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The use of technology to address workforce development support issues

The use of technology to address workforce development support issues. Andrew Haldane Richard Staniforth Loretta Newman-Ford TEL-WFD Project UWIC ahaldane@uwic.ac.uk. Government Strategy Development.

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The use of technology to address workforce development support issues

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  1. The use of technology to address workforce development support issues Andrew Haldane Richard Staniforth Loretta Newman-Ford TEL-WFD Project UWIC ahaldane@uwic.ac.uk A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  2. Government Strategy Development 2006 Leitch Review (UK ) Prosperity for all in the global economy- world class skills • Universities willbemore responsive to the needs of large employers who want to deliver degrees in the workplace or bespoke training for highly-skilled workers, including management and leadership training. 2009 Welsh Assembly Government: Jones Report & WAG response “For our Future” Universities willbemore responsive to the needs of large employers …. Leitch 2006I wish to see greater strategic use of funding to maintain and accelerate the direction of travel we have commenced. Leighton Andrews , HE Minister, Welsh Assembly Government November 2009 A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  3. Our Context JISC supported project TEL-WFD • Technology-enhanced Learning to support a Welsh Centre for workforce development • Institutional Innovation; Lifelong learning and workforce development • 13 Projects http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev.aspx Universities willbemore responsive to the needs of large employers …. Leitch 2006 I wish to see greater strategic use of funding to maintain and accelerate the direction of travel we have commenced. Leighton Andrews , HE Minister, Welsh Assembly Government November 2009 A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  4. Workforce Development Goals How can Universities enhance, support, accredit add value to: • Learning at Work? • Learning through Work? • Application of theory to practice? • How can Universities help Employers/employees achieve: • Personal development goals • Organisational improvement goals A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  5. Work-related learning: Focus A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  6. The Integration of Learning and Work • Specific Employer Context • Team Context Situated Learning Bespoke content • Job Role • Development Needs Individual learning plans / learning contracts Cohort learning plans /learning contracts • Current Duties A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  7. Experiential Learning • Life (long learning) is what happens while you’re busy doing other things (John Lennon) • University interventions • can stimulate, structure, support, enrich and recognise achievement • Meta-competence; analysis, reflection, problem solving, research and enquiry, practical application of knowledge A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  8. Delivery ; Personal Development and Business Improvement Work-integrated Learning Process Model • University Support • Learning Resources/VLE • Employer Support/Mentoring A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  9. Qualification Framework/Curriculum Design • Generic module descriptors/learning outcomes • Reflective and analytical accounts • Work-related research projects • Enquiry-based learning • Work-based learning projects • Focus • Personal development • Organisational improvement • Tools/case studies eg. TEL-WFD,TELSTAR,WELL,CO-EDUCATE,CO-GENT A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  10. Learning Plan/Contract-APEL • Establish baseline and learning goals • Establish/ justify level of credit within academic infrastructure • Establish/ justify volume of credit through specification of outputs • Relate generic learning outcomes/assessment criteria to specific context • Tools/case studies eg. PINEAPPLE, CO-GENT,TEL-WFD,TELSTAR,WELL,E-APEL, A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  11. Delivery • E-portfolio • Reflective Accounts • Project/research activity • Synchronous Seminars/Practical Sessions • Video conferencing • Jeff Lewis session 0063 rm1 9.00 Weds. • E-learning resources A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  12. Staff DevelopmentTEL-WFD • “How to” learning objects • Practice what you preach • Utilise ‘M’ levelWBL framework modules (learning contract, project, research etc) • Outputs • Case study • Learning objects A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  13. Marketing If a generic WBL framework can be contextualised to meet the needs of specific sectors and to individual employers then how can we generate similarly contextualised marketing information? A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  14. eXchange of Course Related Information - XCRI • XCRI is a JISC-supported, UK-oriented, non sector specific initiative to establish a common specification for exchanging detailed information about courses and modules. • XCRI-CAP is a standard enabling learning providers to publish course information in a readily searchable format not only to potentially to UCAS but also to other agencies employers and employees. • An integrated portfolio of short and long course offerings across HE departments can improve the marketing opportunity to external audiences including CPD markets. A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  15. The XCRI Opportunity Exchange and advertising of accredited short course information across HEIs, FE, Skills councils and others should: • Dramatically improve the breadth, flexibility and depth of opportunity to adult learners • Offer the facility to design bespoke courses mixing byte sized accreditation across institutions • Add value to Life Long Learning and CPPD • Encourage collaboration between institutions locally • Improve blended/distance learning offerings • Reduce duplication and redundancy of courses A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  16. Experiential Learning • Life (long learning) is what happens while you’re busy doing other things (John Lennon) • University interventions • can stimulate, structure, support, enrich and recognise achievement • Meta-competence; analysis, reflection, problem solving, research and enquiry, practical application of knowledge A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  17. A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  18. A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  19. Project website links: TEL-WFD http://www.jisc.ac.uk/whatwedo/programmes/bcap/cardiff.aspx Co-Educate http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdesign/coeducate.aspx DUCKLING http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/duckling CASCADE http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/cascade.aspx WELL http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/well.aspx SMART http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/smart.aspx SAMSON http://www.jisc.ac.uk/whatwedo/programmes/elearning/workforcedev/samson.aspx CCLiP http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/cclip.aspx PINEAPPLE http://www.jisc.ac.uk/whatwedo/programmes/elearning/workforcedev/pineapple.aspx HELLO http://hello.lec.ac.uk/ A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

  20. MUSKET http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/musket.aspx CO-GENT http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/cogent.aspx COMPORT http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/heinfe/comport.aspx eP4LL http://www.jisc.ac.uk/whatwedo/programmes/elearningframework/refnotts.aspx WoLF http://www.jiscinfonet.ac.uk/case-studies/e-portfolios/leicester/index_html/view CIEPD http://www.nottingham.ac.uk/eportfolio/xcri/index.shtml TELSTAR http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/telstar.aspx WELL http://www.jisc.ac.uk/whatwedo/programmes/institutionalinnovation/workforcedev/well.aspx E-APEL http://www.i4learn.co.uk/e-apel.asp A Haldane,R Staniforth, L Newman-Ford ALT-C 2010

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