Project hashtag: Version:

Contact: Date:

Page 1 of 45 Document title: JISC Final Report Template Template version: v5.0 – July 2010

JISC Final Report

Before completing this template please note:

This template is for completion by JISC funded project managers

Text in blue italics is explanatory and should be deleted in completed documents.

The Project Management Guidelines (www.jisc.ac.uk/proj_manguide.html) explain the purpose of final reports.

Please remember to fill in the information on the header - i.e. project hashtag, version, and date)

This report will be uploaded to your project’s JISC webpage so please ensure it is written in plain English and avoids any technical terms where possible.

Project Information

Project Hashtag

Project Title (and acronym)

Technology-enhanced Learning to support a Welsh Centre for Workforce Development : TEL-WFD

Start Date 1st April 2009 End Date 31

st March

Lead Institution University of Wales Institute Cardiff (UWIC)

Project Director Colleen Connor

Project Manager & contact details

Andrew Haldane ahaldane@uwic.ac.uk

Partner Institutions Not applicable

Project Web URL

Programme Name Lifelong Learning and Workforce Development

Programme Manager

Document Information

Author(s) & project role Andrew Haldane

Date 10th March 2010 Filename TEL-WFD Final Report

URL If this report is on your project web site

Access Project and JISC internal General dissemination

Document History

Version Date Comments

Project hashtag: Version:

Contact: Date:

Page 2 of 45

Final Report TEL-WFD

Technology-enhanced Learning to support a Welsh Centre for Workforce Development.

Andrew Haldane, Project Manager, Richard Staniforth, Learning Development Officer, Loretta Newman-Ford, Learning Development Officer,

Project hashtag: Version:

Contact: Date:

Page 3 of 45

Table of Contents

1. ACKNOWLEDGEMENTS ............................................................................................................................ 4

2. REPORT SUMMARY .................................................................................................................................. 4

2.1 PROJECT OVERVIEW ............................................................................................................................... 4 2.2 PROJECT OUTPUTS ................................................................................................................................. 5 2.3 IMPACT AND BENEFITS TO THE COMMUNITY ................................................................................................. 7 2.4 MAIN LESSONS LEARNT ........................................................................................................................... 8

3. MAIN BODY OF REPORT ........................................................................................................................... 9

3.1 METHODOLOGY .................................................................................................................................... 9 3.1.1 Background and Context .................................................................................................................. 9 3.1.2 Aims and Objectives: ...................................................................................................................... 10 3.1.3 Learning through work; e-Portfolios for developing reflective accounts, Mentoring work-based learners .................................................................................................................................................. 11 3.1.4 Learning in work ............................................................................................................................ 14

3.2 WHAT DID YOU LEARN? .............................................................................................................................. 19 3.2.1 Learning through work; e-Portfolios for developing reflective accounts, Mentoring work-based learners .................................................................................................................................................. 19 3.2.2 Learning in Work ............................................................................................................................ 21 3.2.3 Transferable Models of Technology-supported Delivery, Strategy and Policy Considerations ............ 24

3.3 IMPACT ............................................................................................................................................. 38

4. CONCLUSIONS & RECOMMENDATIONS .................................................................................................. 41

5. IMPLICATIONS FOR THE FUTURE ............................................................................................................ 42

6. REFERENCES ........................................................................................................................................... 44

Project hashtag: Version:

Contact: Date:

Page 4 of 45

1. Acknowledgements

We would like to thank all the following for their financial support, direct participation, and

contributions to the success of the TEL-WFD project:

The Joint Information Systems Committee (JISC), and the invaluable support provided by

Ruth Drysdale, Programme Manager Lifelong Learning and Workforce Development (LLL-

WFD).

The SSBR project team for their direct support and their facilitation of the LLL-WFD

community of projects.

Fellow LLL-WFD projects and other members of the JISC community for their unfailing

willingness to share ideas and results through Assemblies and other events, Benefits

Realisation, Building Capacity and numerous informal contacts.

Colleen Connor, Dean of Learning and Teaching and Project Director, and all colleagues in

the Learning and Teaching Development Unit at UWIC for the significant support and

expertise provided to the project team.

Colleagues in the Schools of Health Sciences, Management and Education without whom

the substantive evidence gained from large-scale validation of the technological and

pedagogical solutions deployed would not have been possible :

o Jeff Lewis, Department of Dental Technology, School of Health Sciences

o David Lloyd and colleagues in the Work-placement team, Cardiff School of

Management

o David Lock, Centre for Interprofessional Studies, School of Health Sciences

o Gill Jones, School of Education

Members of the Project steering group for their constructive inputs which helped to shape

the strategy and direction of the project. These were, in addition to those already named

above, Peter Treadwell Dean of Academic Development and Partnerships, UWIC, Rose

Lonsdale and Clare Thomas, co-managers LTDU, UWIC, Lis Parcell, JISC RSC Wales, Pippa

John-Cooke, OU Wales, Jo Smedley, University of Newport and Andy Brice, Social Care

inspectorate Welsh Assembly Government

2. Report Summary

2.1 Project Overview

i. The aim was to identify sustainable models for technology-supported delivery of workforce

development provision, and associated strategy and policy implications via developmental

activity undertaken in different contexts. In reviewing the work undertaken in the project,

and the literature cited, we have identified two different work-based learning processes,

Learning in Work, and Learning through Work. This distinction is elaborated in Section 3.2.3

below.

Project hashtag: Version:

Contact: Date:

Page 5 of 45

Learning through Work; Use of e-portfolios for developing assessed reflective accounts of work-experience,

Learning in Work, Blended delivery; Exemplars of the use of video-conferencing for delivering the synchronous learning component undertaken in different contexts;

o a bespoke programme delivered via the client’s own v-c system, o Web-conferencing (Adobe Connect) for CPD developed in association with a

professional body and undergraduate provision with a significant focus on practical laboratory sessions,

the mentoring process in a WBL context

ii. The validation of the technologies used for supporting Learning through Work and Learning

in Work, following initial pilot scale proofs of concept, included delivery to full cohorts of

learners in 2009-10 and continuing deployment in 2010-11.

iii. The solutions developed are embedded in the participating programme areas and the

process of stimulating additional impact through wider adoption is in progress.

iv. Given the broader project objective of identifying transferable models of technology-

supported delivery, a set of “how to..” and implementation guides have been developed and

piloted and these will be utilised to ensure that momentum is maintained during the wider

embedding of the project outcomes.

.

2.2 Project Outputs

Except where a specific link is provided all outputs can be accessed via the project’s library pages at; http://www3.uwic.ac.uk/English/LTDU/Pages/JISCProjectsLibrary.aspx

1.) Two case studies ; involving the delivery of work-based learning to remote workplaces

using web-conferencing tools covering two different disciplines, embracing both

undergraduate and postgraduate CPD provision and including synchronous delivery of both

seminars and practical laboratory sessions.

2.) A case study; involving several hundred students in the use of reflective logs assembled in

e-portfolios for the development reflective accounts as the assessable outcome of

undergraduate work-experience placements.

3.) A library of learning resources; for academic staff development embracing tools and

techniques for the design and delivery of work-based learning programmes and learning

objects to support WBL including:

Project hashtag: Version:

Contact: Date:

Page 6 of 45

o Good Practice Guides:

Adobe Connect

Adobe Presenter

Luminosity

PebblePad

Tools for recording CPD

Wimba Create

o How to Guides:

Adobe Connect - quick guide Adobe Connect - using meeting rooms Adobe Connect - using your account Adobe Connect - how to guide for attendees Adobe Presenter Luminosity PebblePad Wimba Create Wikis and Blogs

4.) A review of the strategy and policy issues related to technology-supported workforce

development

5.) Work-Based Learning Mentoring Handbook i. Whilst the provision of a workplace mentor is a common requirement of work-based

learning programmes, the literature on workplace mentoring is sparse and few

resources for new mentors exist. Those available tend to relate to mentoring in a

specific work-based context, for example nursing and initial teacher training.

ii. This handbook is a generic guide to mentoring in the workplace that can be applied

within a wide range of contexts. The handbook covers topics such as: the roles and

responsibilities of the workplace mentor, mentoring skills, approaches and strategies

that can be used to effectively support learners in the workplace and principles of good

practice.

6.) UWIC Assembly In January 2011, UWIC held a JISC Assembly, which explored technologies

to support work-based learning and also addressed the issue of effective project evaluation.

7.) Mentoring Repository; A comprehensive set of mentoring resources, including books,

research articles, links to useful websites can be found at:.

http://www3.uwic.ac.uk/English/LTDU/Pages/jisc_mentoring_coaching.aspx

Project hashtag: Version:

Contact: Date:

Page 7 of 45

A repository; signposting authoritative resources covering strategy, policy, quality issues and other aspects of best professional practice in relation to WBL provision can be accessed via; http://uwicjiscwfd.wordpress.com/about/repository/

2.3 Impact and Benefits to the Community

Table 1 Stakeholder Impact and Benefits

Stakeholders Impact and Benefits

Learning through Work (e-portfolio) Learners Experiential learning process is structured and organised Learning is captured effectively Employability benefits of work-experience more evident Supports preparation of assignment (95% pass) Course Teams Model proven with circa 500 learners Toolkit for supporting Learning through Work proven Process of supporting experiential learning validated Learning in Work (Web/Video-conferencing) Learners Access to Part-time and CPD programmes not otherwise available Travel and work-place absence eliminated or minimised Learning and work effectively integrated Blended model improves flexibility Course Teams Viable mechanism for delivering specialised/bespoke WBL Able to deliver across Wales or more widely All part-time provision in Dental Technology now using this model Able to target new market segments Programmes with low recruitment sustained by reaching dispersed learners Strategic Benefits LTDU/University Replicable models for delivering to key strategic priorities Validated Pedagogy and Technology for facilitating Learning through Work Technology solutions validated and replicable Implementation guidance, tools and support in place Proven new options for delivering specialised /bespoke provision Mechanisms for wider adoption in place Practical and viable new options for opening new market segments

or retaining provision under threat

Project hashtag: Version:

Contact: Date:

Page 8 of 45

2.4 Main Lessons Learnt

i. Two distinct pedagogic processes were observed through the work of the project. One

of these, referred to below as Learning through Work, (Billett, 2001, Guile and Griffiths

2001, Haldane and Wallace, 2007) is a personalised action learning process. Analysis and

reflection are used to embed and consolidate learning and existing domain knowledge is

augmented, as required, through enquiry and research. The term Learning in Work is

used below to describe a process where a cohort of learners acquire common domain

knowledge and apply it to their own working context.

ii. The use of e-portfolios as a tool for gathering substantive evidence of achievement for

assessment purposes through reflective accounts provides a scalable pedagogically-

effective means of delivering award- bearing Learning through Work modules if the

process is effectively monitored managed and supported. Carefully designed templates

provide a framework and structure to support the autonomous and collaborative

learning element thereby helping to maintain engagement and enabling pedagogically

effective and cost-effective monitoring.

iii. This solution therefore effectively addresses a key issue for workforce development

provision that includes a significant learning through work component by efficiently and

effectively supporting the element of personalised learning which characterises such

provision.

iv. Where a creative and appropriate pedagogy is deployed then the face-to-face

component in a blended model of provision, including practical laboratory sessions, can

be delivered effectively by either web conferencing or via a suitable large employer's in-

house videoconferencing system.

v. Accessing both the synchronous and asynchronous element of blended workforce

programmes directly at the workplace facilitates the integration of learning and its

practical application and enables viable high quality specialist provision to be delivered

to geographically dispersed cohorts of professionals.

Project hashtag: Version:

Contact: Date:

Page 9 of 45

3. Main Body of Report

3.1 Methodology

3.1.1 Background and Context

i. Although the project is located in UWIC, and its outputs are being and will be utilised

internally , its longer term strategic and impact objectives are set in the context of ‘For Our

Future - The 21st Century Higher Education Strategy and Plan for Wales’ s. (Welsh Assembly

Government,2009)

The vision statement in the above report identifies six key strategic objectives for HE providers including:

“- contributing to the future renewal of the Welsh economy by raising the skill level of the Welsh workforce and by supporting businesses to be become increasingly innovative and competitive”

ii. This strategic trajectory had previously been explored in some depth HEFCW sponsored UWIC

co-ordinated project on Workforce Development in Wales (Treadwell and Kennard, 2008).

This initiative involved the execution of 8 micro-projects conducted by individual HEI

partners and a strategic study commissioned from the University of Middlesex.

iii. The intra-University collaboration in workforce development provision in Wales has continued

through the deployment of EU Convergence funding to support the Universities of

Glamorgan and Newport to deliver the Universities of the Heads of the Valleys Initiative and

the High Performance Network (HPN).This latter involves collaboration between 8 HEIs and

is co-ordinated by UWIC.

iv. In addition to the JISC imperative of generating outputs of value to the wider HE community

the TEL-WFD project , while proposed and resourced as a single institution initiative, has

also focused on this Welsh strategic context. To this end the project manager engaged with

the planning stages of the HPN initiative in order to align project outputs appropriately.

v. Although some of the momentum of the above change processes is expected to gather pace

in its immediate aftermath, the work of the project has been directed toward outputs that

should provide a legacy to support these expected changes.

vi. In addition to the potential value of project outcomes for supporting wider collaboration,

the intended legacy of the project was influenced by the anticipated need to up-scale work-

based learning provision in Wales.

vii. An additional consideration has been that Welsh Assembly Government is concerned at the

relatively small size of most of the current 12 HEIs in Wales and envisages rationalisation of

both institutions and provision. This has entailed the development of regionalisation

strategies that involve the strengthening of HE-FE partnerships and the consideration of

various options for re-configuring the HE landscape to reduce the number of institutions.

Project hashtag: Version:

Contact: Date:

Page 10 of 45

viii. One manifestation of this policy trajectory, announced in late February 2011 is the intended

reconfiguration of the University of Wales to form a new University involving the merger of

UWIC, Trinity and St David's, and Swansea Metropolitan Universities with a target date of

August 2012. Newport and Glyndwr have been involved in the planning process and the

option of their merging into the new University of Wales remains open.

ix. It is expected that the continuing dissemination by the University in the period after

conclusion of the project will reflect these forthcoming new relationships.

3.1.2 Aims and Objectives:

i. To establish a range of technology enhanced learning practices and guidance material through

full operational-scale trials of the use of specific technologies for supporting work-based

learning;( e.-portfolios) and delivering synchronous learning at the workplace (web/video

conferencing), via four project streams involving different subject/user contexts.

Figure 1 Organisation of Tasks

Task Activity Streams

Supporting/Assessing Learning through Work

• Assessed Work-Experience

• Reflective accounts • W-based research • W-based projects • Mentoring

Stream1: School of Management U/G Work-placements Stream 4 School of Education; Coaching/mentoring Work-based Learners

Learning in Work; Delivering Synchronous Learning at the Workplace (Web/Video-conferencing)

• Seminars • Group discussions • Tutorials • Practical (laboratory)

demonstrations

Stream 2, School of Health Sciences : Dental Technology UG & CPD Stream 3, School of Health Sciences : CPD Health & Social Care Inspectorate

ii. In addition to the validation of the technologies deployed and their potential for wider

application the project aimed through a synthesis of their findings and relevant external good

practice to realise the following overarching objectives:

An understanding of the strategic and policy issues attendant with such technology-

enhanced models of delivery

Transferable models of technology-supported delivery

The creation of domain knowledge, reusable models of processes and practice, and user

requirements

Technology Enhanced Learning Support in the form of guidance materials and good

practice exemplars

Project hashtag: Version:

Contact: Date:

Page 11 of 45

A greater understanding of how the learning content generated within the four streams

of the project can be used as open learning content.

iii. In support of the above aims the project team have also undertaken an observatory function,

monitoring good practice from other JISC projects and elsewhere.

A synthesis of UWIC and external experience has contributed to the understanding of the

strategy and policy issues related to the use of technology to support HE engagement in

workforce development and helped to identify transferable models of technology-supported

delivery.

The project team's understanding of the issues involved and potential solutions, have been

significantly informed by participation in: LLL-WFD events (including the "Assembly of

Assemblies"), the JISC E-learning experts group, assemblies organised by the WELL, TELSTAR,

MUSKET and UWIC, the JISC annual conference, and other external events. The embedding of

the above overarching objectives in the immediate aftermath of the project will be further

supported by Benefits Realisation initiatives coordinated by WELL, COGENT, MUSKET and

Making Assessment Count and by the incorporation of lessons-learned through the Building

Capacity in Wales Initiative.

3.1.3 Learning through work; e-Portfolios for developing reflective accounts, Mentoring work-based learners

i. The e-portfolios were developed using the Blackboard Campus Pack plug-in XPO-XL. This

means that the work-placement module is accessed like any other module via their usual

student id. It incorporates a blog and wiki plus templates which support the development,

maintenance and completion, whilst undertaking their placements, of students’ reflective

logs. The data from the logs is a key source from which are developed the summative

reflective accounts of their work experience on which students are assessed. The e-portfolios

are private to the learners up the point where they grant tutor access. They are easily zipped

and saved to hard drive.

ii. The templates were designed in conjunction with the head of the Cardiff School of

Management’s placement unit in consultation with his colleagues and the system was

evaluated initially in the summer term 2008-09 through a pilot with 27 students.

iii. In order to capture as much as possible of the experiential learning and employability gains

derived from the work experience programme the portfolio is structured around the

compilation of the reflective log on a weekly basis. The e-portfolio template design both

structures the process and prompts the learner to follow a plan-action-review cycle,as

illustrated in figure 2 below.

Project hashtag: Version:

Contact: Date:

Page 12 of 45

Figure 2 ; A Reflective Log for Learning through Work: Weekly Cycle Model

iv. This underlying structure is adaptable to the more diverse range of Learning through Work

practices in which more permanently employed professionals might engage, such as larger

and more substantive projects or work-based research activities where more complex and

inter-linked sets of tasks and milestones and longer cycle times may be appropriate. The

structure of the template could be readily modified to cover a wide range of typical learning

through work activities.

v. The online sources made available to the cohort focused on employability skills or to process

rather than content, for example the resource provided to assist with the development of

reflective writing skills. Apart from the initial briefing sessions this content was accessed

autonomously and asynchronously on an "as required" basis.

vi. Students had access to the knowledge base for their discipline via the VLE and library,

however the subject knowledge that was most relevant would clearly vary according to the

nature of their workplace duties. Often the employer's knowledge assets would be the key

learning resource either through access to the organisation's systems, documents etc. or via

mentoring and questioning.

vii. A further benefit of using an e-portfolio is for learner tracking, a cost-effective means of

monitoring an essentially autonomous learning process. The granting of tutor access to work

in progress provides an effective and efficient means of triggering intervention and support.

Project hashtag: Version:

Contact: Date:

Page 13 of 45

viii. The use of the e-portfolio tool is included in the students’ briefing on the work-placement

process. A hard copy user guide is provided at that point with future help via the system.

ix. In 2009-10 192 undergraduate Management students were engaged and in 2010-11 the work

placement programme and use of the e-portfolios was extended to embrace year two of all

undergraduate programmes in the Cardiff School of Management, some 437 undergraduates.

All students other than those given an exemption based on previous work experience are

required to undertake this assessed (10 credit bearing) module.

x. Associate tutors, currently six in number, support the programme and provide each student

with feedback on their logs. The log accounts for 10% of the final mark (the 3000 word

referenced report which the log helps the student to formulate accounts for the remaining

90%). their report.

xi. Each associate tutor is allocated 1.5 hours per learner over the period of the placement. The

manager of the work experience programme is full time and is supported by 1.2 FTE

administrative staff one of whom is present during term time only.

xii. Data capture via the system provides evidence of engagement. Granting tutor access to the

logs triggers an email with link which is copied to the placement office and entered in a

spreadsheet which provides both a snapshot of engagement and summative data.

xiii. An example of the use of this data was the evidence that among the first (2009-10) cohort of

students those who did not engage early (initially 20%) tended to continue to drift rather than

pick up later, making intervention more difficult for all parties. As a result, in 2010-11 much

earlier interventions were made.

xiv. The engagement spreadsheet (xii above) means that any non-engagers are easily visible.

They can be instantly chased via email and tutors alerted as necessary. In 2010-11 98% of

students are actively engaged. The efficiency of this integration between the e- portfolio tool

and the administration and learner relationship management system is evident from the

lean staffing structure (viii above) which is supporting almost 500 students.

xv. Subsequent to the pilot qualitative data has been gathered via tutor feedback or learner-

placement office help/contact process. Other than minor continuous improvements the

main issue arising was that reflective writing was a frequent source of difficulty for the

students. This was addressed through the inclusion of the e-Evolve project’s learning

resource on reflective writing among the online support resources within the work-

placement Blackboard site.

xvi. During the 2010-11 academic year the potential benefits of using PebblePad have been

examined. These include visual appeal and scope for learner customisation such as additional

personal folders. A set of PebblePad templates informed by learner dialogue have been

Project hashtag: Version:

Contact: Date:

Page 14 of 45

developed but rather than asking students to switch systems part way through the placement

the full comparative evaluation between PebblePad and Campus Pack 4 will take place in

2011-12.

xvii. Another objective of the project in relation to the process of Learning through Work is the

need for both university-provided and work-place mentoring. In expectation of expanding

provision for employed learners the issue of mentor training is expected to assume greater

importance.

xviii. The project stream of activity devoted to mentoring could not be executed as originally intended. It had been planned to extract lessons-learnt from CPD delivered via web-conferencing to learning coaches who were aiming to widen participation by working with the 14-19 year-olds from disadvantaged groups. However, a change in cohort by the commissioning body to include more part-time teaching assistants meant that participants’ access to the technology for scheduled sessions could not be guaranteed. The work-plan was successfully re-configured to address the problem.

xix. It was recognised that this additional validation of the web-conferencing system (see viii

above) was essentially a by-product and that the primary purpose of this stream was to investigate mentoring in a WBL context the anticipated need to expand the numbers of both university and work-based mentors. The use of the web-conferencing system for work-based learning has been addressed within Validation 1 (see 3.1.4 below) and an alternative mechanism for drawing on the mentoring expertise within the School of Education was established.

xx. This was achieved by adopting a more ethnographic solution involving a member of the project team participating directly on the latter School’s professional mentoring CPD programme and gaining her first mentoring experience by providing support for 3 students on the undergraduate work-experience programme described above.

xxi. By adopting this solution an additional project output, a mentoring handbook, has been provided.

3.1.4 Learning in work

a. Methodology

i. The university’s e-learning strategy is focussed on a blended learning model of delivery. This

is based on recognition of the value to learners of face-to-face sessions. In addition to the

pedagogic value of face-to-face sessions the learning milestones which attendance at regular

intervals provides is seen as providing a time management structure within which

manageable parcels of autonomous learning are executed.

ii. Many of the University's programme areas address market sectors where the economies of

scale needed to justify a significant investment in e-learning content would be lacking. In

addition, the precursor project which has informed strategy to date, (Treadwell and

Project hashtag: Version:

Contact: Date:

Page 15 of 45

Kennard, 2007) identified a need for provision tailored to the needs of specific market

segments.

iii. The importance of synchronous learning sessions together with the cost issues around e-

learning content development together provide a significant barrier to thedelivery of

learning to the workplace.

iv. Following participation in the HEA led e-learning benchmarking exercise the university’s

further development of blended learning was, in parallel with TEL-WFD, being pursued,

alongside that of other Welsh HEIs, through the GWELLA programme.

v. However, a key issue remaining was how to develop workforce development provision in

circumstances where there was proven demand but the critical mass of learners able

conveniently to travel to a UWIC campus for the face-to face component of a blended

approach was not available.

vi. The University's approach to blended delivery was broadened to include the use of

synchronous sessions which could be delivered remotely, thus retaining the benefits of face-

to-face sessions while minimising or eliminating the associated cost and inconvenience of

travel.

vii. Two programme areas where, for different reasons this issue needed addressing were

selected; Dental Technology and Health and Social Care (specifically, Social Care Inspectors).

The former utilised the technology to support university-led provision while the latter was

delivering bespoke provision for a specific employer.

viii. The precursor project (Treadwell and Kennard, 2008 ibid. ) had identified the significant

scope for HEI-led workforce development in Wales. However, there are key scalability issues

associated with tailoring provision to the needs of specific market segments or employers.

For example, more targeted provision is likely, more frequently to result in widely dispersed

cohorts of prospective learners, especially when the demography, geography and transport

infrastructure in Wales are taken into account.

ix. Two alternative delivery systems were deployed during the project. The University's

preferred system, Adobe Connect web conferencing, adopted following an evaluation in

2008-09 was not acceptable to the commissioning Welsh Assembly Government (WAG)

agency because of perceived data security issues and the WAG internal Video conferencing

system was therefore utilised with the Social Care Inspectorate cohort.

x. Another contrast was the importance of practical laboratory work in Dental Technology

while the Care Service Inspectors work within a strict regulatory framework while deploying

high levels of interpersonal skills in sensitive and sometimes challenging circumstances.

These two programme areas between them were therefore seen as representative of a

range of work-based learning challenges relevant to many other sectors.

Project hashtag: Version:

Contact: Date:

Page 16 of 45

b. Validation 1; Dental Technology

i. A consequence of advances in dentistry in recent years, together with increased use of new

technologies in dental laboratories, is a decline in the numbers of students seeking Dental

Technology qualifications and a consequent reduction in the number of centres offering

provision.

ii. The option of offering work-based solutions to cater for an increasingly geographically-

dispersed market is complicated by the absence of economies of scale so the business case

for a significant investment in e-learning resources is weak.

iii. As might be expected in such a target market a significant proportion of learner contact

takes place in a laboratory environment. However, these work-based learners are employed

in dental laboratories and have access to the equipment and materials needed to execute

the procedures normally taught on campus at UWIC. When on campus the laboratory time

devoted to practising the procedures demonstrated needs to be supported by University

staff. However, when this activity is conducted at the workplace normal work supervision is

in place. This means that, a set of laboratory demonstrations, followed up by subsequent

practice of procedures, that might take up circa six hours on campus can be delivered in half

that amount of contact time via web conferencing.

iv. Where samples of the students' work arerequired for assessment purposes these are signed

off by the work-based mentors as the students' own work and sent into University by post.

v. The full range of affordances of the technology were deployed by the tutor who reported

that options such as the breakout facility were easier to organise in a virtual environment

than when physically present.

vi. Another advantage is that the relative anonymity of posing questions or providing feedback

via live messaging enables students who might otherwise be somewhat reticent to interact.

vii. In the current academic year part-time foundation degree students visit the campus only at

the beginning and end of each term. However, given the positive response to the virtual

delivery model, it is expected that this will be reduced to 4 attendances per year in future.

viii. The Adobe Connect web-conferencing system has now become the principal delivery

medium for part-time students in Dental Technology. In 2010-11 this includes 16 students on

the Foundation Degree in Dental Technology and in the 2010 calendar year a Wales-wide

postgraduate CPD programme including 4x 2hour live sessions was delivered in partnership

with the School of Medicine and Dentistry at Cardiff University. Over 50 students have

participated and the collaboration was broadened to include the University of Aberdeen

with the result that students from the North of Scotland participated in session 4.

Project hashtag: Version:

Contact: Date:

Page 17 of 45

c Validation2; Social Care Inspectorate

i. The RCSA (Regulation of Care Services Award) Programme for social care inspectors in Wales

is a two year CPD programme which is currently mandatory for social care inspectors in

Wales and which can serve as a pathway for entry to the university’s MSc in Inter-

professional studies.

ii. Participants have a day a week of study leave during which they work from their workplace

or home accessing resources online and executing practical tasks and assignments which

integrate underpinning knowledge and its practical application.

iii. The candidates are based in Welsh Assembly Government offices throughout Wales and are

organised in learning sets who can meet together at these locations.

iv. There is an emphasis on applying the domain knowledge acquired via, for example,action

learning sets, practical tasks, reflective analyses and assessment of practice.

v. Initially, while building the numbers of qualified inspectors, the face to face component was

delivered by an induction residential followed by UWIC tutors travelling to regional locations

at which viable tutor groups could meet.

vi. However, the majority of inspectors in post now currently hold the qualification and

therefore student numbers have steadily reduced so that in the year 2009-10 there were 14

candidates and in 2010-11 8 candidates.

vii. By 2009 the reduced numbers meant that there was therefore no convenient meeting

location that did not require a combination of overnight stays, very early starts and late

returns to home for a number of candidates.

viii. The nature of the candidates' duties is such that data protection has an extremely high

priority. The use of proprietary systems such as Adobe Connect or Elluminate was seen by

the client as posing significant firewall issues and the Assembly Government's ICT services

are reluctant for data security reasons to utilise such systems.

ix. The geographic and transport infrastructure issues in Wales impinge on many Assembly

Government activities and localisation of services is both a strategic and practical priority.

Video-conferencing suites have therefore been installed at Assembly Government expense

in all their offices and in all HFE institutions. These systems have similar functionality to most

web-conferencing systems such as whiteboard and break-out group options.

Project hashtag: Version:

Contact: Date:

Page 18 of 45

x. They are frequently used for virtual meetings where many participants contribute mostly

verbal inputs. Locations other than that of the administrator often do not make use of a PC

but would utilise remote controls for microphones, speakers and cameras.

xi. The system can be used to connect several V-C suites, from V-C suite to desktop or from

desktop to desktop. Peer support was provided via the learning sets and were typically

based on this small group convening at a specific convenient WAG office.

xii. Observations, site visits and focus groups suggested that the group dynamic established

via an initial induction session and the learning set model was reflected in the live sessions

and together with the tutor’s facilitation style and the use of breakout groups led to a

relatively natural flow of dialogue similar to that in a physically present group situation.

xiii. Some participants had not previously used the system while others were infrequent users of

the system and their previous experiences were confined to situations where another more

familiar user had manipulated the technology. This was a source of occasional minor glitches

encountered with an apparently easy-to-use system.

xiv. In 2009-10 the evaluation involved observation of 3 sessions half-day sessions at different

locations, followed by focus group sessions. In 2010-11 a questionnaire covering the

parameters used as a prompt list for the focus group was administered. In 2009-10 the

feedback was uniformly supportive.

xv. In 2010-11 one out of the eight students was particularly negative, otherwise, occasional

technical glitches and problems such as distraction when microphones are left open, were

considered an irritation that was acceptable when set against the principal advantage of the

elimination of travel.

xvi. Although students preferred meeting as a physically present group they found the virtual

meetings effective and enjoyable. They would not have wished all meetings to involve a

virtual presence but when balanced against the inconvenience and time wasted on travel

were happy with a mix of virtual and physical meetings.

Project hashtag: Version:

Contact: Date:

Page 19 of 45

3.2 What did you learn?

3.2.1 Learning through work; e-Portfolios for developing reflective accounts, Mentoring work-based learners

a. What has gone well?

i. The use of regularly maintained reflective logs to provide the principal source of primary data upon which students have drawn in order to complete the 3000 word assignment upon which they are assessed proved successful in that of the 192 students engaged in 2009/10 97% passed the module with 41% achieving A or B grades.

ii. The system and processes are scalable with 437 students engaged in 2010/11.

iii. The maintenance of a reflective log in an e-portfolio;

Provides reflective evidence assembled by the student on how

each placement day/week has gone

Provides a history of the placement activity which helps in the

writing of the final report

Allows direct and personal feedback (a critique) to the student by

the placement tutor

Picks up on problems/issues as they arise

Provides a check on attendance and attitude

ix. Feedback from employers has been excellent; a number of students have been offered jobs

b. Why did it succeed?

i. The introduction of e-portfolios was carefully planned alongside the other tasks necessary to establish the placement system. This provided a sufficiently long lead time for development and construction of the templates and for the conduct of a pilot implementation for de-bugging purposes.

ii. The e-portfolio was easy for the students to set up with clear voice-over instructions provided and was quick and simple to use.

iii. Completion of the log was a mandatory requirement and 10% of the final marks for this module were dependent upon its regular and satisfactory maintenance. Evidence that it was helpful in preparing the final report (for which the remaining 90% of marks was awarded) emerged from work with the first cohort of students 95% of whom completed the module successfully.

iv. The e-portfolio is personal and private to the learner (only accessed by placement tutor) so there is a real chance to reflect (and learn the benefit of the reflective process) listening

Project hashtag: Version:

Contact: Date:

Page 20 of 45

v. Tutor support was found by the students to be encouraging and motivating. This is helpful because;

Many students have difficulty writing reflectively

Students struggle to write about something new if the placement work is

repetitive

Some are lazy and need a push

It is a “live” ongoing process providing a valuable insight into the students work

enabling the student to make improvements whilst undertaking their

placement rather than reviewing their performance at the end when it is really

too late.

vi. The preparation of the Mentoring Handbook drew on a project team member’s experience of undergoing mentor training and of being both a mentor and mentee. This enabled her to view the process from the perspective of those she was supporting. The mentor training provided to her was seen as itself as a good example of a Learning in Work process, in that the acquisition of new knowledge was integrated with direct practical experience and a reflective analysis of the latter.

c. If starting again what would we do differently?

i. The particular cohort with whom the project worked encountered a diverse range of

workplace experiences. However, there was an element of homogeneity of process in the

sense that they were all using reflective logs to develop reflective accounts. The preparatory

sessions, supporting resources and template design meant that the action planning process

followed a common structure for all participants. More complex action planning processes

need to be undertaken where programmes involving larger volumes of Learning through

Work credit are concerned and a wider variety of tasks undertaken. Although not essential

for the project itself, more work on action planning support tools would have been an asset

to future impact of the project.

ii. Had it been known at the outset that of those (20%) who did not engage effectively with

their reflective log at the beginning few would catch up of their own accord we would then

the greater emphasis placed in the second year on picking up and applying pressure to the

recalcitrant minority earlier in the process would have been applied from the start.

iii. Logistical and workload allocation issues mean that the use of associate lecturers to maintain

contact with the student and placement provider and review reflective logs proved the best

option and if starting again we would have these in place at the start of the programme.

iv. The system helps students, tutors and employers to recognise improving employability. To

make this benefit more evident we intend adding a new log section where the student can

evidence experience gained against a set of generic employability skills.

Project hashtag: Version:

Contact: Date:

Page 21 of 45

v. Rather than incur delays to see if the issues encountered with the mentoring stream of activity originally planned could be addressed we should have revisited the core objectives sooner to consider alternative solutions.

d. Key recommendations,

i. Plan well ahead to allow time to design templates, set up and test.

ii. Ensure that support for both placement providers and learners is in place

iii. Establish the work experience record system and the means of monitoring and tracking

learner engagement with the e-portfolio tool so that there is an easily administered progress

monitoring process.

iv. Pilot the system to gain familiarity remove bugs.

v. Allow the process to develop and mature. Listen to the end users and always look at the

product through the eyes of the student and not just as an academic.

vi. Experiment with new ideas and be prepared to make changes-the process can be

continually developed and refined..

vii. Help the students by providing additional tools to support their reflective writing

skills/ability.

viii. Include a means of helping students to capture their acquired employability skills and record

their achievement.

3.2.2 Learning in Work

a What has gone well?

i. As with sessions requiring the physical presence of a tutor group, virtual classroom sessions

at set times impose some limits on the flexibility of time and pace of study. However, the

ease with which live sessions can be video-captured made it easy for those unable to be

present at the appointed time to pick up the session asynchronously.

ii. The project demonstrated that practical sessions can be effectively delivered to work-based

learners employed in a laboratory environment using web-conferencing technology.

iii. The speed and fluency of complex laboratory demonstrations sessions benefited from

videoing the demonstration earlier and providing a commentary to the playback of it during

the live session.

Project hashtag: Version:

Contact: Date:

Page 22 of 45

iv. Whether live or recorded the tutor's use of video camera(s) enabled all participants to

experience a clear close-up view of the laboratory demonstration which compared

favourably with that of a large group at a single physical location.

v. Positive experience of use of the system in Dental Technology resulted in its use being

extended to incorporate one to one tutorials and work-based mentor training.

vi. The virtual face-to-face sessions provided fixed milestones that helped to set the pace of

study so that students facing other pressures on their time are less inclined to postpone, to

the detriment of their achievement, the more autonomous learning elements within a

blended learning programme.

vii. From the perspective of an observer, the group dynamic established during the

videoconference sessions was closer to that of a live group than expected. Feedback from

learner's suggested that retaining some awayday/residential element for purposes such as

induction may have been a contributory factor.

viii. Learners using the WAG video-conferencing suite enjoyed the assembly of small groups in

each the various v-suites used even though this meant short-distance travel for some. They

did not to manipulate the technology other than switch on or mute. This ease of use had a

downside in that on the rare occasions a problem did arise, such as a previous user having

tinkering with the set-up or a mis-keying of the remote, it could be more disruptive than if a

more frequent user of the system was participating. Most users accepted such a disruption

with alacrity.

ix. The limited number of sites (usually four) meant that the interaction with and between

groups, controlled by the presenter, and often with all mikes open, flowed more like that of

a group together in one room. This did however occasionally lead to problems such as

background chat irritating some participants.

b. Why did it succeed?

i. The participating tutors were interested the idea of virtual synchronous sessions and

motivated to evolve of their current pedagogy to best advantage.

ii. They used the medium effectively and adapted their pedagogy to the work-based learning

context. Although domain knowledge content was conveyed during sessions the focus was

not on the transmission of knowledge but on its practical application at the workplace and

its integration into enhanced professional practice.

iii. Sessions were also used to brief participants on forthcoming work-based tasks and to review

and reflect upon their allocated tasks and assignments, their professional practice and the

impact upon it of their new learning.

Project hashtag: Version:

Contact: Date:

Page 23 of 45

iv. The functionality and reliability of the systems used provided a satisfactory learning

experience and the few minor glitches (some of which arose from student inexperience in

using the technology) were tolerated. However, while the stability and usability were

appreciated, session observation and student feedback indicated that the tutor’s pedagogy

and presentation style were critical success factors.

v. A number of features of typical web conferencing tools such as the simultaneous chat

function and the ease with which virtual breakout-out groups can be deployed to good

effect by those tutors keen to develop a more varied pedagogy when dealing with work-

based learners. The success of the use of virtual break-out groups led to the setting up of a

“coffee bar” group, which the tutor did not access, to support socialisation and collaboration

in an informal environment.

vi. Although the web conferencing sessions provide a sufficiently satisfactory learning

experience to become the principal synchronous delivery mode, those remote students who

are able to attend an occasional away-day/residential session benefited from the improved

group dynamic that can be cultivated through the simultaneous physical presence of the

tutor group. This strengthened rapport within the group carries over into the web

conference sessions. These awayday/residential sessions have been well attended. However,

placing the supporting content for such sessions online or adding an additional tutorial

means that an unavoidable absences need not be seriously detrimental.

vii. The use of web/videoconferencing technologies enabled tutors to programme the number

and timing of face-to-face sessions according to optimum pedagogic design rather than

compromises necessitated by the logistical difficulties of bringing remote learners together

at a single location.

viii. Freeing tutors from these logistical issues is central to approaches to supporting blended

learners within which each period of autonomous/collaborative learning is prefaced by a

session that includes a briefing on forthcoming tasks and is concluded by a session that

includes a progress review and an opportunity to address questions/problems.

c. If starting again what would we do differently?

i. The project was fortunate in the choice of participating tutors who explored the use of a

new medium on their own initiative. The lack of induction other than on-line help did not

therefore have adverse consequences. Reflection on this point lead to the ”how to” and

implementation guidance subsequently developed within the project in order to support

future scalability.

ii. Video capture provides an effective means of enabling subject matter experts to develop

learning objects. However, some enrichment of the resources used in physical synchronous

sessions may be desirable. With scalability in mind, on-line resources to support the

Project hashtag: Version:

Contact: Date:

Page 24 of 45

evolution from Powerpoint-supported and video-captured presentations to encompass a

more varied range of learning objects utilising tools such as Adobe Presenter and Wimba

Create have been developed.

d. Key Recommendations

i. Video-capture provides a simple means of allowing those unable to join a specific session to

participate asynchronously and allowing those who did participate opportunities to revisit in

order to consolidate learning. However, for reasons of production quality and pedagogic

design it may be sometimes preferable to record some video -segments outside the live

session.

ii. Both tutors and learners should have adequate opportunity to familiarise themselves with

the web-conferencing tools and to ensure that computers, headsets and cameras deliver

good quality streamed video.

iii. An adequate lead time is needed to plan a pedagogic design that makes optimal use of the

affordances of the technology and ensures that learning and its practical application are

effectively integrated. Sessions that involve maximum interaction and avoid excessive

knowledge transmission are essential.

iv. The scope for using simple learning object development tools such as Wimba Create, if these

are not yet utilised, to add variety to the learning objects provided should be considered

Without the live interaction video-captured sessions alone can be somewhat tedious.

v. When conducting, for example, lab demonstrations, a pre-recorded video segment within an

otherwise live web conference may help with the flow of the session and avoid any hitches

that may be encountered with a live demonstration.

vi. The technology can be successfully used for purposes other than the delivery of synchronous

virtual classroom sessions such as work-based mentor training or individual tutorials.

3.2.3 Transferable Models of Technology-supported Delivery, Strategy and Policy Considerations

a Designing Workforce Development Programmes

i. The lessons learned from the work of the streams, as set out above, are primarily related to

delivery processes and to adapting pedagogy to take advantage of the affordances of the

technologies deployed. They are therefore not specific to the contexts in which the proofs of

concept were undertaken and as such can be claimed as generic transferable findings.

Project hashtag: Version:

Contact: Date:

Page 25 of 45

ii. Two Benefits Realisation projects (CO-GENT toolkit pilot, WBL Maturity Toolkit) which have

run concurrently with the concluding months of the project, and our exposure to the work of

colleagues in other LLL-WFD projects have informed our development of the models,

enabling some triangulation of our findings.

iii. When designing programmes that are “work-based” we should not simply be thinking of

learning located at the workplace. The experiences delivered by the UWIC streams (and by

other JISC LLL-WFD projects) can, justifiably, be described as work-situated learning. They

conform to the situated learning principles set out by Brown, Collins & Duguid (1989) in that

they deliver and support learning which enables participants to acquire, develop and use

cognitive tools in authentic domain activity.

iv. Work-based learning is not, however, inevitably situated learning. Most current work-

related learning curricula were designed to meet the needs of learners whose opportunities

to apply the concepts directly within their chosen profession will arise at some future date

(ie. Learning for Work). Much provision for those yet to enter their profession will

incorporate work-experience and /or include some practical modules in facilities that are

very close re-creation of an authentic working environment. Work-based learners are,

however, already in their own personal authentic domain environment and need provision

that integrates any acquisition of new knowledge directly into their professional practice.

v. Learning objects that deliver at a distance domain knowledge to someone already in

employment could be considered to be work-based learning. However, aside from the

possibility that many employed learners may find much of this knowledge redundant, simply

making it available at a workplace does not of itself imply that learning and work will be

adequately integrated. Learning outcomes, assessment criteria and the tasks and

assignments need to be thoughtfully designed if learning is to integrate with, and optimally

impact on, professional practice.

vi. In order to identify which model of technology-enhanced provision to offer it is necessary to

distinguish between three market segments;

Learning for Work: the preparation of new entrants for their chosen profession or

preparation for a significant career change by providing a sound domain knowledge base

and employability skills.

Learning in Work: the enhancement of specified elements of domain knowledge and its

practical application for those already established in their chosen profession.

Learning through Work: a somewhat different learning paradigm. Learning outcomes are

related to the demonstration of advanced professional practice by means such as work-

based projects/research and /or critical analysis and reflection. Any gaps in essential

underpinning knowledge would typically be addressed through problem/enquiry-based

learning.

Project hashtag: Version:

Contact: Date:

Page 26 of 45

Figure 2; Market Segments, Workforce Development

Preparationfor new career /major change

Acquisition & application of new job-relatedknowledge

Accreditation of Work-integrated learning outcomes ; via projects,

research, reflection/analysis ,enquiry

i. While the learning action plans for some workforce development programme participants

may contain elements of Learning both in and through Work, an understanding of the

differences between these two approaches is important for the development of appropriate

pedagogy and technology-enhancement strategies. For example, those students whose

work placement experience was used as an exemplar of Learning through Work spend most

of their time at university engaged in Learning for Work. However, while on placement, their

learning experience, and the enabling technologies deployed, more closely resemble those

of learners engaged with projects such as TELSTAR, CO-GENT and PINEAPPLE for whom a

Learning through Work process is more predominant.

ii. The typology and process models set out below have been drawn from the synthesis of a

number of analyses of workforce development provision; Haldane & Wallace,(2009)

HEA,(2008) QAA,(2010) Treadwell and Kennard (2008). These were compared with the

actual learning experiences and processes observed during TEL-WFD and described above.

The opportunities to share findings with other JISC LLL-WFD projects and to participate in

Benefits Realisation and Building Capacity measures suggest that our experiences and

analyses are consistent with the experiences of other colleagues in the JISC community.

Project hashtag: Version:

Contact: Date:

Page 27 of 45

Figure 3 . Typology of Workforce Development

Learning for Work Learning in Work Learning through Work

Emphasis on building participants’ capacity to perform future work.

New knowledge/ideas enhance participants’ capability to perform current duties and/or to respond effectively to role changes.

Emphasis on Experiential learning opportunities that test and expand participants’ capability and contribute directly to organisational goals such as business improvement.

Curriculum is focussed on a recognised domain knowledge base that underpins the performance of identified vocational disciplines, roles and functions.

Some additional knowledge is required for updating purposes or to fill knowledge gaps but is acquired and utilised with clear reference to, and application in, the participants’ own work context.

Learning outcomes achieved through means such as projects, problem solving, enquiry-based learning, reflective/ analytical accounts, work-based research. Existing Domain knowledge is deployed – any required augmentation is likely to personalised and enquiry-based. Qualification routes may be defined via a Professional practice “shell” framework.

Mix of synchronous and asynchronous learning, using academic knowledge base and University-created resources.

Proportion of asynchronous learning increased by use of employers' knowledge assets to embed learning in professional practice

Emphasis on asynchronous learning. Domain knowledge base and employers' knowledge assets utilised on an "as needed" basis to integrate learning and professional practice

The application of theory to practice is illustrated by a range of exemplars from the world of work , by practical sessions resembling as closely as practicable those which might be encountered in the workplace / or by work experience.

The application of domain knowledge inputs to practice can be illustrated/ demonstrated by evidence/ exemplars from participants’ own practice.

Learning outcomes are anchored in practice & reflected in deliverables of real practical value to the employer. Additional evidence of achievement such as reference to the knowledge base addressed, the analytical processes deployed and the methodology used to achieve the desired deliverable may be required by the university.

Employability; specific measures which may include work experience are aim to inculcate the personal qualities and practical skills that enable the individual to function effectively as an organisation and team member.

Some of the personal development opportunities available may relate to the development of personal qualities and skills that impact on personal/team/organisational effectiveness.

Personal qualities and practical skills that enable the individual to function effectively as an organisation and team member intrinsic to deliverables presented for assessment purposes, typically including evidence of effective reflective/analytical capability.

The programme develops core meta-competences such as ; autonomous learning, collaborative learning, research and personal enquiry ,problem solving, innovation/entrepreneurship, reflectivity, self-assessment, powers of analysis, decision-making

Meta-competences are deployed in the performance of tasks that integrate theory and practice

The challenges of applied professional practice deploy, develop and enhance meta-competence. The demonstration of meta-competence is integral to evidence of achievement.

Added-value to employer is a trained professional with a corpus of relevant domain knowledge who can be readily assimilated into the workforce

Added value to the employer derived from new situated learning directed toward identified performance improvement goals.

Added value to the employer is improved professional practice likely to be demonstrated through realising objectives that impact directly on business goals and improvements.

Added-value to Learner is the domain knowledge and employability skills required for joining their chosen profession or to equip them for a significant career change

Added-value to Learner lies in the acquisition of domain knowledge and evidence of their ability to apply it in pursuit of specifically identified career /performance objectives

Added-value to Learner lies in evidence of enhancement of their professional practice impacting on their ability to meet current and anticipated challenges

Project hashtag: Version:

Contact: Date:

Page 28 of 45

b. A Process Model approach to developing workforce development pedagogy and

technology strategies.

b1.Introduction In this section the workforce development Typology (above) has been utilised to develop a simple process model for each of the workforce development market segments. Although these three processes have some similarities and areas of overlap, the distinctive

characteristics of each process are seen as key to determining the optimal choice of technology and

pedagogy. The, to most academics, very familiar process of Learning for Work can seem beguilingly

similar to that of Learning in Work and therefore these two processes have been compared and

contrasted to highlight distinctive features of the latter.

b.2 Learning for Work

Figure 4. Learning for Work Process Model

i. Although many universities have developed strategies that target an expansion of workforce development markets most universities' vocationally orientated provision is overwhelmingly focused on Learning for Work.

ii. Some elements of the Learning for Work curriculum and the technologies and learning resources developed to support it may be adaptable for meeting certain Learning in Work needs but reuse without careful consideration of adaptation and modification to meet the new purpose and process is not advisable.

iii. The outcome of the Learning for Work process is that participants have the capacity to undertake a role in the workforce that is either totally new to them or represents a

Learning For

Work

Domain

Knowledge

Theory to

Practice

Meta-

competencesEmployability

Capacity for future role

Project hashtag: Version:

Contact: Date:

Page 29 of 45

significant change in career direction. In order to develop this capacity the starting point is the essential corpus of domain knowledge around which the curriculum is built.

iv. In order to assist participants with the process of applying theory to their future professional practice it may be possible to create a situated learning experiences are some aspects of the curriculum through practical work and in some instances work experience. However, for much of the curriculum, the development and assessment of an ability to relate theory to practice would be through allusions to the practice of others through, for example, exemplars or case studies.

v. Higher education also helps to develop and inculcate a range of meta-competences, for example;

the ability independently to interrogate and interpret sources of knowledge,

reflective and analytical skills,

problem solving ability,

the ability to work both autonomously and collaboratively.

The employability skills to which the above contribute may also be augmented by additional inputs that relate to the transfer to the world of work.

b3. Learning in Work

Figure 5. Learning in Work Process Model

Learning in

Work

Enhance

Domain

Knowledge

Learning integrated

in Practice

Utilise

Meta-

Competences

Impact on Team/

Organisational Contribution

Enhance Performance in

Current role

Project hashtag: Version:

Contact: Date:

Page 30 of 45

i. As with Learning for Work the process of Learning in Work also has the enhancement of domain knowledge as its starting point. However, when delivering Learning in Work there is likely to be a substantial existing domain knowledge base and existing professional practice expertise, and this may be added to for professional updating purposes or as part of the process of acquiring new and additional responsibilities.

ii. In other instances, such as the delivery of part-time foundation degrees to persons already employed in their chosen profession, both domain knowledge and professional expertise may start from a relatively low base and develop progressively over a period.

iii. The primary difference between the Learning for and Learning in work processes is that the application of theory to practice need not be demonstrated through allusions to the practice of others, but can be embedded in the participants' own professional duties.

iv. Because those engaged on Learning in Work are drawing on at least part of the same pool of domain knowledge as those who are Learning for Work it is easy to overlook the distinction between these two admittedly somewhat overlapping market segments. This could lead to a failure fully to exploit the opportunities for situated learning and the integration of theory and practice which are open to those in work, thus failing to maximise the impact on professional practice. For example, learning objects originally developed for those yet to enter the workforce may be unsuitable or need considerable modification before re-use with employed learners.

v. There a range of strategies for achieving the integration of the new learning into enhanced professional practice. These may include, for example, additional action learning or problem-based learning activities. Assessment criteria may be strengthened to reflect the importance of integrating learning with professional practice and evidence of achievement may be gathered via, for example, practical assignments and reflective accounts.

Project hashtag: Version:

Contact: Date:

Page 31 of 45

Figure 6; Learning in Work, Technology and Pedagogy

Learning in Work Technology /curriculum design

Pedagogy Content

Enhance Domain Knowledge VLE Collaborative learning support e-portfolio (option)

Blended Learning with mix of Physical/virtual synchronous sessions autonomous

Adapt /augment content to foster situated learning

Learning Integrated in Practice

VLE, e-portfolio (option, template design) Assessment criteria

Formal mentoring (tutor/WB mentor)Informal peer mentoring

Utilise employer’s knowledge assets

Utilise Meta Competences Assessment criteria/process Assessment and feedback tools

Problem/enquiry-based learning, WB research projects, reflection/analysis

Learning objects that support pedagogic processes

Impact ; Team/Organisation Learning Outcomes , Assessment Criteria Assessment and feedback tools

Formal mentoring (tutor/WB mentor)Informal peer mentoring PDR

As required access to interpersonal and management skills resources

Enhance Performance in Current Role

Summative Evaluation tools

Formal mentoring (tutor/WB mentor)Informal peer mentoring PDR

Support for self-reflection and review

b3. Workforce Development Delivery Systems-Re-thinking Blended Learning

i. Given the recognition that most participants in advanced vocational education require

support and are likely to appreciate and to thrive better when learning in a social context

then blended delivery has come to be the preferred option for those learners who are not

primarily campus-based.

ii. Although there are a number of definitions of blended learning we tend to think of it in two

dimensions; face-to-face learning and computer-mediated learning. However, the project

has demonstrated how the face-to-face component can be delivered remotely by computer-

mediated means.

iii. As a result, the face-to-face element can now be considered to be a blend of virtual

presence and physical presence.

iv. If we look at blended learning from an alternative perspective, as being a mix of synchronous

and asynchronous learning experiences, then a further complication arises in that video-

capture enables synchronous sessions to be accessed asynchronously. This is not simply a

matter of semantics. Learners unable to access the session live, or who attended then

Project hashtag: Version:

Contact: Date:

Page 32 of 45

revisit, gain not just the tutor’s input but some flavour of the interaction, questions posed,

and clarifications sought, which are part of the learning process.

v. The fact that blended learning in HE may sometimes be more a complex mix than the two

dimensions which most readily spring to mind has been captured in definitions such as that

of Heinz and Proctor (2004) :

Blended learning is learning that is facilitated by the effective combination of different modes of

delivery, models of teaching and styles of learning, and is based on transparent communication

amongst all parties involved with a course. (p.10)

vi. The additional blended learning delivery options afforded by the use of relatively simple

web-conferencing tools help to address significant practical issues related to the delivery of

learning to the workplace have been an important barrier to the establishment of workforce

development programmes, especially those based around the Learning in Work process

described above.

vii. Since the acquisition of relevant domain knowledge is a key component of this process there

has tended to be an assumption that the substitution of physical face-to-face sessions would

involve the development of interactive learning resources to enable asynchronous delivery

to replace the synchronous sessions delivered in the physical presence of the group.

viii. There are qualitative differences between those learning resources used to support

reinforce and refresh learning primarily delivered through the medium of lectures and the e-

learning content required fot coverage of the same content autonomously and

asynchronously.

ix. This can be problematic because Learning in Work provision tends often to be focused on

the needs of relatively well-defined cohorts of learners. In such circumstances there is

unlikely to be a sound business case for the investment needed in developing high-quality

resources for the autonomous and asynchronous delivery of significant elements of

curriculum content.

x. Where physical face-to-face group sessions are substituted by virtual face-to-face group

sessions the development of online content needed to support these sessions is a far less

onerous task. However, as indicated above, where similar content already exist to support

the physical group consideration would need to be given to adapting and augmenting the

content.

xi. Once it becomes practicable to deliver the synchronous sessions direct to the workplace via

web-conferencing significant advantages to this mode of delivery arise from the opportunity

to integrate more easily the new learning and its practical application. The adaptation and

augmentation of learning resources can be an important means of leveraging this

opportunity.

Project hashtag: Version:

Contact: Date:

Page 33 of 45

xii. Within the project, both exemplars of delivering synchronous learning via a mix of physical

and virtual presence, encouraged and provided opportunities, for collaborative learning, in

one instance primarily mediated via the technology and the other by means of learning sets

involving co-located colleagues. Research by Cordingley et al (2005) undertaken in an

education context and Bolam et al (2005) emphasise the importance of collaborative

learning, not just in the domain knowledge acquisition process but in the important process

of integrating new knowledge and professional practice.

b4. Employee and Employer Perspectives

i. When designing or evaluating Learning in Work programmes it may be necessary to take into account the different perspectives of employers and employees.

ii. In this report the use of the term Learning in Work in preference to the more familiar terms CPD is because CPD provision would not necessarily include all the components of the Learning in Work process identified in Figure 5, above. For example, employees may enjoy CPD experiences based around away-day or residential events where they have a break in their routine and opportunities to interact and learn collaboratively with their usual professional colleagues. They may particularly enjoy meeting and working with fellow professionals from inside or outside their own organisation whom they not normally encounter. Employees may be satisfied with the general relevance of the new domain knowledge acquired and may not consider specific additional embedding into practice activity or assessment of impact as necessary or desirable.

iii. While such events will typically include interactive sessions that relate theory to practice these may not effectively address the direct integration of learning with practical application at the workplace required creating the optimal situated learning experience. Such events, while targeting a Learning in Work audience may therefore more closely the Learning for Work process described in b2 above in that they do not feature the deep the embedding of knowledge and practice characteristic of the Learning in Work process model.

iv. Online workforce development provision may be similarly prone to omitting the necessary follow-up tasks actions and assessments consistent with a situated learning pedagogy.

v. Employers on the other hand are motivated by evidence of the performance improvement and impact that workforce development interventions may achieve (Phillips et al, 2004). Investing in people is judged alongside other investments in terms of the return which it can be seen to realise.

Project hashtag: Version:

Contact: Date:

Page 34 of 45

Figure 7. The desired outcomes of employers and employees

vi. When evaluating, designing or marketing learning in work provision it is important that the

added value important to employers and, possibly less important to many employees is

taken into account. The employee is seldom the only person engaged in a workforce

development provision purchasing decision.

vii. There are also relationship management considerations. For example, if the employer’s

priority is direct impact on practitioner performance then, while academic and research

credentials , they may be likely to view practitioner credibility as a key attribute when

choosing providers.

Project hashtag: Version:

Contact: Date:

Page 35 of 45

Figure 8. The Workforce Development Provision Selection Team

viii. The above selection team is unusual in the sense that there are two User-Beneficiaries one of which is a corporate entity and the other the participating learner.

ix. The composition of the selection team is likely to vary from decision to decision and certain individuals may sometimes seem more than one role. By way of illustration, an influencer could be a previous participant, the buyer someone in the HR department, the decider a line manager and the gatekeeper (a person who might at some point may intervene in a way which results in modification of a decision reached in principle by others).

x. Other than the direct participant the remaining selection team members are likely to be

more influenced by the interests and preferences of the employing organisation rather than those of the participating individual.

Project hashtag: Version:

Contact: Date:

Page 36 of 45

B4. The Learning through Work Process

Figure 9. Learning through Work Process Model

i. Whereas with Learning in Work the improvement of professional practice and organisational

impact is the desired outcome, with Learning through Work performance improvement and

organisational impact are, in a very real sense, the starting point in that the action planning

and objective setting processes are directed toward this goal. They therefore are intrinsically

aligned with the employer’s objective of securing tangible returns on their investments in

people.

ii. This potentially impressive business case may nevertheless be difficult to communicate

because employer’s and employees experience of HE institutions is predominantly of their

role as providers of Learning for Work. The delivery of Learning through Work programmes,

(and of Learning in Work provision that fully capitalises on the potential situated learning

opportunities) in order to leverage maximum impact, therefore lies outside their normal

expectations. This represents a marketing and communication challenge for both the sector

and for individual institutions.

iii. Qualification frameworks for Learning through Work are typically based upon learning

outcomes and assessment criteria that are generic in nature in order to provide consistency

across sets of action plans which reflect specific work contexts. However, the range of tasks

executed such as project activity, work-based research and enquiry-based learning

(accompanied by an appropriate level of academic analysis and reflection) can also be

framed around performance improvement and impact objectives thus improving the

transparency of the business case that can be presented to the employer.

iv. As described above, the process of action planning, designing a programme of experiential

learning activities that align the business improvement objectives and the personal

Project hashtag: Version:

Contact: Date:

Page 37 of 45

development goals of the individual with specified learning outcomes and assessment

criteria is therefore a key success factor.

v. In addition to relevant challenges that might be encountered in the course of normal duties

action plans might also reflect, for example, tasks related to change processes, new issues

encountered, or opportunities to enrich work beyond normal job description through

delegation, (Haldane &Wallace 2007). The areas in which an additional work challenge, and

its associated Learning through Work challenge may be relevant to a particular career

development trajectory may sometimes be identified through normal performance review

and personal development planning processes.

vi. Where cohorts of learners with some commonality of background and development

potential are assembled it is likely that action learning sets or other devices to support

collaborative learning activity may be deployed, and in these circumstances some

synchronous sessions may be possible. (See 3.1.4 above).These would be likely to focus on

process matters such as action planning, research methods, work- based projects,

reflectivity and academic writing plus issues such as appropriate means of assembling and

presenting information and data for assessment purposes.

vii. Synchronous transmission of domain knowledge would be relatively rare because the

personalised process of goal-directed learning that typifies Learning through Work would

require participants to demonstrate their ability to access knowledge from a very diverse

range of resources (which would include interrogation of the organisation's own knowledge

assets as well as academic sources) and to demonstrate their capacity to sift synthesise

digests interpret and analyse information.

vii. The research cited in B3 xii above (Cordingley et al 2005,Bolam et al 2005) also highlights the

importance of collaboration within professional learning communities, in order to support

informal/experiential learning. In a Learning through Work context a more informal peer

mentoring process may complement, or substitute for the formal tutor mentoring/work-

based mentoring process.

viii. The use of technology to facilitate peer mentoring is a natural extrapolation of social

networking activity. Indeed Wenger et al (2009) now see enabling technologies as

inextricably linked to implementation of the former’s concept of Communities of Practice.

(see blog, Digital Habitats-stewarding technology for communities at;

http://technologyforcommunities.com/)

Project hashtag: Version:

Contact: Date:

Page 38 of 45

Figure 10; Learning through Work, Technology and Pedagogy

Learning through Work Technology /curriculum design

Pedagogy/ Support

Content

Performance Improvement Organisational impact

Action planning tools e-portfolio Personalised learning Based on generic modules

Action planning support and mentoring- align learning objectives with employer

All domain –related learning objects + Process-related Learning Objects available for selecting those relevant to action plan.

Access the required knowledge by enquiry

VLE, Employer’s Knowledge Management system Online library access

Recommend reading linked to personal action plans. Formal mentoring (tutor/WB mentor)Informal peer mentoring

As above

Identify Tasks eg; Projects WB research Analytical reports

Action planning tools e-portfolio

Formal mentoring (tutor/WB mentor)Informal peer mentoring

As above

Identify employer deliverables. Identify additional assessment/evidence

Employer’s Knowledge Management system

As above As above

Meta-competence Problem solving Critical Analysis , reflection

e-portfolio ( structure & template design)

Mentoring + formative assessment/ feedback

As above

3.3 Impact

i. Sustainable models of delivery of workforce development programmes, validated in use with full cohorts of learners are now available to support the University's employer engagement strategy.

ii. The Learning and Teaching Development Unit at UWIC has strengthened its capability to support this strategy by acquiring specific expertise in technologies for supporting workforce development programmes and sets of resources which have enhanced its capacity to support dissemination and uptake of such models of provision.

Project hashtag: Version:

Contact: Date:

Page 39 of 45

iii. The provision of an assessed work-experience module for undergraduate students in the School of Management is fundamentally dependent on use of e-portfolios to support the development of reflective accounts. The robustness, replicability and scalability of the system has been demonstrated by its use with almost 500 students per year and its pedagogic effectiveness proven through engagement rates of 98% and successful module completions of 95%.

iv. Although the direct impact on supporting accredited work experience module is for

undergraduates the significance to the University and beyond of the potential impact that can be realised by adapting the methodology to the support of programmes for those in work as opposed to those acquiring employability is likely to prove of even greater significance.

v. The system and process are readily adaptable to meet the needs of those in employment

whose professional development priorities can be met in whole or in part by Learning through Work. Alternative templates, in addition to supporting critical analysis and reflection, also provide a structure for other means of experiential professional development such as problem/enquiry-based learning, work-based projects and work-based research can be modelled on the same principles as those used during the project.

vi. Defining activity cycles and incorporating prompts to initiate the plan-implement-reflect

phases, identifying milestones for monitoring and review help learners to organise autonomous learning activity and engage effectively with mentors. The ability to track engagement and access work in progress or completed assessments is also key to both the learners’ and the universities management of Learning through Work.

vii. At the programme level the use of enabling technologies to deliver the synchronous learning component within a blended model of delivery proved essential to the viability of both an employer- commissioned bespoke CPD programme and a CPD "menu" designed by the University in collaboration with a professional body.

viii. All part-time provision in the School of Dental Technology is now based around remote delivery to workplaces using web-conferencing. Bespoke advanced professional training using a similar model is being delivered by the Centre for Inter-professional Studies via an employer’s own video-conferencing system. Although recruitment for full-time programmes in Dental Technology is satisfactory, viable part-time programmes are essential for the sustainment of a critical mass of academic expertise. The ability to recruit part-time students too remote from Cardiff to attend campus conveniently on a regular basis and to deliver CPD throughout Wales and beyond has therefore been a key viability factor.

ix. The impact on the University and beyond lies in the validation of technologies that

significantly reduce or eliminate the need for attendance while retaining the benefits of the face-to-face component of a blended delivery model through a technology facilitated virtual group at reproduces most key features such as the interpersonal interaction which characterise effective delivery to a group that is physically present.

x. Workforce development involves the tailoring of provision to meet more precisely the needs specialised segments of the market. Cohorts of learners whether within a single large

Project hashtag: Version:

Contact: Date:

Page 40 of 45

employing organisation or distributed across a number of different employers are therefore much more likely to be sufficiently geographically dispersed to render the regular convening of a viable group at a single location difficult or impossible.

xi. The project has therefore addressed, and developed solutions to, two key barriers, confronted by the sector as whole, which impinge on the delivery of learning to the workplace and its embedding in professional practice:

Figure 12; Key Problems and Solutions

Problem Solution

Delivering learning direct to the workplace:

Need to convene a group at a single

location for face-to-face element in a

blended learning delivery model.

Up front cost and technical expertise

required limits scope for creating good

quality e-learning content that substitutes

for face-to-face sessions and is accessed

asynchronously at the workplace

Deliver virtual face-to face sessions

synchronously to learners at dispersed

workplaces using web/video

conferencing.

Retaining face-to-face by using virtual

sessions avoids the need for distance

learning content to replace these

sessions. Authoring tools useable by

subject experts simplifies the

development of good quality e- learning

objects to support this alternative

blended learning model.

Problem Solution

Learning through Work is a personalised

learning process because no two work

contexts are identical.

Managing and supporting this process

efficiently and effectively is difficult for

learner, employer and the university

Use an e-portfolio as a Personal Learning

Environment with tutor granted access to

workspace templates in line with

milestones.

Structure templates to support the

process and augment with process related

content (eg Academic writing /reflection,

Research methods etc for use as needed)

Integrate progress monitoring, chasing

etc with programme administration

system

Project hashtag: Version:

Contact: Date:

Page 41 of 45

4. Conclusions & Recommendations

a. Learning in Work

i. The use of blended learning to support workforce development provision has tended to

rely on a face-to-face component where groups of learners are all physically present at

the same location. This means that specialised provision where an otherwise viable

cohort of learners are geographically dispersed can be difficult to offer.

ii. The use of widely available web-conferencing tools, or a large employer's internal video-

conferencing system where this has similar functionality, enable interactive and

pedagogically effective sessions, well received by the learners, to be delivered remotely

direct to workplaces. The synchronous learning component within a blended learning

model of provision can therefore confidently be delivered to remote learners.

iii. In addition to the cost and logistical advantages of delivering synchronous learning to the

workplace, work- based learning delivery provides tutors with additional scope to create

a situated learning experience and improve the integration of domain knowledge and its

practical application.

iv. Based on the validation undertaken during the project, part-time students otherwise

attending weekly for up to circa six hours can be supported effectively when meeting just

twice per term, and it may be possible to reduce this to 4 meetings per year. Retention

rates and the group dynamic appear to be maintained and both seminars and practical

laboratory sessions can be delivered by this means. Shorter CPD units, and the training of

work-based mentors can be accomplished without any need for attendance and the

system can also be successfully deployed for one-to-one tutorials with remote learners.

v. Video capture of the live sessions and/or the videoing of some laboratory procedures

provide additional content to support the asynchronous learning component.

The ability to leverage the benefits of blended learning by delivering pedagogically-effective face-to-face sessions direct to the workplace supports a creative and imaginative approach to providing new opportunities for integrating learning and its practical application.

Project hashtag: Version:

Contact: Date:

Page 42 of 45

b. Learning through Work

i. The use of e- portfolio tools is likely to prove pivotal to for strategies to expand workforce development provision that include a substantial "Learning through Work" element.

ii. This model of provision is highly personalised and requires learners to spend a significant proportion of their time working autonomously with some of the support provided by a work--based mentor.

iii. For institutions accustomed to the business case for programmes being based on the economies of scale derived from groups of learners pursuing a common curriculum, this can be a daunting prospect, especially given the potential retention issues associated with keeping autonomous learners on task.

iv. The prompts, milestones and process structure enshrined in the templates together with the relatively simple progress monitoring and tutor intervention process mean that a pedagogically-effective process generating tangible evidence of impact on performance can be delivered cost effectively.

e-Portfolios, backed up by a robust administration system, provide a cost-effective and pedagogically sound means of supporting Learning through Work. It is difficult to envisage how such provision could be delivered sustainably and on a large-scale without the use of these technologies

5. Implications for the future

i. The legacy of the project will continue to be developed and exploited via the Learning and

Teaching Development Unit at UWIC. www.uwic.ac.uk/ltdu.

ii. With regards to Learning through Work the use of e- portfolios within the project has proved scalable to circa 500 students and to be both pedagogically effective and cost-effective. This is seen as especially significant. The technology proved supportive both of the participants' autonomous learning and of monitoring and facilitation by the University.

iii. The work within the project was with an undergraduate work experience module worth 10 credit but the process is seen as analogous to that which would be deployed much more widely as the use of the professional practice "shell" framework matures and as other workforce development offerings are provided. Although the students had already acquired some skills of critical analysis and reflection, the application of these skills to real-world problems issues and opportunities at the workplace was unfamiliar to them but the e--portfolio templates, support mechanisms and other learning resources enabled them to adjust to this context.

iv. The next steps foreseen are the application of the tools and principles validated within the project to programmes leading to the award of greater volumes of learning through work credit by learners established in the workplace.

Project hashtag: Version:

Contact: Date:

Page 43 of 45

v. The core project team and other colleagues in the LTDU have acquired the expertise needed to reconfigure the portfolios to meet this wider need, for example through the support of more substantive work-based projects and work-based research. One priority area for further work is to actually undertake this process.

vi. The above requires a more complex action planning process than was necessary for a single module. Providing learners with a tool and guidance to support the action planning process would be very useful as otherwise may need more tutor or workplace mentor support and intervention than would be necessary if they have a clearer understanding of the process. Our planning on how to address this has been informed by our involvement with the CO-GENT Benefits Realisation project and the Building Capacity in Wales and GWELLA initiatives

vii. Additionally, extending the suite of implementation guidance tools to provide for colleagues

in programme teams a more detailed resource on the structuring of e-portfolios to support the processes of Learning through Work by giving a clearer insight into the possibilities would help with the development of strategies at a more local level to meet the needs of the sectors with which colleagues are more directly engaged.

viii. The use of web conferencing, and, with a different cohort of learners, an employer's own

videoconferencing system, to provide synchronous learning opportunities and the alternative blended learning models available as a result provide new opportunities to deliver high-quality workforce development provision direct to the workplace.

ix. Because these alternative models are less dependent on e-learning content than some other forms of remote delivery where economies of scale are more of a consideration smaller and more specialised segments of the market be addressed. The adaptation and customisation of provision to meet the needs of such market segments and a deeper integration of learning and work is therefore a more practical proposition.

x. There are synergies between the project output on WFD models and strategies and the WBL Maturity Toolkit Benefits realisation project. We would therefore aim to extrapolate this aspect of the work that would support a planning process for working toward maturity.

xi. Despite universities' efforts to develop their employer engagement activities there remain many academics whose expertise is predominantly focused on the process of what is described above as "learning for work". This is also the expectation of many employers as to what universities can offer. The TEL-WFD project along with other JISC supported Life-Long Learning and Workforce Development Projects, has demonstrated how, by the delivery of learning in and through work, universities can impact more directly on performance improvement at the workplace. Changing employers' expectations with the confidence that HE can meet those changed expectations is the next challenge.

xii. A critical success factor in opening up the new market opportunities which the technological enhancement of workforce development programmes provides is the practitioner to practitioner relationship between academics with the appropriate domain credibility and the employees and employers supported. This has implications for relationship management and marketing and communications strategy.

Project hashtag: Version:

Contact: Date:

Page 44 of 45

6. References

Billett,S. (2001) Learning through work: workplace affordances and individual engagement, Journal of Workplace Learning, Vol. 13.5,,.209 – 214 Bolam,R.,McMahon,A.,Stoll,L.,Thomas,S.,& Wallace,M.(2005) Creating and sustaining effective professional learning communities London: DfES and University of Bristol. Retrieved, March 27th 2011, From; http://www.gtce.org.uk/shared/contentlibs/126795/93128/120213/eplc_report.pdf Brown, J. Collins, A & Duguid,P. Situated Cognition and the Culture of Learning .Educational Researcher, Vol. 18, No. 1. (Jan. - Feb., 1989), pp. 32-42. Retrieved, March 27th , 2011, From; http://links.jstor.org/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2

Cordingley P, Bell M, Thomason S, Firth A (2005) The impact of collaborative continuing

professional development (CPD) on classroom teaching and learning. Review: How do

collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and

learning? In: Research Evidence in Education Library. London: EPPI-Centre, Social Science

Research Unit, Institute of Education, University of London. Retrieved, (registration required) March 27th , 2011, From; http://www.curee-paccts.com/ Guile D.and Griffiths T. (2001) Learning Through Work Experience, Journal of Education and Work, Vol. 14 ,(1) 113-131 Haldane ,A. and Wallace, J. (2007) Flexible Learning Pathfinder, Unpublished Report to HEFCE; University of Derby ,Derby Haldane ,A. and Wallace, J. (2009), Using Technology to Facilitate the Accreditation of Prior and Experiential Learning in Developing Personalised Work-based Learning Programmes. European Journal of Education,Vol. 44, No. 3, 2009, (I). 369-383 HEA,(2008) Workforce Development, The Higher Education Academy. York. Retrieved, March 27th , 2011, From; http://www.heacademy.ac.uk/assets/York/documents/workforce_development.pdf Heinze, A.; Procter,C. (2004). Reflections on the Use of Blended Learning.University of Salford, Salford. Retrieved, March 27th , 2011, From;www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf Philips,M., Doheny,S.,Hearn,C. and Gilbert,T (2004) The Impact of Continuing Professional Development, PARN, Bristol. QAA (2008) Employer-responsive provision survey-A reflective report, The Quality Assurance Agency for Higher Education, London. Retrieved, March 27th , 2011, From; http://www.qaa.ac.uk/employers/EffectiveProvision.pdf Treadwell,P and Kennard,B.( 2008) Report to HEFCW;Strategic Development of High Level Learning for the Workforce In Wales, University of Wales Institute Cardiff,Cardiff Retrieved, March 27th , 2011, From; http://www3.uwic.ac.uk/English/management/workbasedlearning/CCWL/Documents/HEFCW/Strategic%20Development%20Report.pdf Welsh Assembly Government (2009), For Our Future - The 21st Century Higher Education Strategy and Plan for Wales, Welsh Assembly Government Cardiff. Retrieved, March 27th, 2011, From; www.bic-innovation.com/knowledge/download/48/ Wenger,E. White,N. and Smith J. , (2009) Digital Habitats: stewarding technology for communities. CPsquare, Portland, OR.

Project hashtag: Version:

Contact: Date:

Page 45 of 45