On Friday 29th I met with Jeff Gold and Michael Cuthbert from Wakfield college (Lifelong learning network) to discuss the module.
They were very helpful and Michael has expressed an interest to be in involved, explaining that others within the employer network would be interested too.
I have decided upon offering the module as an alternative to PACE (if I am allowed) as suggested by a few colleagues in the university.
I think it would offer a good foundation/platform for students who are unable to go on work placement.
I have a meeting with Christine Daley and Marie-Paule Sheard to discuss the module - I have little time to pick up on this but am hoping now marking and module leader reports will be finished tomorrow to get back on it
Trying to frame some workable learning outcomes, but anticipate that these will be shaped by involvement with employers in the next coming weeks.
Sunday, 31 January 2010
Thursday, 21 January 2010
Reflections of meeting on 21.01.10
OK - well had the first meeting to discuss the module today and it was very informative and useful. Lots of discussion, issues raised - emphasis on learning outcomes and aligning the provision of the module with existing module but ensuring that there is little risk of "double-counting" activities that count toward Leeds Met Plus, exemptions etc
Some important debate about the emphasis on soft skills - teamworking, communication, self-reflective practice etc and technical skills - more closely linked to academic knowledge and competencies. The biggest challenge that I face is framing workable learning outcomes that are framed so that they lend themselves to activities where students really develop employability skills. In my view key employability skills are personal and professional - students must engage in activities that recognise the value of both and in which they are required to evidence their development in both.
It is going to be crucial to get employers etc involved at an early stage and come up with some genuine scaleable, student centred "projects" for students to engage in. Coupled with this is the need for the correct technology to be used in order to support and evidence the development of these skills - Importantly, the technology will act as a communication device - where information is pulled from and pushed to students e.g. push out activities do complete and reflect on via the mobile device and use the device to access the social learning spaces, communicate with employers/mentors other students within the teams etc
I think at this stage there are important issues about particpation, equity and then of course support - I think that it is better to create equity in providing units that students can use in different ways but have the same opportunities- the reason I like PDAs as apposed to laptops is that some of the learning activities will require students to create assets/artefacts outside the virtual workplace and I would like to see to what extent learning outside the workplace and classroom is deemed relevant to key skills and reflections of learning experiences in the workplace - one of the skills I would like to develop is citizenship and one week I would like students to organise a charity event which they have to publicise and promote and evidence the day, reflections of attendees, actionplans associated with the event etc - a PDA allows students to do all of this on the day, pull everything together and upload everything into PebblePad as the day progresses - the purpose of this event will be to develop citizenship skills, team working, organisation skills, reflective practice etc
OK - well to summarise the emphasis would be on biographical learning but to evidence development of personal and professional skills using an e-portfolio.
So - now I have to think of some learning outcomes and where the module is going to sit.
Some important debate about the emphasis on soft skills - teamworking, communication, self-reflective practice etc and technical skills - more closely linked to academic knowledge and competencies. The biggest challenge that I face is framing workable learning outcomes that are framed so that they lend themselves to activities where students really develop employability skills. In my view key employability skills are personal and professional - students must engage in activities that recognise the value of both and in which they are required to evidence their development in both.
It is going to be crucial to get employers etc involved at an early stage and come up with some genuine scaleable, student centred "projects" for students to engage in. Coupled with this is the need for the correct technology to be used in order to support and evidence the development of these skills - Importantly, the technology will act as a communication device - where information is pulled from and pushed to students e.g. push out activities do complete and reflect on via the mobile device and use the device to access the social learning spaces, communicate with employers/mentors other students within the teams etc
I think at this stage there are important issues about particpation, equity and then of course support - I think that it is better to create equity in providing units that students can use in different ways but have the same opportunities- the reason I like PDAs as apposed to laptops is that some of the learning activities will require students to create assets/artefacts outside the virtual workplace and I would like to see to what extent learning outside the workplace and classroom is deemed relevant to key skills and reflections of learning experiences in the workplace - one of the skills I would like to develop is citizenship and one week I would like students to organise a charity event which they have to publicise and promote and evidence the day, reflections of attendees, actionplans associated with the event etc - a PDA allows students to do all of this on the day, pull everything together and upload everything into PebblePad as the day progresses - the purpose of this event will be to develop citizenship skills, team working, organisation skills, reflective practice etc
OK - well to summarise the emphasis would be on biographical learning but to evidence development of personal and professional skills using an e-portfolio.
So - now I have to think of some learning outcomes and where the module is going to sit.
Tuesday, 19 January 2010
Work based mobile learning module
OK - hi everyone, this is the first posting of the blog relating to the new module to be piloted in September 2010 - Work based mobile learning - I am looking to develop this module with help from course leaders, placements office, employability staff, module tutors, students etc Importantly, the module will be designed and delivered in partnership with local partners and employers.
There are several reasons why I have decided to do this module which I will go into in the first meeting on 21st January 2010 (2.30 - 4.00) RB522- However, it is very timely given Lord Mandelson's speech earlier this year in the BIS Report (2009) Higher Ambitions - there is currently an emphasis on work based learning as an alternative model of learning and a real emphasis on upskilling workforces, developing employability skills of students etc Although this may be considered as "trendy", I believe that it is a genuine challenge for Universities - particularly a largely vocational Universities such as Leeds Met.
I have a love of technology and an even greater passion for finding innovative ways to engage students with learning. I know there are sceptics about the use of technology to enhance learning but I make no apologies for trying to use technology effectively to achieve effective innovative learning delivery.
In a nutshell - I am trying to create a module that will provide a real opportunity to work with partners, local employers etc to create a module that is fit for purpose - that purpose is to develop employability, citzenship and enterprise skills that employers want and need. My aim is to underpin purpose with key learning outcomes and competencies that reflect professional and/or technical skills (as set by professional awarding bodies and other modules) and ensure that this module fits within a course context and is not seen as a standalone module.
The poposed assessment for learning is two part - an e-portfolio using PebblePad and a report and Presentation;
Speaking of e-portfolios - I came across a really interesting link on the ELESIG website http://ncepr.org/ - national collation for electronic portfolio research. These are American studies but still have some relevance.
http://ncepr.org/connectionsJul08.pdf- has some stuff on PebblePad as an e-portfolio system and its uses.
What I am trying to do is visually represented here:
http://www.scribd.com/doc/25428024
This blog is an opportunity for any interested party to leave comment, raise issues, provide information etc that will help me to effectively design and deliver the module for September 2010
There are several reasons why I have decided to do this module which I will go into in the first meeting on 21st January 2010 (2.30 - 4.00) RB522- However, it is very timely given Lord Mandelson's speech earlier this year in the BIS Report (2009) Higher Ambitions - there is currently an emphasis on work based learning as an alternative model of learning and a real emphasis on upskilling workforces, developing employability skills of students etc Although this may be considered as "trendy", I believe that it is a genuine challenge for Universities - particularly a largely vocational Universities such as Leeds Met.
I have a love of technology and an even greater passion for finding innovative ways to engage students with learning. I know there are sceptics about the use of technology to enhance learning but I make no apologies for trying to use technology effectively to achieve effective innovative learning delivery.
In a nutshell - I am trying to create a module that will provide a real opportunity to work with partners, local employers etc to create a module that is fit for purpose - that purpose is to develop employability, citzenship and enterprise skills that employers want and need. My aim is to underpin purpose with key learning outcomes and competencies that reflect professional and/or technical skills (as set by professional awarding bodies and other modules) and ensure that this module fits within a course context and is not seen as a standalone module.
The poposed assessment for learning is two part - an e-portfolio using PebblePad and a report and Presentation;
Speaking of e-portfolios - I came across a really interesting link on the ELESIG website http://ncepr.org/ - national collation for electronic portfolio research. These are American studies but still have some relevance.
http://ncepr.org/connectionsJul08.pdf- has some stuff on PebblePad as an e-portfolio system and its uses.
What I am trying to do is visually represented here:
http://www.scribd.com/doc/25428024
This blog is an opportunity for any interested party to leave comment, raise issues, provide information etc that will help me to effectively design and deliver the module for September 2010
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