Innovative curriculum designing for work - based learning

1.1.2. Work based learning processes characteristics

Work-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a deadline and milestones, and other aspects of formative evaluation as the project proceeds.

1. Real world production/services. Work-based learning typically begins with an end product or “artifact” in mind, the production of which requires specific content knowledge or skills and typically raises one or more problems which students must solve together. The collaborative work-based learning approach uses a production model:

• First, students define the purpose for creating the end product and identify their audience.
• They research their topic, design their product, and create a plan for project management.
• Students then begin the project, resolve problems and issues that arise in production, and finish their product.
• Students may use or present the product they have created, and ideally are given time to reflect on and evaluate their work.

The entire process is authentic, in a real world production activities and utilizing students’ own ideas and approaches to accomplish the tasks at hand. Though the end product is the driving force in collaborative work-based learning, it is the content knowledge and skills acquired during the production process that are important to the success of the approach.

2. Role of the trainer/teacher

The tutor’s role is very important at the design stage:

• Strong guidance is needed on how to tackle project work at the outset in order to reduce the likelihood of students attempting to undertake overly ambitious projects.
• Work-based learning project specifications should be more detailed than they would be in “face-to face” teaching.
• Careful piloting and testing of proposed projects should be undertaken in advance of the first presentation of the relevant course in order to establish reasonable estimates of time required for successful student completion.
• Sample projects should be provided to indicate to students the scope of project expected, in order to help students form a realistic picture of what they are expected to achieve.
• Course teams should be aware of the importance of a Project Guide (a document containing guidelines for undertaking the relevant work-based learning project) and strive to make it as clear and as helpful as possible.
• It should be recognized that extra demands are made upon tutors and trainees both in terms of personal involvement and of time commitment in evaluating or assessing projects.

3. Team work. Work-based learning is often carried out in teams. This way, students learn how to cooperate with other students, which is a much needed competence in later life. Work based learning is good example of goal oriented work. At the end of a working process there is a product, meaning the projects result. To get everybody in the team to work, it is necessary to plan the work beforehand. Of course, planning reduces the spontaneity, which in some cases leads to outstanding ideas concerning product or process. But in normal cases, unplanned teamwork is the reason for the loss of precious resources, may that be creativity, the desire to create, or simply time. One main advantage of work based learning, is the satisfaction with oneself when the project is finished and each student has a product, she/he can be proud of. It is the reason, why work based learning is such a good way of learning. Theory is embedded into activities that lead to a concrete result.

Main characteristics of team work

• (In general smaller) group of people who works together “face to face”
• The team exists for a defined (i.g. longer) period of time
• The team was formed to work/ execute a set task, a complex task
• Cooperative Interaction
• Collective responsibility for the outcome
• Goal-oriented: clear goals and shared vision
• Clarified roles and responsibilities
• Mutual respect and trust
• Different qualifications & strengths complement one another and make the perfect fit

The four phases of a team respectively of team building:

• Forming - orientation phase;
• Storming phase - conflict phase;
• Norming phase - organization phase;
• Performing - integration phase

Follow this link to learn more in detail:

http://www.businessballs.co/tuckmanformingstormingnormingperforming.htm

Summary of work based learning:

Two kinds of project work:	Long-term project work: building an aircraft model Short-term project work: organizing the catering for a customer
Characteristics:	Observing/analyzing the real-life situation Target-orientated working/learning > creating a product that matters Social (cooperative working, solving problems) Interdisciplinarity Self-organization and responsibility Trainer/teacher = facilitator = learning with head, heart and hand
Detailed work phases:	Set-up Setting the framework of the project work Choosing the object/product or discuss the customer’s request Building the working groups Planning Defining goals Developing a work plan Realization Climax and completion Presentation or delivery of the product to the customer Evaluation of product and process

LEARNING ACTIVITY 2: WBL PROCESSES CHARACTERISTICS

LEARNING ACTIVITY 3: TEAM WORK