6.0 Specialist Option: Online and Workbased Learning

In 2003, I lead the validation team for a new pathway at Anglia Ruskin University, the BA (Hons), Learning, Technology, and Research (BALTR - appendix 5 validation). In this role, I was responsible for synthesising input from the development team and to make the final decisions about the design and planning of the programme. This pathway was developed as a part of the Ultraversity project.

The BALTR was designed as a series of ‘open module frameworks’ of generic statements against which performance is assessed. Learners identify subject knowledge that is relevant to their own context and needs. Through a process of negotiation with teaching staff develop a set of learning activities that enable them to meet the requirements of the modules and assessment criteria. The processes of  learning and inquiry defines the content of the degree with a focus on developing a ‘practical understanding’ or ‘knowing why and how to’ in their chosen discipline.

A brief overview of the design of the model of learning developed and some of the approaches, activities, and techniques are given below.

Figure 6 Model Supporting Workbased Learning (Powell, S and Tindal, I 2006)

Personalised learning
This model of personalised learning has at its heart notions of learner control and choice. In this formal learning context, limits to the degree of personalisation are imposed by both reasonable requirements of the accreditation process as well as those that are in place for reasons of academic tradition, for example word count. This model uses Individual Learning Plans (ILP) and inquiry proposals where the learning activities are negotiated to be authentic and embedded in the daily work of the learner by design.

Inquiry based learning
This is based upon Action Research methodology that has an emphasis on critical reflection on an individuals work practices and inquiry into their work context. This leads to an action that is planned, implemented and evaluated with the intention of making a positive impact on their work, that is, ‘learning for performance’.

This approach is designed to enable students to effectively integrate study and workplace activities with the support of a ‘workplace advocate’ who is identified by the learner as someone who can help with work-place issues.

Online community
Researchers work and learn together in an online community of inquiry where social construction of knowledge is realised through collaboration and critical friendship between learners. Engaging in processes of inquiry together as a cohort makes it possible to share and support without plagiarising because learners are studying in their own work context.

The course designers valued unstructured or ‘chance dialogue’ (Powell, 2004) where learners initiate their own conversations, but also designed an experience that had opportunities for purposeful conversations initiated by teachers (Laurillard, 2002). This was achieved through the development of a facilitated online Ccommunity of Inquiry where a rich experience of challenge and debate, support, sharing findings, critical feedback, access to online library, and conversations with invited expert could take place.

Participation in this community is not punctuated by the delivery pattern of modules, or determined by the access restrictions applied by Virtual Learning Environments (VLE). The BALTR model allows for ongoing interaction between students 365 days of the year. In addition, the choice was made to allow learning resources to be available outside of the teaching time so that students could plan and take responsibility for their learning.

Experts join the communities to host focused conversations that engage learners in critical dialogue. This is not a lecture by an expert, but an opportunity for learners to direct conversation to meet their own needs.

Exhibition for dissertation
Towards the end of the programme, learners are required to construct an exhibition of their findings primarily based upon the final year of their studies but drawing on the whole three-year experience. The exhibition is given to an audience identified by the learner, wherever possible in their place of work.  This critical evaluation of the exhibition helps validate their findings.

Through this process learners demonstrate to themselves and stakeholders the progress they have made in terms of personal growth, and in their ability to perform in their work role. Initial findings indicate that students are engaging with the idea of being a lifetime learner.

Assessment for learning (see section 3.1)