Learner focused

Delivery through WBL module Assessment Outcomes

Individual assessment CV 1) Authentic experience of recruitment and selection
Skills/Competency process – personal reflection of process and audio
Application, Interview – videos and Questionnaire feedback – to be included in portfolio of evidence
audio feedback from peers, Interview
employers and tutor 2) Improved awareness and understanding of personal
Peer review strengths and areas for improvement
Group learning
(mentored/coached/trained): 3) Improved awareness of self in context of peer group,
university, community, and world
1. Multidisciplinary teams – cross 4) Development of employability skills – technical and
Self management
Faculty /International of Project Brief “soft” skills – “coaching and training” from
In a (multi-disciplinary) employers/mentors
2. Professional / skills for working / Team context
employability 5) Develops IT study skills and reflective practice
Fundraising event 6) Encourages self-management and ownership of
3. Social responsibility / skills for learning
life / citizenship / community
7) Encourages integration of students and conflict
Formative assessment: resolution within context of attainment of collective
Group discussions and achievement Periodic submission of goals
completed workplace
of group goals: tasks (virtual workplace) 8) Offers flexibility (reflective of the trajectory of
and personal blog workplace norms) e.g. use of mobile technologies to
1. Periodic submission of individual (PebblePad) communicate, create assets/ webfolios but in a time
reflections of learning experience constrained context i.e. periodic deadlines
Summative assessment
through ‘thoughts/blog’ function in – Recorded presentation
PebblePad to mentoring team at
employer offices Students create a personalised
2. Periodic group blog of experience
during the module e.g. google webfolio (showing their
progression during the project ) via
blogger/campus pack fusion
E-portfolio assets created in PebblePad.
Assets include the CV, recorded
Portfolio of evidence interview, feedback, reflections,
‘Evidence’ of development – agendas, minutes of meetings,
reflection of learning
action plans, presentations, blogs,
Students adopt agency and seek experiences that are
evidenced in a
employability skills questionnaire pre
relevance of their contribution to the personal portfolio & post WBL module.
module in their own context which is Use of mobile Webfolios are assessed by
reflected in the assets that they technologies to create mentoring teams
evidence and organise in their assets and e-portfolio employers/tutors) – can be used
portfolio. for interviews etc

Delivery through WBL module
Individual assessment
Employer input – Enterprise
network, Centurion, Volunteering
& Sporting Partnerships etc
Group learning
(mentored/coached/trained):
1. Multidisciplinary teams – cross
Faculty /international
2. Professional / skills for working /
employability
Corporate social responsibility
3. Social responsibility / skills for
life / citizenship / community
Group discussions and
achievement of group goals
1) Periodic submission of individual
reflections of learning experience
through ‘thoughts/blog’ function in
PebblePad
2) Periodic group blog of experience
during the module e.g. google
blogger/campus pack fusion
‘Evidence’
Students adopt agency and seek
relevance of their contribution to the
module in their own context which is
reflected in the assets that they
evidence and organise in their
portfolio.
Employer
Virtual workplace design
Employee specifications
Interview assessment
Employer coaching and
mentoring
Identification of
skills/knowledge/
competency strengths
and weaknesses
Identification of
potential development
areas – target training
Presentation
Situational context of
learning is created by
virtual workplace
(activities designed by
team of tutors and
employers)– action
learning is undertaken by
student
Employer focused
outcomes
1) Employers would provide data relating to competency
framework underpinning design of workplace activities
2) Input into virtual workplace activities – re-usable learning
object – access to students and materials that could be used for
in-house training
3) Maintain established links with employers, forge new links and
opportunities between University, students and employers
4) Collaboration between HEIs and Universities is an integral pa
of the government ‘s current agenda - BIS (2009) Report
5) Part of the training and development costs of a potential traine
will be incurred by University - benefit reaped by student and
employer in the long term
6)Better integration of formal and informal learning – good staff
development
7) Employers are encouraged to incorporate CSR and citizenship
into the assessment design for the module which can act as a as
feedback-feedforward system of development of their own CSR
strategies
8) Fosters a culture of employer/Uni engagement making good
use of established networks –learn more about our course delive
and students
9) Identify potential employees/student placements etc
Students’ undertake a team presentation
which is delivered st
Students reflect on their learning
experiences (PebblePad)
Support (limited face to face) using
technology is provided i.e. skype,
webcam, blogs
Re-usable learning objects are created -
>synergies, <future costs
 Learning objects Resources
Delivery through WBL module to be created
Video/digital experts – Innovation North staff and/or students
Individual assessment Virtual workplace
Virtual workplace design – Learning Technologists
Employer profiles
Application, Interview – videos and PebblePad accounts for students (existing relationships in
Video
audio feedback from peers, Business and Health)
Audio files/MP3 file
employers and tutor Collaboration with course leaders cross faculty, employer
Asset creation with
Group learning reflection - PebblePad networks, partners, volunteering networks
(mentored/coached/trained): Mentor(s) for workplace groups (similar to PACE 2/placement
model) – less face to face support – use virtual workplace
1. Multidisciplinary teams – cross
Completion & evidence of discussion boards, social network to communicate and support
Faculty Work place activities students, skype, periodic webcam sessions via Elluminate (use
e.g. agendas/minutes technology!)
2. Professional / skills for working / Action plans
employability Mind maps Purchase of PDAs – Computing services to synchronise emails
Co-ordination of tasks and install programs
3. Social responsibility / skills for Stakeholder mapping
PDA and PebblePad training
life / citizenship / community Reflections
Access and use of test/development Finance/HR systems
Group discussions and Use of integrated/mobile (Agresso/Trent/Employer)
achievement of group goals technologies ie.
PebblePad, skype, Technological support – Computing Services/Learning
1) Periodic submission of individual campus pack fusion, Technologists
reflections of learning experience internet – facilitating Module Leader/co-ordinator
creation and reflection of
through ‘thoughts/blog’ function in assets, web Use of recording suite for summative assessment
PebblePad conferencing,
communication via Server space to host e-portfolios
2) Periodic group blog of experience email/skype, blogging,
during the module e.g. google social networking etc
blogger/campus pack fusion
E-portfolio
Personalised Students’ create a body of evidence of
chronological record professional and personal development
‘Evidence’ of development and using technology
evaluation of critical
Students adopt agency and seek incidents/events
Students reflect on their learning
experiences (PebblePad)
relevance of their contribution to the pertinent to the
module in their own context which is students’ Support (limited face to face) using
development technology is provided i.e. skype,
reflected in the assets that they webcam, blogs
evidence and organise in their Re-
usable/developmental Re-usable learning objects are created -
portfolio. evidence of >synergies, <future costs
employability skills