Characterising Work-Based Learning as a Triadic Learning Endeavour

Autor/inn/en	Dalrymple, Roger; Kemp, Chris; Smith, Patrick
Titel	Characterising Work-Based Learning as a Triadic Learning Endeavour
Quelle	In: Journal of Further and Higher Education, 38 (2014) 1, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2012.699516
Schlagwörter	Foreign Countries; Workplace Learning; Higher Education; Facilitators (Individuals); College Students; College Faculty; Alignment (Education); Outcomes of Education; Teacher Role; Certification; Knowledge Level; Educational Environment; Self Concept; Time Factors (Learning); Self Esteem; Credentials; Electronic Learning; Virtual Classrooms; Student Evaluation; Student Personnel Services; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; Lernleistung; Schulerfolg; Lehrerrolle; Abschlusszeugnis; Zertifizierung; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Studienbuch; Schulnote; Studentische Bewertung; Großbritannien
Abstract	With work-based learning (WBL) forming an increasingly prevalent dimension of modern higher education practice, conceptual models of the pedagogies underpinning WBL are increasingly emerging. There is broadening recognition of the need to capture and represent the values and presuppositions underlying WBL in order to support facilitators and learners engaged in WBL for the first time. Accordingly, the current study proposes a new characterisation of WB higher education which can helpfully inform the design and delivery of WBL curricula, schemes of work and teaching and learning strategies. Informed by the authors' extensive facilitation of WBL programmes for such diverse fields of professional practice as dance teaching, event management, security and the military, the model represents WBL as a triadic learning endeavour in which student, work-based facilitator and university tutor are engaged in a mode of learning which is best conceived as "academy-aligned" rather than "academy-based", and in which the signature pedagogic principle is one of "responsive facilitation". The application of the model in a number of programmes is demonstrated and some recommendations for WB practice outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10