The work-based learning student handbook

Contents
List of Figures and Tables
Notes on Contributors
	Edited by
	With contributions from
Introduction
	References
Chapter 1: Adapting to Higher Education: Academic Skills
	Where am I now?
	What is HE?
	The changing culture of HE
	Writing for academic purposes
	Level descriptors
	Time management
	References
Chapter 2: Where and How You Will Learn
	Introduction
	What is reflection?
	Reflective practice
		What should you reflect on?
		Kolb’s reflective model
		Gibbs’ reflective cycle
		Why is reflective practice difficult?
		Reflective writing
	Recognition of prior learning
		Accreditation of Prior Certificated Learning
		Accreditation of Prior Experiential Learning
		How is APL facilitated practically?
		Step 1: Size – establish the academic learning level and credit value
		Step 2: Time – when did the learning happen?
		Step 3: Relevance – what was the learning for?
		Step 4: Evidence – what is appropriate evidence?
		‘Scoping’ areas of learning for APEL – the potential
		Provisional areas of learning
		Mapping against modules
		Compiling APEL claims – the process
		What makes good evidence?
	References
Chapter 3: Planning and Negotiating Your Learning Journey
	What we can learn from the world of tailoring
	What to negotiate: some concepts and terms
	Learning needs analysis and skills audits
	Negotiating a programme
		Undergraduate credit structure
		Postgraduate credit structure
	Structure of learning agreements
	Negotiating a module
	Planning learning in an apprenticeship or other employer-sponsored programme
	Employer commitment – financial and resource investment
	Training provider commitment – delivering programmes to meet the apprenticeship standard
	Tripartite collaboration for successful outcomes
	References
Chapter 4: Making the Most of Your Learning Opportunities at University
	Starting your learning journey
	Studying and learning at university
		Personalised learning
		Peer-assisted learning
		Personal academic tutor
	Approaches to learning and teaching
		Blended learning
		The flipped classroom
	Preparing yourself for the flipped classroom
	Methods of delivery
	Preparing for campus-based learning
	Making the most of support facilities and services at university
		Library and IT services
	Academic facilities and learning support
		Student health and wellbeing
		The Students’ Union
	Essential academic skills
		Active listening
		Managing your time: creating positive learning habits
		Overcoming barriers to study
		Getting organised
		Time management tools
		Effective reading
		Effective reading
		Critical reading
		Note taking
		Citation and referencing
		Critical thinking
		Analysing and using feedback to improve as a work-based learner
	References
Chapter 5: Making the Most of Your Learning Opportunities at Work
	Introduction
	Your employer’s involvement with your WBL
		Consider your potential stakeholder group
	Your dual role: employee and learner
	Finding opportunities to link your learning to your job
		Accepting support and guidance (while avoiding being railroaded)
			Collaborative learning
	Workplace mentors
		The role of workplace mentors on apprenticeship programmes
		The mentoring relationship
		Mentoring as an intentional process
		Tripartite reviews for apprentices
		Three crucial components
	Motivation
	References
Chapter 6: How Your Work-Based Learning Will Be Assessed
	Introduction
	Purposes of WBL assessment
		The ‘why’
		WBL assessment – the ‘what’
	Negotiating assessment in work-based learning
		Linking learning and assessment
		Level and volume of learning
	Methods, process and procedures – the ‘how’
		Formative/summative assessment and feedback
		Self-and peer assessment
		Different types of WBL assessment – the variety (and diversity)
		Learning contracts
		Work-based projects
		Portfolios
		Reflective diaries, learning journals and critical incident logs
		Collaborative assignments and group assessments
		Case studies
		Reports
		Presentations
		Professional discussions
		Doing the background research, reading and drafting
		Rules and regulations – the nuts and bolts
		Handbooks
		Learning outcomes
		Assessment brief
		Assessment criteria
		Marking criteria
		Making the most of support opportunities related to assessment
		End-point assessment
	Submission arrangements
		Academic misconduct
		If things go wrong, do not panic!
		Marking and moderation
		External examination
		Examination boards (modular and progression/award)
		Fails and appeals
	References
Chapter 7: Developing Yourself and Your Organisation: Connecting the Two Through Growth Mindset, Organisational Learning and Ethics
	Developing yourself
	Developing a growth mindset
	Developing your organisation
		Identifying organisational developments through SWOT analyses
		Building-in an organisational learning approach
	Ethics in work and work-based learning
	References
Chapter 8: Moving from Individual Learning to Organisational Impact: Work-Based and Work-Applied Learning
	Introduction
	Work-based learning and organisational impact
	The work-based project
	Work-based projects and research
		Action research
	Work-based and work-applied learning
	The structure of a typical work-applied learning (WAL) programme
	References
Chapter 9: Planning Practitioner Projects
	Introduction
	What is practitioner research?
	How can you approach practitioner research?
		Action-oriented approach to work-based projects (plan, act-observe, reflect)
		Academic-oriented approach to work-based projects (plan, inquire, reflect-suggest)
		Evaluation-oriented approach to work-based projects (plan, assess, reflect-suggest)
	What should you research?
	Planning your project: clarifying the aim of your project
	Planning your project: what do we already know?
	Planning your project: what about methodology and research questions?
	Planning your project: seeking permissions and cooperation
	Planning your project: how much data will you need?
	What about ethics?
	Writing up your project proposal
	References
Chapter 10: Implementing Practitioner Research Projects
	Introduction
	Delivering practitioner research – why is it important?
	Staged process
	Knowledge management
	Communication
	Creativity
	Managing the research project and activities
		Carry out the research and activities in stages
		Check your proposal and ethics permissions
		Review literature and professional sources
		Gathering and analysing data
	Tools for learning during your project
		Documenting your learning as you go
		Creating/generating evidence and artefacts
		Turning mistakes and failures into learning
		Dealing with the unexpected
	Tools for learning after your project
		Learning journal and recording evidence of practice
		Critical reflection about your project – what you have learned
		Team debrief – sharing your knowledge and findings
	Writing up your project report and presentation
		Concluding the project cycle
		Presenting and assessment
		End point assessments for apprenticeships
		Creating wider impact and celebrating achievement
		Celebrating your achievements and future directions
	References
Chapter 11: Technologies to Support Work-Based Learners
	Introduction
	Cognitive load and work-based learning
	Cognitive theory of multimedia learning
	Video
	Immersive technologies
	Robots
	Collaborative technologies
		Communication tools
		Conferencing tools
		Coordination tools
	Data analytics
	References
Chapter 12: The Student Becomes the Master
	Completing the learning circle: from student to master
	The spectrum of work-related learning
	How I can help others with their work-related learning?
	Who would benefit from my experience and assistance?
	Why your experience is valuable to others
	Four investments
	Establishing work-based and work-related learning opportunities
	Coaching and mentoring
	Coaching learners
	Becoming a mentor
	Keep turning the circle of student to master
	References
Index