Workplace Learning and the Brave New World Some
Workplace Learning and the Brave New World Some suggestions for providing students with a rewarding workplace experience
Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Structure Suggestions Preparation Support Assessment design Assignment Feedback Provider involvement Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Preparation Provide students with a clear, comprehensible rationale for undertaking the placement – and its relationship to the History course. Specify any learning outcomes in plain English, not validationese. Ensure placement providers understand what they can expect of the students, what the students can expect of providers– and what both groups can expect of the module tutor(s). Brief students fully and collectively, orally and in writing. Risk assessments Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Support Hold regular face to face meetings with individual students or groups. Use a variety of channels of communication to keep in touch with students. For example: Ø Email Ø Phone Ø Skype Ø Social networking sites Ø Bulletin boards Ø Online forums Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Assessment design What is being assessed Reflection on Personal Development Reflection on Learning Reflection on Practice Reflection on History Learning about learning Subject knowledge and skills Richard Hawkins & Harvey Woolf, University of Wolverhampton Practical work skills/produ cts History Subject Centre 3 June 2011
Assessment design Consider different assessment methods. v Audio- and/or videorecording of workplace practices, with analytical commentary v Briefing papers v Blogs or wikis v Critical incident exercises v Digital stories/diaries Richard Hawkins & Harvey Woolf, University of Wolverhampton v Orals and interviews v Patchwork text v Portfolios v Presentations v Reports v Workplace products History Subject Centre 3 June 2011
Assignment support Make exemplars from previous years’ assignments available. If assessing reflection, refer students to material on reflection and reflective writing. Encourage peer review. Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Assignment Feedback Feedback sheets Electronic feedback Podcasts SAE In class (groups) Traditional 1: 1 tutorials Include provider’s report Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
Provider involvement Providers as markers Invite to graduation ceremonies/provider workshops Send copies of students’ reports to providers Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
The ultimate aim of a History placement? To encourage ‘students to stop being students’. (Steve Caunce, UCLAN) To make students think that the module is ‘less about work and more about History’. (Amanda Richardson, University of Chichester) Richard Hawkins & Harvey Woolf, University of Wolverhampton History Subject Centre 3 June 2011
- Slides: 11