: Knowledge Exchange, Employer Engagement, Lifelong Learning, Public Engagement  How appropriate is the AURIL KE CPD framework for the other dimensions?  Who exactly are we supporting? The intermediaries or anyone involved in BCE activities?  Can one tool / framework meet the needs of such a diverse range of activities?  What are the best ways to embed support for these activities?

Project Manager: Helen Blanchett, JISC Netskills helen.blanchett@ncl.ac.uk Project web site: http://www.netskills.ac.uk/content/projects/2008/jisc-bce-cpd/

Newport CRM Process & Policy Development - NewCRM. JISC Business and Community Engagement (BCE) Programme: Customer Relationship Management: Process Improvement Pilot Projects.

Business & Community Engagement Collaboration

‘The Trialling Collaborative Online Tools for BCE’ project will identify effective practice in the use of online tools across further education colleges and higher education institutions to improve collaborative ventures with external partners. Working with eight institutions the project aims to assess the use of technology across a range of institutional contexts and synthesise lessons learned for the benefit of the sector as a whole. Project Manager: Jacquie Kelly Email: jacquie.kelly@northumbria.ac.uk W: http://collaborativetools4bce.jiscinvolve.org

Staff The ‘Training, CPD & Staff Exchange for BCE’ project will determine the support and enhancement needs of existing BCE training provision and the needs of target BCE practitioners. It aims to deliver: training support in the use of technology and online tools for BCE; BCE Leadership, advocacy and staff exchange activities between BCE practitioners and information management, libraries and IT staff; Training enhancements which support the process and system needs of collaborative (cross-institutional) service provision. Project Manager: Helen Blanchett Email: helen.blanchett@newcastle.ac.uk Website: http://bcecpd.jiscinvolve.org

Awareness

Effective business and community engagement directly enhances research and teaching, improves reputation, extends profile and impact, and delivers revenue and non-financial benefits. ‘The Awareness & Education of BCE’ project aims to raise awareness of the opportunities afforded by BCE engaging not only the direct practitioners but the staff that support and enable them to carry out their activities. JISC, through its Advance Services, has an important role to play in this process.

Empowerment This project will provide further and higher education institutions with a comprehensive best practice guide to resource technologies that enable and support SME engagement. It will include a web based diagnostic and signposting application, together with brokerage models and regional and international examples of good practice.

Project Manager: Chris Young Email: chris.young@newcastle.ac.uk Website: http://bceawareness.jiscinvolve.org

Project Manager: Punam Khosla Email: punam@techdis.ac.uk

Embedding The ‘Embedding Business and Community Engagement through Business Process Improvement and Internal Engagement’ project set out to identify examples of good practice and common barriers and issues faced by further education colleges and higher education institutions engaging with the Business and Community Sectors. Now complete, the online resource provides the sector with examples and a framework for reviewing and developing BCE within your own college/institution. Project Manager: John Burke Email: j.burke@northumbria.ac.uk W: http://www.jiscinfonet.ac.uk/infokits/embedding-bce

Engagement This project aims to help FE and HE institutions develop business models for working with SMEs by offering advice and guidance for capitalising on web technologies. There are wide variations in the use and awareness of the benefits of the internet by SMEs. The project will provide an analysis and synthesis of SME need/demand and institutional capability through a study that will include good practice and exemplars. Project Manager: Punam Khosla Email: punam@techdis.ac.uk

http://www.jisc.ac.uk/bce

Technological interventions

Idealized Design (Russell Ackoff, 2003)

f o

d u

t s

ject sub

outcomes based learning l i m s e l i t u e d d o ma m rket inte lecturer identity l l i g QAA audit enc y

chm ben

retention issues s e H efce m f m u requirements of professional bodies n a d r ed s g o t r u d s p e e r n t n t nu assessment criteria t ce m s o b c l e a r t s n e m t r duplication of effort a p de 550 hours productivity levels

arks

supply side model of course development

1. 2. 3. 4. 5. 6.

formulating the mess ends planning means planning resource planning design of implementation design of controls

Reference scenario: the current economic and funding climate - bad HEFCE is reducing funding for students UoB relies on this for the majority of its income demographic trends = fewer potential students

Tools to support creative design Tools to replace unproductive labour

UoB finds it hard to develop courses that are demand led & staff lack skills and/or desire to change -> numbers drop -> courses

Wookie server & widgets? LAMS? Moodle?

fold -> further staff reductions -> merger or eventual closure the UoB enterprise unsustainable, if it continues to rely on current model

Integration with other initiatives

5&6

Creating Flexible Curriculum Design and Development Project Manager: Fleur Corfield, f.m.corfield@staffs.ac.uk

2009 Getting a course designed... Too much paper work Takes too long I'm asked for the same thing over and over Fast approval possible only up to 60 credits I guess the answers to a lot of the questions

How? Using modelling to see how CDD works now and how it could be with smarter working (SOA etc). Creating an Enterprise Programme Office supporting innovation and managing change to be sustainable

2012

Getting a course designed... .. Quick to sort out with simple workflows Information only needed once Information stored centrally for all to access Can find answers easily

Project Blog: Jiscenable.blogspot.com Project Website: projects.staffs.ac.uk/enable

Supporting Responsive Curricula (SRC) The Supporting Responsive Curricula (SRC) Project will pilot agile, demand-led curriculum design processes that promote flexible delivery and enhance learner employability. The project will: Be a catalyst for institutional wide reform of the curriculum design and delivery process to all courses offered by MMU. break new ground in curriculum interoperability, piloting the “tagging” of curriculum with competences valued by employers and professional bodies to assist learners in demonstrating abilities for a professional audience. promote dialogue with key bodies in the North West’s growth sectors - legal, financial services, physiotherapy and creative digital - to ensure that meaningful “skill tags” are used. bring institutional and sector benefits to practitioners and senior managers through a heightened state of awareness about curriculum design processes, useful intervention points and appropriate measures of responsiveness to learner, employer and academic integrity agendas.

SRC is closely linked with EQAL, MMU’s project to transform all undergraduate teaching by 2011

Personalised C Curriculum C Creation through C g Coaaching (P g (PC3) C3) Project Aims To develop a framework that places co oaching at the heart of personalised curriculum design. Learners will be ablle to select provision suitable to their needs, construct an award, access reso , , ources and learning support, and g pp , negotiate assessment, with structured d support from a personal coach.

PC3 Framework The framework aims to provide a wide range of a wide range of communication points between students, tutors and coaches; access to resources including learning materials and module specifications; reflection and self‐assessment tools enabling personal development.

Personalised LLearning through C Coaching (P PLC) To provide entry into the personalised curriculum process a module is being developed to a module is being developed to provide students with the skills necessary for self‐directed learning. This module also enables entry into University systems and introduction to University processes.

Project Team: Janet Finlay, John Gray, Margaret Christian, Tam Mason, Dawn Wood Project Blog: http:///www.pc3.org.uk/

PREDICT Promoting Realistic Engaging Discussions In Curriculum Teams THE PROJECT FOCUS The overall aim of the project is to develop a new process that is efficient, flexible, focuses on enhancing educational development and the student experience and, is supported with responsive technology to accommodate our curriculum models.. HOW IS THIS BEING ACHIEVED? This is being done by: •Exploring the principles and values of all involved in curriculum design to identify what principles and values might underpin the design at City University London •Examining models used when curriculum are being designed •Identifying the information needed for programmes and modules by all stakeholders but ensuring the languages is focused on the students experience •Outlining the technology needs for supporting curriculum design •Discussing the staff development and support needed when undertaking curriculum design

ACTIVITIES UNDERTAKEN AS PART OF THE PROJECT •Staff undertaking curriculum design have taken part in questionnaires, interviews and providing case studies •Workshops around curriculum design have been undertaken to share views •Documentation related to design have been examined such as programme and module specifications •Websites and literature have been examined for models, principles and values •Data that might contain relevant information has been examined including NSS and other questionnaires about students experiences •Minutes of meetings and reports have also been evaluated for data that might be useful •Learning Development Associates have been appointed to focus on specific areas that are related to curriculum design activities HOW CAN YOU BE INVOLVED? •Check the project website to read information but also to take part in the blog and questionnaire being launched in May •Volunteer to take part in an interview or provide a case study either as an individual who has been involved in curriculum design or with your team •Attend workshops about curriculum design •Invite us to work with you when doing curriculum design so you can have support for the activity from beginning to end Project Management: Professor David Bolton, Deputy Vice Chancellor Education, Project Executive Dr Pam Parker, Associate Director Learning Development Centre, Project Manager Dr Susannah Quinsee, Director of Learning Development Centre, Project Director Susannah Marsden, Head of the Academic Development Unit Senior Supplier Megan Palmer, Deputy Head of the Academic Development Unit Senior Supplier Helen Emerson, Academic and Professional Process and Support Director, Senior Supplier John Gallagher, Information Architect, Application Architect Roberta Williams, Associate Dean Learning and Teaching SCHS, Senior User

For more about the project contact: Susannah Quinsee, s.quinsee@city.ac.uk Pam Parker, P.M.Parker@city.ac.uk Project Website www.city.ac.uk/ldc

Technology-Supported Processes for Agile and Responsive Curricula Core Aim 1

Core Aim 2

Informing programme design activity through the enhanced provision of pertinent information

Redesign of the ICT infrastructure which underpins the workflow of the curriculum design and programme approval processes

= Moodle

Core Aim 3

Core Aim 4

Electronic support for course team dialogue during their programme design activity

Electronic representation of programmes and underpinning evidence at (and leading up to) the point of approval

= Mahara

= SharePoint

The Ladder of Engagement Since we are using technologies already adopted by the University, we can concentrate on supporting the use of these technologies in new modes to support new workflows. This means that ‘stakeholder engagement’ is our highest priority; we are using the model below as a template for this engagement – it guides our communication plans and defines the type of activity needed to achieve a particular level of ‘buy-in’:

Anticipated Effect

Engagement tools

Stakeholder roles

Level of engagement

Notify

Inform

Stakeholders may encounter Stakeholders are regularly project publicity. and reliably informed, made aware of their rights and ways of participating in the project.

Consult Project staff obtain views of stakeholders. Stakeholders receive full feedback on decisions taken.

Involve

Collaborate

Project staff work with stakeholders through decision making processes to ensure views are understood and taken into account. Stakeholders as Stakeholders as project respondents. Designated team members. consultation time/space in Stakeholder appointment meetings. Feedback/right on project boards. of reply strategies. Some Stakeholders supported in dialogue with project staff their involvement through is expected. training.

Empower

All aspects of decision making processes are undertaken in partnership with stakeholders.

Stakeholders set agendas for change. Self organisation and responsibility over management is held by stakeholders. Stakeholders as passive Stakeholders as passive Stakeholders as Stakeholders as recipients of recipients of broadly collaborators. Stakeholders (independent) designers. uncontextualised contextualised on management Distributed decision information. Dialogue with information. Dialogue committees. Stakeholder making. Stakeholder project staff is not expected. with project staff is shaped policy making. managers. Stakeholder implicitly welcomed but Stakeholder interest/action ‘ownership’ of resources, not explicitly invited. groups. events, policies and learning. Occasional newsletters. Briefings. Regular blogs. Comment/opinion polls. Workshops. Voting. Active Stakeholder led Stakeholder managed Access to minutes and Targeted letters. Focus groups focus groups. Joint-lead consultations. Interviews consultation activities and documents. Static website. (stakeholders as consultations. Interviews open / closed (stakeholder tools development. respondents). Project staff (open). directed). Open forums. led consultation Rich picture activities. workshops. Project staff Away days with led questionnaires and stakeholders and project interviews. teams. Potential for peripheral Potential for informed, Widespread verifiable Emergent reaction data is Agendas emerge only from New mechanisms are general awareness. contextualised awareness. contextualised awareness. not framed exclusively by collaborative activity with established which are Emergence of reaction project staff. Stakeholder stakeholders. stakeholder owned. Project data. agendas are collected and is self-sustainable with no recognised. expectation of project team intervention.

Adapted from Rudd et al (2006)

Scope Because the focus of the T-SPARC project is curriculum design, it necessarily touches upon a whole raft of University work-streams. As such, the Project Team advance the aims of the T-SPARC project through working with all of the themes shown in the Wordle graphic to the right (centre bottom) through existing University working groups and committees.

Activity Committee and working group activities include: • Learning and Teaching Committee • Working group for the redesign of the review and approval mechanisms • Working group for the Learning Community initiative (student engagement) • RoLEx (Redesign of the Learning Experience) Project Board

e-Reflect (Making Assessment Count) Dr M. Clements, Dr M.J.P. Kerrigan, Dr A. Bond, Ms Y. Nedelcheva & Ms F. Oradini, Prof G. Saunders University of Westminster, London, UK. W1W 6UW. email: G.saunders@westminster.ac.uk

The Story Behind Previous work undertaken within the School of Life Sciences had indicated dissatisfaction from students regarding the extent and level of feedback they receive. In contrast, the view of academic staff is that students receive plenty of feedback but do not use it. The aim of this project is therefore to help students make effective use of the assessment feedback they receive and to help them to identify a strategy to improve their future performance.

Solving the Puzzle

A major component of the project is the e-Reflect process. This process uses the SOS model of feedback whereby students receive Subject, Operational and Strategic feedback for each piece of coursework. Students complete a piece of coursework (1) that is graded and feedback written on the script (2). Following reading the subject feedback, students complete an online reflective questionnaire about their operational performance (3). This generates an automated report which is emailed to the students providing them with operational feedback and suggestions for future work (4). To complete the process students are required to complete an online reflective learning journal which is shared with, and commented on, by their personal tutor (5 & 6).

Although the e-Reflect process is at the heart of the project, we recognise that the heart cannot be complete without knowing more about all the stakeholders involved. Central to this is to understand why staff feel that students only read their marks and pay little or no attention to the feedback they receive. Similarly we need to find out how students use their feedback in relation to developing a coherent learning and improvement strategy.

Comments

BLOGS

Questionnaire

Stakeholder

Electronic Feedback

Operational Feedback

Evaluation

Change

VLE

Automated Report

Student Centred

Personalised Learning

Understanding Studentâ&#x20AC;&#x2122;s Needs

Written Feedback

The Heart of the Project

Higher Education, Employer and Employee Engagement through E-portfolios

HE5P Funded by the Higher Education Funding Council for England

Policy-oriented research into the question “Can e-portfolios support the employer engagement agenda, and if so how?” Project Partners Universities

Other Organisations

• Bedfordshire • Bradford • Cumbria • Hull • Leeds Metropolitan • Leicester • Liverpool • Northumbria • Plymouth • Portsmouth • Wolverhampton

• Chartered Institute of Library and Information Professionals • Greater Manchester Strategic Alliance • Institute of Physics

Employer Partners (including) • Merseyrail • DeBeers • Hampshire Fire Service • HM Prison Service • Royal Navy • St Mary’s Hospital (Portsmouth) • Price Waterhouse Coopers

Project learning and outputs: Functions and benefits of using e-portfolio tools and technologies, linked to the scenarios/architecture and supported by the evidence from participants. Scenarios, future-oriented but derived from current practice. Information architecture model, linked to the scenarios.

Key e-portfolio functionality to support employer engagement Communication – between distributed peers, tutors and workplace mentors

Collaboration – from commenting on individual work to joint creation

Reflection and integration of institutional with work-based learning

Collection of diverse evidence Presentation – to assessors or future employers

Did the Cert HE Employer engagement work? All learning hosts and most student respondents provide very positive feedback about the experience. …“The company was very grateful for my input ..and were ready to offer me an extension of the internship, however with the financial climate at the moment this was not possible as they could not afford an addition to the team and I could not afford to continue working for free”… (A Cert HE Learning hosts reported a wide range of activities that the students had helped with. In particular: …”Our student produced some well designed post cards of our artwork......Our student set out a working practise for us to follow when managing projects which will help our working practice become a lot more transparent.....Our student helped us with marketing our organisation which inevitably had a knock-on effect with increasing membership and revenue. He also offered new ideas about improvements for the business which were useful. ....New insights and fresh ideas”...(Various Cert HE Creative Enterprise Learning Hosts) Learning hosts’ main gripes related to unreliability of students and mismatched skills, but suggested improvements on both sides: …”We’d want a placement for a longer period...... We would need to have a proper office to welcome someone to work for us! as otherwise it could be very uncomfortable, or have the person come 1 day a week to the office and work from home with a laptop, to do the work”…

The Project Findings Achieved the three desired outcomes- see below right hand box Successes •Building a complex and effective employer engagement system on five levels with a wide breadth of activities •Collaborating internally with other UAL department •Creating sustainable and relevant qualifications •Creating positive and useful experiences and results for students in terms of improved level and breadth of skills, employment outcomes, personal development and direction •Creating positive and useful experiences and results for learning hosts in terms of business benefits and appetite to host more placements

Employer Engagement

Issues Lack of project champion at strategic institutional and college level means lack of support Restructuring at UAL through the redundancy and reallocation of academic staff weakens support for Cert HE students and provides disappointing retention rates for vulnerable students Placement support and communication with tutors and mentors could have been better Many Cert HE students had problems with finances, leading to a large number of early leavers Do students value free learning? Single placements work better in small organisations The Programme attracted a wide variety of applicants, including many looking to change career or already with a first degree. This suggests a new market for programmes like this and a source of talent for the creative industries Recommendations o Exploring a wider potential market for the course

Exploring the role of employer engagement in up skilling creative sector talent for enterprise and widening participation in Higher Education

o Engage larger business organisations e.g Business Link o Conduct more internal marketing to promote understanding o Growing a subsector-specific pot of learning hosts o Charging the student o Improving communications and placement support o Single placements only unless the organisation is large o Review entrepreneur/arts practitioner language differences

About the project Launched in April 2007 and managed by the then School of Creative Enterprise at the London College of Communication University of the Arts London, the E2 project aimed to: •Engage creative industry employers in the design and delivery of graduate courses relevant to the skills needs within the creative industries. •Widen access and opportunity to these courses to groups under-represented within the creative industries and within HE, as a career entry support. •Create accredited professional development opportunities for people already working or volunteering within the creative industries.

The Leading Edge – a model of Employer Engagement Sandra Hopkins, Work Based Learning Manager The Background • The government’s vision for a prosperous economy relies on growth in skills at levels 4 and 5 in line with the needs of business. HEIs need to play a part in delivering programmes to meet these needs.

• As the population declines and the traditional market of 18-24 year olds reduces, HEIs need to explore other markets in order to continue to grow. This growth needs to be responsive to the needs of the economy.

• Learners need programmes which are flexible, accessible, life-friendly and which allow them to reach their potential in the workplace.

Challenges identified • UK and International recession • Changing cultures within Higher Education and Business • Building sustainable relationships, not just offering one-off courses • Differing expectations on timescales and terminology

Why at the University of Leicester? • Leading edge research and a commitment to teaching and learning also provide a solid basis fro the development of relevant and high quality programmes for employers.

Academic champions strategically placed in departments

• Quality teaching through our seven Foundation degrees and numerous flexible distance learning courses, each with varying levels of employer engagement and using work based learning.

Business Services (including KTP, consultancy)

Centrally placed team of: - Director of Professional and Flexible Learning - Work Based Learning Manager - Business Development Manager - Administrator

• Business and education partnerships with large employers and colleges through the Lifelong Learning Networks and Colleges and University of Leicester Network. • Awarded funding under the HEFCE Strategic Development Funds. • Commitment to drawing upon and developing our research and teaching expertise, to support employers in their training and education and make a substantial contribution to the economic development of the region.

Employers seeking to engage with the University of Leicester to develop their businesses and staff

Employer Engagement at the University of Leicester

Curriculum Development • Development of a flexible framework within which employer responsive provision can be developed quickly. • Populated with courses such as the Certificate in Professional Practice (with Specialism) where leadership and management combine with specialist subject areas.

The Future? • Modular delivery • Employer Based Training Accreditation • Apprenticeships • Predicting future skills needs and growth areas

References References: Leitch, S. (2006) Review of Skills - Final report - Prosperity for all in the global economy - world class skills. HM treasury. Brennan, J and Little, B. (2006) towards a Strategy for Workplace learning: Report of a study to assist HEFCE in the development of a strategy for workplace learning, London. Lambert, R. (2003) Lambert Review of Business-University Collaboration - Final Report. HM Treasury.

leadingedge@le.ac.uk

Enabling Higher Education to compete in the online CPD market Project Partners Open University, Centre for Professional Learning and Development, University Cambridge, Institute for Continuing Education, University of Derby, Derby Corporate and Innovation 4 Learning, University of London External System Eastman Dental Institute PARN (Professional Associations Research Network) Keith Williams (k.williams@open.ac.uk)

Market Research; Qualitative research on views of employers was commissioned from IFF and PARN

Institutional Readiness

managed an online survey of 5,000 members from a variety of professional bodies. Headline findings are Experience of on line CPD: o E-learning and online provision is an established part of employment related training and development, though the majority of experience is with unsupported provision rather than the supported programmes offered by universities. (IFF) o A majority (~60+ %) of respondents have some experience of online CPD and of these it is a minority who have experience of supported systems. (PARN)

CPD operates at the margins of HE activity, Many aspects of CPD activity are managed through “exceptional arrangements” Participants reported problems in responsiveness in: • Market scoping and decision making • Business appraisal • Course Approvals • Participant registration • Fee payment by employers

Market Factors, cost, funding, availability,: o customers expect online courses to be cheaper than equivalent face to face provision. 50% of the face to face cost representing good value (PARN) o Utility and relevance predominate over cost as key factors in selecting courses (IFF) o Employers are the prime funders of professional development for their employees and in the majority of cases determine the source of the courses taken. (IFF & PARN) o Course needs are predominantly identified through appraisal processes and rapid availability of courses is regarded as an important feature. (IFF & PARN) Universities; o Universities are regarded as potential providers of professional development courses but difficulties in identifying courses, a tendency to adopt academic stances and poor customer services detract from otherwise high reputation of the HE sector. (IFF) o Award of credit is a low priority for employers but it is recognised that it is a benefit to employees.(IFF & PARN) o A minority (~45%) of respondents report having used Universities as a source of CPD.(PARN) o Universities need to prove their effectiveness in the delivery of work relevant short courses in addition to their well acknowledged expertise in the delivery of degree programmes. (IFF)

Targets for online registration, anytime start difficult to achieve within existing systems. Sector wide CPD portal could act as a marketing presence and business transaction intermediary on behalf of the sector.

Prototype Sector Portal The project scoped content and systems for a Sector Portal that might act as a gateway to online CPD provision drawn from providers across the HE sector, identified requirements were: -

provide effective service to learners, whether registering as individuals or under employer sponsorship provide for continuity of an individual’s record through transfer from employer to employer offer the capability to search for courses from all participating institutions undertake registration, learner management and basic business functions on behalf of institutions consolidate business transactions with partners allow for partner organisations to manage sub sections of the site updating their own data manage course delivery and learner support. A prototype portal was developed to demonstrate features and services that could be realised in an operational system. The home page indicates service packages for employers, individuals and the participating HE institutitions. Whilst offering a sector wide selection of courses partners preference was for retention of institutional identity. A selection of institutional boutiques operating within a sector wide shopping mall!

A Sector Portal: o A portal offering a single information point on courses available from the HE sector would counter the current negative perceptions of HE service provision (IFF). o Of services and features that might be offered via a portal single point information on courses, and booking services are the key core services. Library and Information sources lead the ranking of services additional to course provision with 75% indicating they would use a free service though few (9%) would pay .(PARN)

As employer course selection is shaped by work place competence and performance we developed a system that would allow for indexing courses by competence enabled thus enabling either corporate or individual users to search by course content or competence sought. Employers could use the facility to assemble competence frameworks for specific roles or functions

Outcomed Based Credit Vehicle Employer and Professional Body interest is focused on professional outcomes in an employment context. APEL systems are complex and costly for small volumes of learning associated with CPD ( ~30 hours per annum). Development of Indicators of Credit Readiness in CPD and work based professional learning regarded as desirable.

To facilitate submission of claims for credit for prior or experiential learning the JISC funded e-Apel system was adapted and embedded within the prototype portal. An e-portfolio system was integrated within the system to allow individual users to maintain a transferable record of their learning and development activities. The prototype used MOODLE as its backbone and the project developed enhancements to the standard MOODLE MIS systems to improve monitoring of student use of course components.

This model has been developed by PARN to express effectiveness of CPD activity within phases of a KOLB learning cycle

Flexible routes to credit must be capable of integrating many work based and formal learning episodes ultimately demonstrating HE level outcomes

Ongoing work at the Open University in association with National Skills Academy –Nuclear is exploring the use of the Qualifications and Credit Framework as a means of recognising professional competence

The launch of the Qualification and Credit Framework (QCF) improves alignment between competence based qualifications and HE credit systems. QCF works with the same 1-8 Levels of achievement and the same credit volume, 10 hours learning =1 credit, as HE systems. Dual track routes to QCF registered credit may be possible. Sector Skill Councils and National Skills Academies act as intermediaries in defining industry requirements, defining qualifications and identifying providers. HE CPD provision aligned to industry defined qualifications offers credit award for small study volumes outside the constraints current university systems

Integration of industry determined QCF registered qualifications within study paths for HE awards is seen as a mechanism for maximising the value of employer driven learning to the individual. Credit gained from work related programmes may contribute to study shaped by personal motivation and allow for progression to existing or emerging Post Graduate qualifications.

The project scoped the use of other types of core systems such as Talent management and search focused systems.

Trial Modules Designed to explore both interactivity and communications dimensions of e-learning Partners developed 8 trial modules University Cambridge Institute of Continuing Education: • Online CPD Module for Teachers of English: Chaucer • Online CPD Module for Teachers of English: Tragedy These modules were planned to extend the reach of current f2f programmes linking University academics with practicing teachers expanding their subject knowledge. The modules were presented over a fixed period and dependent on interaction between course tutor and group members. University of Derby: • Risk Management for Managers • Supply Chain Dynamics These modules linked academics and interactive designers in Innovation 4 Learner in application of games based techniques to the development of learning materials for employer related programmes University of London External System/ Eastman Dental Institute; • Digital Dental Photography The Photography module was a high quality simulation package aimed at improving use of photographic techniques by practising dentists. The module will be used to expand Eastman’s current programme of face to face CPD provision. • Dental Bites - CPD podcasts The podcasts were designed to test a low cost approach in a new CPD market for Dental Care professionals Open University • Executive Book Group-The Future of the Internet The Executive Book Group explored academic led online discussion of a management “must read” text as a mechanism for engagement between worlds of business and academia • Creating Sustainable Communities The Creating Sustainable Communities module tested the use of Elluminate, the OU’s online conferencing tool as a means of conducting interactive workshop activities with distributed work based groups. The screenshots show outputs from online group discussion. The module required participation in five workshop events demonstrating the capability of current systems to support online in depth group interaction. .

Employer Engagement â&#x20AC;&#x153;Delivering What Employers Needâ&#x20AC;? Developing more flexible programmes and frameworks which are responsive to employer and employee demand. Inviting participation from employers and employee groups not traditionally engaged in higher education. Widen work based learner participation by offering progression routes from Level 3 to Postgraduate.

For further information please visit www.brookes.ac.uk or contact 01865 741111

The for employers, HR managers and business support organisations for sourcing professional, corporate or vocational training from UK universities How does it work? • Log on to www.thetraininggateway.com • Submit your skills or training needs enquiry • The Training Gateway will process your enquiry within 48 hours • Responses from suppliers will be sent to you direct via email

“I contacted The Training Gateway and they did the rest! It was all so easy.” Training broker

The Training Gateway The Innovation Centre York Science Park York United Kingdom YO10 5DG Tel: +44 (0)1904 435360 Fax: +44 (0)1904 435101 Email: info@thetraininggateway.com Skype: The Training Gateway

Web: www.thetraininggateway.com

The Project The Workforce Engagement in Lifelong Learning (WELL) project is funded by the Joint Information Systems Committee (JISC) and will develop, implement and evaluate a model for module/unit delivery and assessment that meets the needs of the employer, learners and University. The model will be piloted with learners from the Escalate programme in two academic schools at the University of Bradford. A Model of technology supported flexible learning in the workplace Flexible 



Responsive

Applicable to all types of



APEL procedures

learners



Prompt accreditation of

Negotiable 

Fit for purpose

Continuous feedback &



Must reflect needs and

evaluation

motivations of learner and employer

Adaptable to all curriculum

bespoke courses & in-



Assessment options

areas & industry sectors

company training



Needs analysis conducted



Contextually relevant

Learner support



Learning agreements



Competency-based vs.

Learning not confined to ’9



till 5’ timetable

negotiated

Pilot programmes

capability-based learning

Resources created 

Certificate in Reablement Support School of Health Studies Employer: Calderdale and Kirklees Primary Care Trust

 



MSc in Professional Studies School of Lifelong Education and Development Employer: The Fire Service College

An APEL social network community A criteria of a model of flexible WBL A survey of learners’ experiences with technology A survey of teachers’ experiences with technology



A baseline survey of existing initiatives in WBL



A literature review of WBL theories and models



Recorded lectures using Elluminate

For For more more information information please please contact contact Ibrar Ibrar Butt Butt T: T: 01274 01274 233292 233292 || E: E: i.butt@bradford.ac.uk i.butt@bradford.ac.uk W: W: http://www.brad.ac.uk/escalate/current-activities/jiscwell/ http://www.brad.ac.uk/escalate/current-activities/jiscwell/

Cul t ur eCa mpusL i v e r pool P or t a l -CCL i P Ai ms :

Ob j e c t i v e s :

Pr ov i dee a s ya c c e s st ol i f e l ong / wor k ba s e dl e a r ne r st o i nf or ma t i ononCPDpr ov i s i onr e g i ona l l y

Re v i e wc ur r e ntpr oc e dur e sf ora ut oma t i ci nf or ma t i on c ol l e c t i onf r om pa r t ne r sa nde nha nc eus i ngt heXCRI s t a nda r d

I mpr ov ei ns t i t ut i ona l bus i ne s spr oc e s s e sf ore f f e c t i v e l y a nde f f i c i e nt l yma na g i nga ndc ol l a t i ngt hi si nf or ma t i on, a nda l s of r om c ul t ur a l or g a ni s a t i ons S e c ur ebus i ne s si nt e l l i g e nc ef r om us e r st oi nf or m f ut ur epr ov i s i on v e l ops t r ong e rr e l a t i ons hi pswi t he mpl oy e r si nt hi s De di s pa r a t es e c t or “ Thepor t a l i soneoft hek e yout c ome soft he c ol l a bor a t i onbe t we e nt heUni v e r s i t i e sa ndt he c ul t ur a l or g a ni s a t i onsi nL i v e r pool ” Chr i s t ophGr unr nbe r g-L i v e r pool T a t e& Di r e c t or , Cul t ur eCa mpusL i v e r pool “ TheBe ne f i t sf orL i v e r pool Bi e nni a l a r et ohe l p ourpr of e s s i ona l de v e l opme nta ndhowwec a n i n v i t epe opl ei nt opa r t i c i pa t ei nt hel e a r ni ngwe ha v et oof f e r . ” Pa ul S mi t h-L i v e r pool Bi e nni a l

Ga t he ri nf or ma t i ona boutCPDne e dsoft hi ss e c t or De v e l opa ndt r i a l me c ha ni s msf org a t he r i ng i nf or ma t i onf r om us e r s . Cr e a t et hepor t a l ba s e dont hea bov e

Pa r t n e r s : TheUni v e r s i t yofL i v e r pool L i v e r pool J ohnMoor e sUni v e r s i t y L i v e r pool Ci t yofL e a r ni ng L i v e r pool HopeUni v e r s i t y L i v e r pool Ar t sRe g e ne r a t i onCons or t i um ( L ARC) S ma l l Me di umAr t sCol l e c t i v e( S MAC)

Co-genT: Co-generative Toolkit Supporting the development of demand-led curricula Scenario: An employer wishes to develop a curriculum with a higher education institution. Outputs: 1) Generation of learning outcomes which are mapped against recognised higher education standards frameworks. 2) A learner profile which supports learners to meet the identified learning outcomes, by providing information about the tasks (activities and assignments) and available supports and resources. URL:

http://www.pebblepad.co.uk/cogent/

Vocabulary Builder 1) Based on an identified learning need from the employer, which requires the co-generation of a curriculum with a Higher Education Institution, a dialogue is initiated between an employer and an academic member of staff. This dialogue seeks to understand the requirements of the employer and what they are expecting their employees to achieve as a result of participating in the curriculum. At this point the Vocabulary Builder is a reference tool, providing access to academic terms aligned with recognised higher education frameworks (e.g. Framework for Higher Education Qualifications - FHEQ; South East England Consortium for Credit Accumulation & Transfer - SEEC; and Northern Ireland Credit Accumulation and Transfer System - NICATS) and enabling the employer and academic to identify the level at which learners are working.

Outcome Builder 2) Academic terms and levels identified using the Vocabulary Builder are used to generate learning outcomes. The Outcome Builder contains a database of existing learning outcomes, which can be used to inform the creation of new outcomes. Completing a learning outcome requires the following information: Title: Aim: Vocabulary term: Outcome: Additional notes: Design level: Additional tags:

a label for the learning outcome a short description of the aim identified term and level full description, in the employerÂ&#x2019;s language additional information as required (e.g. context) programme, course, unit, activity (e.g. vocational area, discipline, skills developed)

Learner Profile Builder Resources

Tasks

Supports

3) The Learner Profile Builder allows the employer and academic to provide information which will support learners to meet the learning outcomes. The Learner Profile Builder allows the identification of: Design level: Learning tasks:

e.g. programme, course, unit, activity activities or assignments which demonstrate how the learners have met the learning outcomes Learning resources: generic resources for learning design and specific resources relating to the tasks Learning supports: (e.g. websites, additional documentation) A learner profile can be populated with existing tasks from the database; for example, a unit level profile could be populated with existing tasks at an activity level. This will promote reusability of learning designs. The Co-genT toolkit can also be used to support: employer-based training accreditation (EBTA); accreditation of prior experiential learning (APEL); and the development of appropriate learning outcomes by academic staff.

For further information contact Michele Hills: mhills@glos.ac.uk, 01242 714831 Co-genT is a JISC-funded project led by the University of Gloucestershire in collaboration with Pebble Learning, University of Winchester, University of Worcester and the Western Vocational Lifelong Learning Network.

HELLO Building learning communities

Higher Education Lifelong Learning Opportunities The HELLO Project is a JISC funded project in the Lifelong Learning and Workforce Development strand. HELLO tackles three issues; a vast reduction in pure social space, a need for an HE “identity” and engaging currciulum areas with e-Learning and associated technologies. Leicester College has over 60 HE courses delivered across a variety of Curriculum Areas. Learners are full-time, part-time, work based and distance. There are 200 learners and 14 staff involved in the project, across a variety of courses: HNCs and HNDs in Business, Engineering and Travel and Tourism. Foundation Degrees in Footwear, Fashion and Costume, Artistic Makeup and Special Effects, Photography and Video (full and part time), Graphics and E-Media, Performance (Acting and Dance) and Creative Sound Technology

Curriculum Led Community Using Moodle HELLO has developed an HE Student Community Site and course level Student Common Rooms, tackling three issues: 1. Contributing to a sense of community 2. Keeping learners “warm” 3. Integrating subtle forms of learning Programme Leader, Foundation Degree in Photography and Video (Part time) “its had a tremendous impact to the experience of my students...this year there is 100% retention rate. The HELLO Project and Moodle has certainly added to the coherence, the delivery and student experience to the extent that into next year it will be a requirement to engage through Moodle”

“[Show and Tell] makes ‘making friends’ that little bit easier”

Student Led Community Learners are using Mahara to build their e-portfolios, reflect on work based learning and practice and contact external stakeholders including business experts from their curriculum area. Other external stakeholders include peer mentors from the local university.

For information please contact: Lucy Stone, Project Manager Leicester College, Aylestone Road, Leicester LE2 7LW Telephone: 0116 2242000 lstone@lec.ac.uk or visit http://hello.lec.ac.uk

Personalised systems supporting IPD and CPD within a professional framework (CPD-Eng) background The concept behind this JISC funded project is to integrate systems that support personalised initial/qualifying professional development (IPD) and continuing professional development (CPD), applicable to professional frameworks. The project has resulted in the creation of a usercentric system, (MyShowcase) and identifies key features in the flexible pathways to qualifications, initially piloted within the engineering professional framework. This has the potential to be applied to frameworks relevant to other professional bodies and institutions. A transferable model is being tested within the health & social care sector.

Continuing Professional Development (CPD) is ongoing training and development to improve the skills and knowledge a person needs to best perform a job or enhance a career. It‘s fast becoming part of everyday language at work. The importance of CPD cannot be underestimated. According to two recent reports*, there are huge skills gaps in the UK workforce compared to other countries – and that is across all occupations, regardless of educational achievement or age. CPD is vital if we are to compete in the international marketplace. Employers are increasingly expected to provide a structured programme of professional support and development for all levels of staff throughout their working career and beyond. A CPD programme, as well as improving the quality of employers and employees, also leads to increased productivity and lower staff turnover for employers, and higher job satisfaction, job progression and better morale among employees. * 2009 MacLeod Report, 2006 Leitch Report

UsersVoice To meet the objectives within the CPD-Eng ethos of collaboration and partnership, a flexible engagement approach was adopted utilising a range of methods and activities. The activities were a starting point for discussion and refinement by a consultant and the key stakeholders in CPD-Eng coordinated by the CPD-Eng project manager and the management group. Specific activities undertaken reflected the needs and opportunities identified through the process of engagement itself. This flexibility was considered essential to enable full and meaningful involvement of those affected by or interested in CPD-Eng and to ensure ownership of the community engagement activity by the CPD-Eng community.

‘Help and encourage to me to keep professional records updated and available’

myshowcase

www.hull.ac.uk/cpd-eng

MyShowcase is an online portal application behind which you can access all the paperwork relating to your career which is then instantly accessible by you or people approved by you. You control who has access and for how long. It can be a daunting and time-consuming task to seek out the right documents as and when you need them. For example a prospective employer might want to have a look at your degree certificate from ten years go, and they might want to have a look at your thesis too. First finding and then sending all that information to them, either in hard or electronic copies can be time-consuming and expensive. With MyShowcase, all you would have to do is give them an online pass code for a limited time and they would have immediate view only access to those specific documents for that time period. Other paperwork you might want to access includes your curriculum vitaes, exam certificates, workbased and professional qualifications, course documentation, supporting letters, artwork, examples of your work, documents relating to your CPD practically anything related to a career achievement. Most importantly, it doesn’t matter what format the documents are in, myShowcase is being developed to support them.

summary MyShowcase provides the innovative, personalised infrastructure that will support the work-based learner through a lifetime of continuing professional development, having the ability to integrate online worlds and enabling evidence capture and mapping to professional frameworks to take place ‘whenever and wherever’.

Who benefits from myShowCase?

Anyone studying, working, looking for work or looking for employees

‘Recording achievements/professional ability’

Students and recent graduates myShowcase can help you make sure you are in the best position possible when you present ‘encourage to me to keep records updated’ yourself to prospective employers by giving you a simple and structured way of storing proof of all your achievements and academic qualifications. ‘Incentivise keeping of my records in order’ You can also keep any number of CVs ready for inspection by potential employers. Or you could allow your tutors access, for example, to look at ‘Convenience; encouraging organisation’ your thesis, or any work in progress. Practically any document in any format that you can think of will be compatible with myShowcase and all is accessible ‘great to have it linked to our framework’ from a simple online entry point. myShowcase will help you demonstrate that you are committed to selfimprovement. And with a proven CPD track record, ‘Having the information at my fingertips’ employers will be fighting to take you on. Mid-career employees If you feel you have more to give and more to prove, then myShowcase can help you do that. It gives you a tool to help you demonstrate that you are a valuable asset to your current employer committed to CPD, and helps you keep a structured record of all your work-based and professional achievements and qualifications - which can give you a head start if you’re looking to move up, or move on. Any user owned stored data

‘Safe keeping of my documents’ ‘Easy access – all retained’ ‘Always available’ quotes from users involved in MyShowcase workshops

piloted in

resources

MyShowcase toolset

URL input

artefacts

aggregator module

certiﬁcates

tagger module

URL input

validated URL input

ePortfolio type technologies

mapper module

Leap2A

microblogs

Professional Bodies knowledge and skills framework services

showcase module

RSS/API

showcase (view only) showcase (view only) showcase (view showcase (viewonly) only)

timed password protected view only access

user selected showcase viewer

Employers myShowcase supports your CPD programme for each individual employee. It helps them keep track of their personal CPD record and helps you assist in their progress and achievement. It also helps you demonstrate your commitment to your employees without consuming too much company time or resources. If you are dedicated to CPD, your employees will be too.

user selected showcase viewer

If you are looking for new employees, you can be sure that applicants who use myShowcase provide accurate and certified information to allow you to assess their achievements, quality and potential. With the applicant’s permission, it will allow you to have access to current and relevant validated information about them for a limited time.

For urther information contact - David Sowden - d.sowden@hull.ac.uk

iWoBLE Interactive Work -Based Learning Environment The University of Westminster has a long -standing history of educating for professional life and supports research into employability and the practice of work -based learning. Since April 2009, Westminster Business School and its Business Experience and International Unit (BEIU) have been delivering the JISC funded project called 'Interactive Work -Based Learning Environments' (iWoBLE). The project is providing a managed Blackboard site for tutors to interact with students on work placements, mentoring and internships programmes. In addition the same Blackboard site can be accessed by employers and so there is potential to better manage the relationship between the University and business sectors through the use of technology rather than paper.

“I am learning so much everyday through online interaction!”

“Considering blogging: If employers know what students are looking for, it is very easy to provide them with what they need.” Dr Aalok Y Shukla BDS(Lon) Clinical Director aesthetics

- Alkali

“I am so pleased that interactive learning environments are being developed to enhance the work performance of students!” Bernadette Langan

- WBS Placement Tutor

“Using online tools like Blogs, Wikis and e portfolios is a part of the education.”

George Ife - Alabi - placement student

Groups and Activities

- Students (48 -week long placements for undergraduate students, 3 months long internships for PG students, Semester long mentoring pairings)

Targets

Outputs and Future Development

To create working online communities that will allow participants to immediately capture/record reflections, communicate ideas and provide feedback on work -based learning – these will underpin face -to-face interactions.

Operational Blackboard sites for Placements, Mentoring and Internships programmes. Tailored user guides uploaded to usersites. Training/demonstration sessions offered to users.

- Academics - Employers

To provide forums for learning and exchange, wherein stakeholders (employers, students and tutors) can contribute to the development of the work -based and lifelong learning activities of the University.

- Coordinators To create a framework for other Schools and institutions to consider and apply. iWoBLE can benefit users by providing them with virtual tools and resources which can be shared with other Schools and with other institutions in Further and Higher Education. Placements, Mentoring and Internships students as well as Instructors, tutors and employers are using blogs, wikis, Wimba and discussion boards in order to enhance information flow and to support work -based learning process.

More mature institutional integration of IT systems facilitating the inclusion of a broad range of externals with differing levels of online access. Training materials for workshops delivered by coordinating staff aimed at employers/mentors, tutors and students. Practical implementation handbook for use by Schools and the wider community for adaptation.

To enhance employer engagement as well as placement and mentoring relationships. To address 21 st century education policy in relation to knowledge worker skills: Digital literacy, Evolving multimedia, Problem solving, Innovation management, Learning technology.

Preparation of short video clips of students, employers and tutors talking about their mentoring experience and work placements focusing on virtual learning environment. The project’s main focus for the future is to research and meet needs of target groups within new higher education and business sectors to promote greater interaction, partnership and development across institutions through the interactive work -based learning environment.

Business Experience and International Unit (BEIU) Westminster Business School, University of Westminster Contact: Miss Magdalena Slowinska, Project Assistant, M.Slowinska@westminster.ac.uk https://sites.google.com/a/staff.westminster.ac.uk/iwoble/

The project aim: The project aims to support employer engagement and workforce planning requirements by providing a CRM based integrated view of employer based, professional and tertiary sector education (Figure 1). The major tasks: 1. to deliver models (documented in standards such as UML) that will span employer engagement and course information in a unified and integrated manner; 2. to deliver two software tools: i) one that will allow non-technical specialists to import MS Word documents containing course descriptions, provide semantic mark-up, and export into the JISC XCRICAP standard creating a database (Figure 2); ii) one that will support employer-led learner route planning (Figure 3). Figure 1: System Architecture Company A Document

Company B Document

Rule 1 Rule 2 Rule 3 ...

Company A Meta Model

Company B Meta Model

Rule 1 Rule 2 Rule 3 ...

TXT File

Rule xml file Transform

Company B Model

...

Company n Document

Transform To TXT

Word/RTF document

Company A Model

XML/utf-8

Meta Model xml file

Company C Meta Model

XCRI_C File

Incorrect

Validation

Company N Model

correct

XSD file

Rule Meta Model

XCRI Resourse

Meta Model

UML Modelling for Tool

Import Function of Tool

Interface of Tool

Figure 2: Java Transform Tool: UML+OCL modelling 2 XML Design Owl classes

Semantic Web Technology is utilised to discover semantic relationship and similarity of course data. An ontologybased description model was design-ed and implemented for managing and deploying course resources at possible distributed locations. Figure 3 shows the procedure used to calculate the Semantic Similarity for different OWL files.

Owl mapping Figure3: Semantic Tool: Semantic document mapping output

School of Engineering and Information Sciences Contact Persons: Prof: Balbir Barn, B.Barn@mdx.ac.uk, 020 8411 4563 Dr Geetha Abeysinghe, G.Abeysinghe@mdx.ac.uk, 020 8411 6944 Dr George Dafoulas, G.Dafoulas@mdx.ac.uk, 020 8411 4402 Dr Yongjun Zheng, Y.Zheng@mdx.ac.uk, 020 8411 6497

TELWFD Tec hnol ogy Enhanc edLear ni ngt oSuppor taWel s hCent r ef orWor k f or c e Dev el opment Tr ans f er abl ePr oj ec tOut put s

Ca s eS t udi e sa ndRe s our c e s f orI mpl e me nt a on: De l i v e r yE x e mpl a r s

I mpa c ta ndS c a l a bi l i t y: Re s our c e sf orS t a ﬀ De v e l opme nt ( Ac a de mi cS t a ﬀ)

I mpa c ta ndS c a l a bi l i t y: Re s our c e sf orS t a ﬀ De v e l opme nt ( E mpl oy e r s )

I mpa c ta ndS c a l a bi l i t y: Mode l sf orS t r a t e g i cPl a nni ng Pr of e s s i ona l Pr a cc e Ac c r e di t a onF r a me wor k

S y nc hr onousVi r t ua l S e mi na r s / L a bor a t or y De mons t r a ons De v e l opi ngRe ﬂe cv eAc c ount sv i ae Porol i os

Pl a nni nga ndMa na g i ngWor k i nt e g r a t e d L e a r ni ng Be s pok ePr og r a mme s T ut or i nga ndS upporngWor k ba s e dL e a r ne r s

S e ni orMa na g e r ' sGui det oUni v e r s i t y a c c r e di t e dWor k i nt e g r a t e dL e a r ni ng Me nt or i ngWor k ba s e dL e a r ne r s

T r a ns f e r a bl emode l soft e c hnol og y s uppor t e d de l i v e r y Ov e r v i e woft hes t r a t e g i ca ndpol i c yi s s ue s

De l i v e r yS c he dul e: βv e r s i onsJ ul y De c2010, F i na l v e r s i onsJ a n-Ma r2011

Beverly Leeds, Project Director, BLeeds@uclan.ac.uk

Amy Wright, Project Development Officer, AYWright@uclan.ac.uk

Garry Watkins, Web and Tools Developer, GGWatkins@uclan.ac.uk

TELSTAR has worked with employers to create and validate three new awards for work based learners. Learners' study on a part-time basis (choosing between 1 and 4 modules a year) and negotiate their learning through their employer and tutor. Each learner will have access to a technology enabled portal to aid their learning and enhance the learning process. PebblePad has been selected as the appropriate software to achieve this. The course is designed to reflect professional practice in the workplace as well as a mix of theory and practice. It is designed to build on learners’ previous experience and allows individuals to claim prior learning instead of a undertaking solely university taught modules. If the employer offers continuing professional development learners may also negotiate a learning contract that recognizes this learning as part of the qualification. Negotiated learning offers the opportunity to undertake a work based project plus choose from a range of options relevant to the world of business.

Learners can negotiate work based projects with tutors.

An online portal will allow students to enrol online and use the technology infrastructure to support and enhance their learning. Open Educational Resources will enable learners to study online.

Traditionally Taught Modules (Online or mixed-mode)

Negotiated Learning

Flexible Delivery

Recognition of Prior Learning

Online &/or face-to-face

Certificated & Experiential

Work Based

Flexible Dates

access to the Learning Resources

Tailored to the Employer

Key Features of Work Based Learning (WBL)

Negotiated Start & End dates

The Web Portal will provide each Learner with:

The agreed project can be used to benefit the learners’ organisation.

Accredited Prior Learning (APL) Certificated / Experiential

CPD

Industry modules

Opportunity to continue Professional Development

Options & electives to suit all sectors

access to a Personal Learning Space (including access to an ePortfolio with a CV Builder) will host the social network and learning framework including examples of Certificated learning and mapping of credit enable self-assessment of a learners’ current level of APL and provide options for further development assist employers and other training providers with the mapping and accreditation of in-house courses against UCLAN credit bearing modules provide a learning contract system that will assist learners to draw up a learning contract for their personal development provide access to a database of UCLan modules and Professional Bodies learning units that will form part of the learning framework The Web Portal will provide each Employer with: the ability to map their own in-house training against HE Credit (subject to approval by University of Central Lancashire) the ability to view learners’ work and development (learner authorisation required) The Web Portal will provide each University with: a technological supporting infrastructure to maximise flexibility for individual learners’ a piloted project to demonstrate an innovative approach to work based learning

The Professional Practice Award Structure MG3825 Research Methods

MK3991 Work Based Research Project

Option

Option or elective

BA (Hons) Top up Level 6 MK3300 Personal and Professional Development 3 This flexible learning framework has the potential to be widened out among various industry sectors. Current modules have a business focus but others currently being explored include the Education and Nuclear sectors.

MK2301 Extended Prof Practice I

MK2302 Extended Prof Practice II

MK2303 Managing Learning

Option

Option or elective

Foundation Degree Level 5 MK2300 Personal and Professional Development 2 The maximum APL that can be used against an award is two thirds. A Foundation Certificate could be obtained within one calendar year, studied over two academic years.

MK1201 Prof Practice I

MK1202 Prof Practice II

MK1203 Study Skills for WBL

Option

Foundation Certificate Level 4 MK2300 Personal and Professional Development 2

Option or elective

SAMSON Shared Architecture for eMployer, Student and Organisational Networking

Reusable Web Services T

SAMSON Project Contacts: e

Standards Used G

Centre for International ePortfolio Development U