Innovative curriculum designing for work - based learning

Introduction

Target group: This training material targets trainer in the area of adult education, vocational education as well as in the area of continuing education and training.

Content of the material: On the one hand the material contains general ideas on how to design a curriculum for work-based learning settings; on the other hand it also provides specific accesses on how to implement a training setting.

Duration: It is supposed to be mastered within a two day training session (16 hours).

Methodology: Theoretical information; presentations; team and or group activities; research activities; reflection exercises.

Special requirements: To access all areas of the training material you have to make sure that you have an internet connection.

Aim of the material: Having successfully completed all training material,

• different tools and methods of innovate curriculum for work-based learning;
• didactical approaches and different methods to evaluate and assess work-based learning
• different methods to evaluate and assess work-based learning

You will be able to:

• list characteristics of innovative curriculum for work based learning
• make an argument on your choice of methods and your learning approach
• develop professional learning outcomes and
• critically reflect your training approach.

Unit 1. Characteristics of innovative curriculum for work based learning

This Unit focuses on what defines an "innovative curriculum" for work based learning and different work based learning tools. Having successfully completed this Unit, you will be able to:

• list characteristics of innovative curriculum for work based learning
• have an overview about different tools and methods and the possibility to try them out

File: 

• OER and sustainability models (PDF version)
• OER and sustainability models (DOCX version)

1.1. What defines an „innovative curriculum“ for work based learning?

In this unit you will learn about the components of process management: defining a process, establishing responsibilities, evaluating process performance, and identifying opportunities for improvement; the main characteristics of work based learning and the new roles of trainer/teacher and student in the learning process.

Unit 1.1. covers:

1.1.1. Work based learning processes management
Learning activity 1
1.1.2. Work based learning processes characteristics
Learning activity 2
Learning activity 3

1.1.1. Work based learning processes management

(Source: http://www.businessdictionary.com/definition/process-management.html)

The general idea behind the model of work based learning is that students get acquainted with working place situations, in which they have to produce a product or a service in a given time with restricted resources, like HH.RR., means of production, or money. Project work can be defined in five phases:

In each of these phases different processes have to be managed. As a teacher/trainer you’re responsible to make sure that the project team is working well together, that they are working according to plan, and they have all the resources they need to be successful.

To teach the students soft skills like social skills, conflict skills, (self) management skills and, of course, the competence to participate and create, they are directly included into all project phases and decision making processes. Therefore, you not only have to keep track of work on the content, but also be able to moderate the working team, evaluate the team work, solve conflicts etc. Keep in mind that you act as a facilitator of the project work.

Process management is manifold – here are some topics process management addresses:

LEARNING ACTIVITY 1: PROCESSES MANAGEMENT

Learning activity 1

Source: https://www.teachingchannel.org/videos/pbl-building-blocks-ntn

(An example of how to implement a Project-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.

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:

LEARNING ACTIVITY 2: WBL PROCESSES CHARACTERISTICS

LEARNING ACTIVITY 3: TEAM WORK

Learning activity 2

Learning activity 3

1.2. Work based learning tools

Two indispensable tools for work based learning are focused on in this unit: Time and Team management.

1.2.1. Time management

Ineffective working methods require a lot of time and energy. Most often you do not even recognize what is going wrong. These learning materials shall motivate the students to reflect their own ways of planning, organization and time management. They shall become aware of their own behavior patterns and how they might be an obstacle to achieve the goals.

Follow this link to know about time thieves/ time-consumers: http://facilethings.com/blog/en/thieves

All according to plan – situation with proper time management:

• To clean up frequently
• To have a proper desk/ workplace/ office
• To plan, structure and schedule tasks and duties
• Plan breaks for recreation and relaxation
• Plan buffer times
• Control afterwards your schedule/ plan
• Formulate targets and objectives
• Plan “undisturbed” times (not to be available and reachable)
• To do tasks according to importance and urgency (prioritize)
• To make daily and weekly plans
• To say “No” sometimes

Time management techniques and systems:

• http://www.businessballs.com/timemanagement.htm
• http://money.usnews.com/money/blogs/outside-voices-careers/2012/06/12/4-tried-and-true-time-management-techniques

A/ I:     Urgent tasks that have to be done by oneself are done first

B / II:    Schedule it for a later time and do it yourself (or delegate it)

C / III:   Tasks of low value – delegate it if possible

D/ IV:    These tasks are unimportant! Put it to the rubbish bin!

The A-L-P-E-N method: the A-L-P-E-N method is a method to plan your daily/ weekly tasks. Using this method, complex tasks are split into parts. Intentions become more manageable and controllable when the tasks are classified, the necessary times are arranged and buffer times are kept in mind.

• A      Write down assignments, activities and appointments
• L      Estimate the Length and duration of activities
• P      Plan buffer times
• E      Make decisions
• N     Recheck: control of the checklist

LEARNING ACTIVITY 4: TIME MANAGEMENT - DEFINITIONS AND OVERVIEW 

LEARNING ACTIVITY 5: TIME MANAGEMENT - PLANNING AND SCHEDULING

Learning activity 4

Learning activity 5

1.2.2. Team management

Building up and motivating a team

Most problems that teams face can be avoided by working hard on who is in the team, the purpose of the team and having a good and realistic idea of the project work and the problems might face during the project work. Therefore, we advise you to take some time for building up the team. Getting it right at the beginning greatly increase the chances that the project team will not only work well together, but work smooth on the project.

During the project work you should evaluate the work flow of the project team. There are some characteristics for good working team, which you could use as in indicator of how well your students are doing. On the other hand, when the working team of your students is not very well, reflect your impressions and discuss them with the team.

Characteristics of good working team (further information: https://www.uni.edu/dor/sites/default/files/Teamwork%20-%20Heinrichs.doc)

What is motivation?

As a teacher/trainer you should try to address these factors, while working with you students. Try to find a project and a working method, that meets all of these four areas for each project member individually.

One main factor of committing your students to the project is participation of the students in all phases of the project work. Make the students to the owners of the project and sensitize them, that the project, the work, and the results  are in their hands. Once they understand, that they create something that really matters to them, they will be more motivated. Follow this link to know how to motivate team members and some tips to help you motivate your project team: http://www.dummies.com/how-to/content/project-management-how-to-motivate-team-members.html.

Problem and conflict solving

Conflict is pretty much inevitable when people are working with other people. In the work based learning projects, you as the teacher/trainer are responsible for solving these problems or conflicts, so that the project work can continue and the students are back on their learning paths. There are two different kinds of conflicts: a) conflicts on the matter (e.g. the project, the work flow), and b) conflicts on relationships.

To learn how to overcome conflicts follow this link: http://www.mindtools.com/pages/article/newTMM_79.htm

Learning activity 6

Learning activity 7

1.3. Methods and references

Work-based learning enables students to apply classroom instruction in a real-world business or service-oriented work environment. Here you will find seven different WBL methods:

1. Job shadowing is a method of short-term, school-coordinated career exploration in which the student interviews a competent worker about his/her job and industry and “shadows” (follows) the worker to observe the performance of a variety of job tasks. Job shadowing is less intensive than the other methods and is usually the first form of workplace assignment given to a student. Prior to job shadowing, the student receives instruction about careers and the process of career choice, develops appropriate questions to ask, and learns the rules and guidelines for grooming, dress, and behavior in the workplace. Once the student has identified a career interest, path, or goal, job shadowing helps the student make informed career decisions and focus his/her studies. Job shadowing does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.

2. Mentorship is a structured, school-coordinated method that enables the student to learn about the industry and the workplace from a selected worker who has a recognized record of achievement in the occupational field. It requires student preparation, including career exploration prior to the experience. Mentorship is more complex than job shadowing but less demanding and often of shorter duration than internship or service learning. Mentorship does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.

3. Service learning is a method in which the student engages in community-service work for a specified number of hours in order to gain developmental experience. Students and teachers cooperate with local leaders to address community problems and issues, resulting in student service to the community and development of personal, workplace readiness, academic, and citizenship skills. Students engage in critical, reflective thinking and experience the relationship of theory and practice. Service learning does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.

4. Internship is a progressive, school-coordinated method that places the student in a real workplace environment in order to develop and practice career-related knowledge and skills needed for a specific entry-level job. An internship can be either introductory (short-term) or extended (lasting a summer, a semester, or an entire school year and involving a specified number of hours in the training agreement). Currently, interns may be paid or unpaid. An internship provides hands-on experience in a particular industry or occupation related to the student’s career interests, abilities, and goals and allows him/her to document job-related experiences. Prior to an internship, the student receives the established criteria and guidelines from the workplace supervisor, and throughout the internship, the supervisor evaluates the student. Internship does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.

5. Clinical experience is a form of cooperative education for Health and Medical Sciences students, except that students are not paid for their clinical work. Clinical experience provides the student with an opportunity to integrate knowledge acquired in the classroom with clinical practice, and it affords practice of the basic skills, behaviors, and attitudes needed for professional competence in the healthcare field. Clinical experience is based on observation and treatment of patients at different stages of medical practice. These experiences place students in a variety of healthcare settings so they may better understand the scope of the profession and healthcare needs. Like cooperative education, clinical experience is closely supervised, qualifies students for credit toward graduation, and requires a significant number of on-site hours.

6. Student apprenticeship is a WBL method that provides the student with opportunities to use job skills and reinforces academic instruction under the guidance of a supervisor in a specific occupational area. Student apprentices are paid for their work. Like cooperative education, student apprenticeship is closely supervised by the school coordinator, qualifies students for credit toward graduation, and requires a significant number of on-site hours (up to a maximum of 20 hours per week). Student apprenticeship is designed to lead students directly into an entry-level job, a registered apprenticeship, or a postsecondary program.

7. Cooperative education is a career-preparation WBL method that combines CTE classroom instruction with paid employment that is directly related to the student’s plan of study. The school and the employer plan, coordinate, and supervise the instruction and employment so that each contributes directly to the student’s career objectives and employability.

To learn more about these methods:

• http://www.doe.virginia.gov/instruction/career_technical/work-based_learning/index.shtml
• http://www.doe.virginia.gov/instruction/career_technical/professional_development/work-based_learning/04-03-2014_wbl_comparison_chart.pdf

Unit 2. Curriculum design for work-based learning

Within this chapter you will learn about curriculum development for work based learning through actives and exercises.

At the end of this chapter you are able to make an argument on your choice of methods and your learning approach. Furthermore you get to know didactical approaches and you will be able to develop professional learning outcomes.

The following material contains information about the chapters above as well as exercises and tasks. Theory and information are always coloured in blue while the related tasks and exercises are coloured green.

2.1 Definition on terms

Before we look into the specifics of curriculum development, it is important to make sure that we create a common understanding of the two most important terms in this chapter:

Curriculum and Work-based learning

A curriculum is an “academic plan,” which should include: the purpose of the curriculum (i.e., goals for student learning), the content, the sequence (the order of the learning experience), instructional methods, instructional resources, evaluation approaches, and how adjustments to the plan will be made based on experience or assessment data. The intended curriculum is the documented, official plan of what the faculty/the organisation/the trainer hope students will learn. The achieved curriculum includes knowledge, skills and attitudes that are truly learned and remembered.

2.2. Course of the training

Course of the training - example of an online setting

You will find below a course of an online training setting, to learn about phases and methods.

2.3 Instructional design

One of the main competencies of a trainer is to decide on the right instructional model for the target group, the content of the training, the resources available. For a professional performance it is always of benefit to be able to argue conclusively the chosen method.

Because of this you will find below chosen didactic approaches, the associated didactic principle as well as the methodological implementation.

Secondly, have a look at the handout “instructional design”. Follow this link: https://drive.google.com/file/d/0B5oYWYGv_IsWWTd1WkNfNWhTSmM/view?usp=sharing 

Afterwards discuss the following questions:

Key questions

• What is your experience with these methods?
• Do you know further methods? and if so, can you name the categories (the didactic principle?)
• In which sense or way are they suited for work based learning?

2.3.1. Teaching and learning methods

Now you dealt with methods and their didactical and methodological implications. In the next step of the training material you are asked to reflect your teaching and learning methods.

Maybe you think: “I do know my methods and I don’t need further information on that matter”. ->

This section is not about enlarging your knowledge about teaching and learning methods, it is about reflecting them.

To reflect and questions oneself from time to time are the most important tasks of a trainer, conductor, teacher, instructor.

There may be a wide range of formal and informal, structured and unstructured, learning opportunities in the workplace and elsewhere. This can include lectures, seminars and workshops, coaching, group work, visits and shadowing. Also a whole range of self study and online methods can be included. Blended learning approaches can incorporate a mix of group and individual methods, face-to-face delivery, e-learning and practical tasks.

For all methods, the students need to reflect on their learning and make links to previous experience.  But also the trainer, instructor (or how you name yourself in this profession) needs to reflect his/her learning approach.

Therefore: take your time and have a look at the following presentation. Do you agree with these principles?

If you want to reflect your learning approach more thoroughly, have a look at the handout, it takes you about 20 minutes to fill in https://drive.google.com/file/d/0B5oYWYGv_IsWLTFLNlNmWGRmS2c/view?usp=sharing

2.3.2 Learning outcomes & objectives

Why decide and create specific learning outcomes and objectives? Which benefits do you see?

Let us brainstorm what advantages clear learning outcomes & objectives have for:

• you as a trainer? (before, during and after the training setting)
• your students/learners?
• the contracting entity?

Have a look

For further information on “Blooms Taxonomy” (mentioned in the video) you can consult the handout “learning outcomes”

https://drive.google.com/file/d/0B5oYWYGv_IsWMnVHcnlTUjlYaEk/view?usp=sharing

Congratulations 

You made your way through this chapter– for your convenience you’ll find a summary of the main questions derived from this material within the following link.

Unit 3. Assessment of work-based learning

This unit focuses on presenting the approach of the evaluation and assessment of work-based learning and different methods.

Having successfully completed this Unit, you will be able to:

• define different methods to evaluate and assess work-based learning.

3.1. Evaluation and assessment - introduction

During the work based learning the progress of the project work has to be evaluated by the teacher/trainer. This way, difficulties, time delays, and other obstacles to the project can be identified and the project work can be improved.

The teacher/trainer’s role is defined by moderation, observation, and facilitation during the learning process. The teacher/trainer should be up to date with the project work at all times, even when the project group works on one task for a longer time. The teacher/trainer needs at least to know where the students are working, what they’re working on and in what stage of the project the group is currently working.

3.2. Evaluation methods: the dialogue-orientated evaluation and the interview

3.2.1. How to make effective dialogue-orientated evaluations?

To keep a good project work going teacher/trainer and students should meet at least once a week to discuss the general progress and evaluate the work that has been done so far. We believe that a dialogue-orientated evaluation is more effective than a technical evaluation by the teacher/trainer himself. This way, students reflect their work by themselves and identify, at best, autonomously strengths, and weaknesses. This metacognition is very important in the learning process. The students learn that it is their own learning process, their own responsibility, and they will therefore treat the project as their own work.

Some questions for the dialogue-orientated evaluation:

• How is the project work going, what results have you achieved?
• What went very good?
• Where did you face difficulties?
• Which deviations from the original plan did you have to make?
• Why were they necessary?
• Why do you think these deviations lead to the successful finish of the project?
• Do you think there are any risks that might occur during the next steps?
• Which other findings did you make during the project work?
• Which are the next steps in the project work?
• Where do you need support?
• How content are you with the project work so far? Do you have suggestions for improvement?

The results of the evaluation dialogue should be documented, so that everybody can check the results and suggestions for improvement later on. This is vital for the learning process of the students. When the project is finished, they can check the documentations and get an impression on the project work, now from the perspective of the person who finished the project.

We suggest you as a teacher/trainer visualize the answers of the students on a flipchart.

LEARNING ACTIVITY 8: EVALUATION 

Learning activity 8

How to make effective interviews?  (Source: http://www.techrepublic.com/blog/10-things/10-tips-on-)

3.2.2. How to make effective interviews?

(Source: http://www.techrepublic.com/blog/10-things/10-tips-on-)

The trainer should have knowledge of the different types of interviews and questions to be able to select the best model that meets within the goals and needs of the interview.

What types of interviews can be considered depending on the way of its implementation?

• Individual Interview
• Group Interview (interviewing several people at the same time, has the advantage of saving time, watch interactions and get different perspectives from the candidates)
• Panel Interview (when a person is interviewed by several people at the same time)

What ways can be considered to conduct interviews?

• Personal
• Non personal (E.g. Phone, Video Conference)

Question Types

• Open Questions
  • Exploratory, free time for reflection and response, eg: "What ...?", "Where ...?", "When ...?" How To ... ?"" Why ... ?" which evokes a description

• Close Questions
  • Promotes precise and short answers, limited in content and thought development, eg alternative answers of "Yes / No", between presented options answers (Do you prefer X or Y?), or with only a valid response ("What is your nationality?")

• Provocative questions
  • They can be open or closed questions and they intend to destabilize or confront; useful when an interviewee seems to avoid answering a question; it allows to evoke emotions or bring out personality traits; E.g.: "If I ask you what opinion has your tutor about your behaviour in a specific situation, what do you think he'll say?". Issues such as these can however interfere with communication and the relationship and should therefore only be used for a short time and only when the interviewer has the guarantee of being able to control the situation. Avoid this type of issues at the beginning of the interviews, and rather do them when a trust is already established. It is not intended to intimidate or injure, but rather grab the respondent with an honest answer.

The type of interview should be selected in accordance with the existing objectives and conditions:

• Open / unstructured interview
  • Interviewer proposes a theme
  • Develops issues in the flow of a conversation
  • The issues arise in the immediate context
  • The interview guide/script with guidelines in accordance with the objectives
  • Interviewer promotes, encourages and guides the subject's participation
  • Advantages:
    • Allows the interviewer to have a good perception of personality differences and behavior of candidates, once the interview is less oriented and allows people to react more naturally
    • The questions can be individualized by candidate
  • Disadvantages:
    • Requires a long time for systematic information (longer interviews)
    • The result of these interviews depend heavily on the capabilities and experience of the interviewer
    • Requires more time for the treatment of the collected information

• Semi-structured interview
  • The previously prepared script serves as guidance for the development of the interview
  • This type of interviews allows that different respondents answer to the same questions
  • Does not require a strict order on the issues
  • The interview can be adapted to the interviewee during its development
  • High level of flexibility in exploring issues
  • Advantages:
    • Time available optimization
    • Quick processing of data
    • More suited for interviews in groups
    • Allows to select themes for exploration
    • Allows to introduce new issues
  • Disadvantages:
    • Requires a good preparation of the interviewer

• Structured Interview / standard
  • Minimizes the variation of the questions between respondents
  • Closed questions are used in order to get the same data from all respondents
  • Uniformity in the type of information collected
  • Questions are submitted as written in the Script
  • The response categories are predefined
  • The evaluation and analysis of the responses during the interview is reduced; you just have to follow the script
  • Advantages
    • Save time
    • Facilitates in data analysis
    • Allows the study of replication by different interviewers
  • Disadvantages
    • Low flexibility and spontaneity
    • Reduces or denies the possibility of further issues that were not planned

Circumstances and personal factors are not taken into account.

LEARNING ACTIVITY 9: INTERVIEW TYPES

Worksheet: Interview Types

Learning activity 9