| List of tables and figures |
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xiv | |
| Contributors |
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xv | |
| Series editor's preface |
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xix | |
| Foreword |
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xx | |
| Acknowledgements |
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xxii | |
| Introduction |
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1 | (12) |
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What is work-based learning? |
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1 | (1) |
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2 | (1) |
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What will you find in this book? |
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3 | (1) |
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4 | (1) |
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5 | (1) |
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Experiential learning - it's the learning that counts, not the experience |
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5 | (1) |
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6 | (1) |
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Student support - on campus and at a distance |
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7 | (1) |
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What are the students like? |
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8 | (1) |
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What can we learn from WBL? - cross fertilisation |
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8 | (1) |
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9 | (3) |
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12 | (1) |
| 1 How does work-based learning fit into higher education? |
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13 | (20) |
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Work-based learning as an educational device |
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13 | (3) |
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Practitioners learning from their authentic practice |
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16 | (2) |
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Distinctive features of HE-level WBL programmes |
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18 | (1) |
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19 | (1) |
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19 | (2) |
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Mode 2 knowledge and transdisciplinarity |
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21 | (1) |
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Socially constructed knowledge |
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22 | (4) |
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HEI and employer partnerships |
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26 | (2) |
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28 | (1) |
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Where does WBL sit in HE? |
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29 | (1) |
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30 | (2) |
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Recommended further reading |
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32 | (1) |
| 2 Learning, teaching and assessment in work-based learning |
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33 | (19) |
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Flexible pedagogies for work-based learners |
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33 | (1) |
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33 | (3) |
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36 | (1) |
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37 | (2) |
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Maximise learning opportunities |
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39 | (3) |
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42 | (1) |
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Becoming a learning facilitator |
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43 | (1) |
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44 | (3) |
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Who assesses work-based learners? |
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47 | (3) |
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50 | (1) |
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Recommended further reading |
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51 | (1) |
| 3 Flexible frameworks and building blocks |
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52 | (21) |
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Frameworks to support a flexible response |
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52 | (1) |
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53 | (3) |
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Initial considerations for creating a framework |
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56 | (1) |
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Key components of a WBL framework |
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57 | (9) |
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Using accreditation within a framework |
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66 | (2) |
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Teaching tips: Using accreditation in your HEI |
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68 | (1) |
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Learning, teaching and assessment in a WBL framework |
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69 | (1) |
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70 | (1) |
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Recommended further reading |
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71 | (2) |
| 4 Negotiation and work-based learning |
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73 | (21) |
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The process of negotiation |
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73 | (1) |
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What are the institutional conditions for authentic and effective negotiation? |
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74 | (2) |
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New pedagogies for learning |
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76 | (1) |
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77 | (2) |
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Negotiable elements of a WBL project |
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79 | (1) |
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The practice of negotiation through learning agreements |
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80 | (1) |
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The extent of employer engagement in tripartite negotiation |
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81 | (4) |
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What might a learning agreement involve? |
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85 | (1) |
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Benefits of learning agreements |
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85 | (1) |
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Practitioner experiences of the process of negotiation: Sharing the learning journey, not just the map |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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Strategy for supporting the negotiation process |
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88 | (1) |
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The future of negotiated learning in HE |
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89 | (1) |
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90 | (3) |
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Recommended further reading |
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93 | (1) |
| 5 Recognising and accrediting prior experiential learning |
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94 | (20) |
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Learning from experiencing work and life |
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94 | (1) |
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The RPL/APL process and why it is important in WBL |
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95 | (2) |
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Accumulation of credit and recognition of learning |
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97 | (1) |
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Evaluating knowledge claims |
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98 | (1) |
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99 | (3) |
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102 | (2) |
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UK and international terminology and practice |
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104 | (1) |
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Using technology to facilitate claims |
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105 | (2) |
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107 | (4) |
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111 | (2) |
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Recommended further reading |
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113 | (1) |
| 6 Turning practitioners into practitioner-researchers |
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114 | (21) |
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Becoming a 'practitioner-researcher' |
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114 | (2) |
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Pedagogical scaffolds: Educational's and pits' or 'skeletons' |
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116 | (1) |
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A pragmatic axiology: Valuing change and practical outcomes |
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117 | (2) |
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Ontologies and epistemologies: Routes to alternative practices |
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119 | (5) |
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Explorations (vs representations) |
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124 | (2) |
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A process for practitioner research |
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126 | (1) |
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Facilitating the research process |
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126 | (5) |
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Addendum: Some research terms |
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131 | (1) |
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132 | (1) |
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Recommended further reading |
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133 | (2) |
| 7 Supporting work-based learners |
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135 | (18) |
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Differences and challenges of being a work-based learner |
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135 | (1) |
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How can tutors support work-based learners? |
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136 | (1) |
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137 | (4) |
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141 | (2) |
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143 | (3) |
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146 | (1) |
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147 | (1) |
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148 | (2) |
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150 | (2) |
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Recommended further reading |
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152 | (1) |
| 8 Quality enhancement and work-based learning |
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153 | (19) |
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Exploring quality enhancement in a work-based learning context |
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153 | (1) |
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Approaches to quality enhancement |
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153 | (1) |
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Principles of effective quality implementation |
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154 | (3) |
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Working at the boundaries |
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157 | (1) |
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158 | (12) |
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170 | (1) |
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Recommended further reading |
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171 | (1) |
| 9 Using social media to enhance work-based learning |
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172 | (19) |
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What is social media and how is it used? |
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172 | (1) |
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Social media as a learning tool |
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173 | (8) |
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Using social media in WBL |
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181 | (1) |
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Virtual learning environments (VLEs) |
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182 | (1) |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (1) |
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186 | (1) |
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187 | (1) |
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Search engine optimisation |
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187 | (2) |
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189 | (1) |
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Recommended further reading |
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190 | (1) |
| 10 Learning in the workplace globally |
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191 | (16) |
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What is crucial to work-based learning? |
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191 | (7) |
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Learning at work - other models |
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198 | (3) |
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Terminology confusions around WIL |
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201 | (1) |
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202 | (1) |
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203 | (1) |
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204 | (2) |
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Recommended further reading |
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206 | (1) |
| 11 Learning to learn |
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207 | (20) |
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Graduates - traditional and work based |
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207 | (1) |
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Where does learning happen? |
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208 | (2) |
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What are employability skills? |
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210 | (1) |
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Making implicit learning explicit |
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211 | (1) |
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Reflective analysis for skills development |
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211 | (2) |
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213 | (1) |
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Reflecting through action learning |
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214 | (1) |
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Theory and reality can meet in reflective practice |
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215 | (1) |
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216 | (2) |
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Fostering an entrepreneurial mind-set in your students |
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218 | (1) |
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Developing business literacy |
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219 | (1) |
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Experiential learning and developing entrepreneurial capacity |
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220 | (2) |
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The role of extra-curricular activity |
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222 | (2) |
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224 | (2) |
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Recommended further reading |
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226 | (1) |
| 12 A transcultural dance: Enriching work-based learning facilitation |
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227 | (20) |
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227 | (1) |
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Models of WBL facilitation |
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228 | (4) |
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A transcultural dance: A metaphor for mutual adaptivity |
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232 | (12) |
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244 | (2) |
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Recommended further reading |
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246 | (1) |
| 13 Promoting learning through work-based experience: Mimetic learning in action |
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247 | (17) |
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Engaging students in work-based learning experiences |
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247 | (2) |
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Process of learning through work |
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249 | (2) |
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Learning experiences don't always need a tutor |
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251 | (1) |
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Mimesis and mimetic learning |
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252 | (1) |
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Tutors' practices to optimise this learning |
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253 | (1) |
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Tutors' curriculum practices |
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253 | (2) |
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Tutors' pedagogic practice |
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255 | (1) |
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Prior to practice-based experience |
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255 | (1) |
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During practice-based experience |
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256 | (2) |
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After practice-based experience |
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258 | (1) |
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Students' practices to optimise their learning |
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258 | (2) |
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Key findings from the teaching fellowship |
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260 | (1) |
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261 | (2) |
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Recommended further reading |
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263 | (1) |
| Appendix: Ethics and the work-based learner |
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264 | (2) |
| Index |
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266 | |
