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Work Based Mobile Learning Module

Work Based Mobile Learning Module

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Published by soundslikekiwi

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Published by: soundslikekiwi on Jan 19, 2010
Copyright:Attribution Non-commercial

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07/06/2010

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CVSkills/CompetencyQuestionnaireInterviewPeer review
Self managementof Project Brief In a (multi-disciplinary)Team contextFundraising event
Individual assessment 
Application, Interview – videos andaudio feedback from peers,employers and tutor 
Delivery through WBL moduleAssessment
Students
 
create a personalisedwebfolio (showing their 
progression during the project ) viaassets created in PebblePad.Assets include the CV, recordedinterview, feedback, reflections,agendas, minutes of meetings,action plans, presentations, blogs,employability skills questionnaire pre& post WBL module.
Webfolios are assessed bymentoring teamsemployers/tutors) – can be usedfor interviews etc
Group learning(mentored/coached/trained):
1.Multidisciplinary teams crossFaculty /International2.Professional / skills for working /employability3.Social responsibility / skills folife / citizenship / community
Group discussions and achievementof group goals:
1.Periodic submission of 
individualreflections
of learning experiencethrough ‘thoughts/blog’ function inPebblePad2.Periodic
group blog
of experienceduring the module e.g. googleblogger/campus pack fusion
‘Evidence’
Students adopt agency and seekrelevance of their contribution to themodule in their own context which isreflected in the assets that theyevidence and organise in their portfolio.
Learner focusedOutcomes
1) Authentic experience of recruitment and selectionprocess – personal reflection of process and audiofeedback – to be included in portfolio of evidence2) Improved awareness and understanding of personalstrengths and areas for improvement3) Improved awareness of self in context of peer group,university, community, and world4) Development of employability skills – technical and“soft” skills – “coaching and training” fromemployers/mentors5) Develops IT study skills and reflective practice6) Encourages self-management and ownership of learning7) Encourages integration of students and conflictresolution within context of attainment of collectivegoals8) Offers flexibility (reflective of the trajectory of workplace norms) e.g. use of mobile technologies tocommunicate, create assets/ webfolios but in a timeconstrained context i.e. periodic deadlines
 
E-portfolio
Portfolio of evidenceof development –reflection of learningexperiences that areevidenced in apersonal portfolioUse of mobiletechnologies to createassets and e-portfolio
Formative assessment:
 Periodic submission of completed workplacetasks (virtual workplace)and personal blog(PebblePad)Summative assessment – Recorded presentationto mentoring team atemployer offices
 
Virtual workplace designEmployee specificationsInterview assessmentEmployer coaching andmentoringCorporate social responsibility
Individual assessment Employer input – Enterprisenetwork, Centurion, Volunteering& Sporting Partnerships etcDelivery through WBL moduleEmployer 
Students’ undertake a team presentationwhich is delivered stStudents reflect on their learningexperiences (PebblePad)Support (limited face to face) usingtechnology is provided i.e. skype,webcam, blogsRe-usable learning objects are created ->synergies, <future costs
Group learning(mentored/coached/trained):
1.Multidisciplinary teams crossFaculty /international2.Professional / skills for working /employability3.Social responsibility / skills folife / citizenship / community
Group discussions andachievement of group goals
1)Periodic submission of 
individualreflections
of learning experiencethrough ‘thoughts/blog’ function inPebblePad2)Periodic
group blog
of experienceduring the module e.g. googleblogger/campus pack fusion
 
Identification of skills/knowledge/competency strengthsand weaknessesIdentification of potential developmentareas – target training
‘Evidence’
Students adopt agency and seekrelevance of their contribution to themodule in their own context which isreflected in the assets that theyevidence and organise in their portfolio.
Employer focusedoutcomes
1) Employers would provide data relating to competencyframework underpinning design of workplace activities2) Input into virtual workplace activities – re-usable learningobject – access to students and materials that could be used for in-house training3) Maintain established links with employers, forge new links anopportunities between University, students and employers4) Collaboration between HEIs and Universities is an integral pof the government ‘s current agenda - BIS (2009) Report5) Part of the training and development costs of a potential trainewill be incurred by University - benefit reaped by student andemployer in the long term6)Better integration of formal and informal learning – good staff development7) Employers are encouraged to incorporate CSR and citizenshiinto the assessment design for the module which can act as a afeedback-feedforward system of development of their own CSRstrategies8) Fosters a culture of employer/Uni engagement making gooduse of established networks –learn more about our course deliveand students9) Identify potential employees/student placements etc
Presentation
Situational context of learning is created byvirtual workplace(activities designed byteam of tutors andemployers)– actionlearning is undertaken bystudent

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