IntroductionOver the past decade, the analysis of what occurs when learners are involved in 'work'-based learning (WBL) has, at best, been superficial and simplistic, i.e. it has been accepted that individuals learn by being in a knowledge-based work-based environment. It does not follow, however, that they will acquire the knowledge they are seeking simply by being in a 'real world' workplace environment. What needs to be considered is how the learning processes take place in 'work'-related environments and how, by understanding the mechanisms of learning, the work-based environment can be formalised as an authentic learning environment and thus accepted as comparable but nevertheless different from the traditional on-campus one. Academics in the work-based learning field recently explored its theoretical basis with a view to establishing the workplace environment by educators, policymakers, government, industry and commerce as a formalised and accepted educational environment. It would appear that most practitioners have assumed that the experience of working in such an environment drives learning and, hence, the terminology 'experiential or work-based learning' has increasingly been used over past years to describe the learning mechanisms and processes in this environment. But the development of a conceptual theoretical base is inhibited by the ambiguous nature of what has, over the last decade, been described and considered as the practice of work-based learning. In this article, we examine how experiential learning theories can contribute to the development of a common theoretical framework which draws together lifelong learning practice to support the conceptualisation of work-based learning. We believe this approach is an important step which needs to be taken, as a common theoretical framework will underpin policy-making at institutional and systemic levels and encourage a common European strategy regarding the role of WBL in tertiary education. WBL supports the personalisation of learning, which is highly desirable, but for this to be effectively established will need a common theoretical framework taken forward as future policy by the higher and further education sectors. The establishment of such a framework would, of course, have major implications for tertiary education, as it would mean achieving a common approach across Europe. The authors have been involved over the past 20 years as researchers and in the development and teaching of WBL from diploma to professional doctorate levels. The characterisation of WBL by consideration of experiential theories is based on both practice over the past 10 years and consideration of relevant theories. While much of the practice
<p>Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an online teaching approach, with examples ranging from the simple use of email to the employment of virtual worlds and Web 2.0 technologies.</p><p>This paper provides a case study of a role play activity which employs real-time anonymous discussion forums and aims to improve our understanding of effective role play and the impact of anonymity. This role play has been effective in educating learners about different perspectives on the issue of Quality in Further Education. The context and implementation of the role play are outlined, and the learners’ interactions and experiences are explored using an investigative analysis of discussion transcripts and semi-structured interviews with participants. The findings suggest that role engagement and anonymity are important components for success in synchronous online role play. Evidence is presented that provides an insight into the factors which encourage role engagement, including prior experiences and contributions from peers. The impact of anonymity is also explored since many participants did not regard the study environment as real and attempted to identify their peers.</p><p> </p>
Purpose -The purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice-based training. Design/methodology/approach -This is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice-based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice-based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments. Findings -The suggestions are based on the authors' investigation and their understanding and experience of: the KTP approach; practice-based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post-graduate model) could be extended to undergraduate education to provide sustainable practice-based learning that fits well with the strategies and ideologies of government, employers and academia. Practical implications -Barriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice-based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed. Originality/value -The originality is the idea of utilising a well acknowledged post-graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers.
Library of Congress Cataloging-in-Publication Data Harris, Margaret, 1945-0rganizing God's work: challenges for churches and synagogues I by Margaret Harris. p. em. Includes bibliographical references and index.
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